@article{chivunda_social_2023, title = {Social {Justice} and {Diversity} in {Zambia}: {The} {Role} of {Civic} {Education} and {Teachers}}, volume = {48}, issn = {2581-6268}, shorttitle = {Social {Justice} and {Diversity} in {Zambia}}, url = {https://doi.org/10.9734/ajess/2023/v48i41090}, doi = {10.9734/ajess/2023/v48i41090}, abstract = {This article explores the role civic education plays in social justice and diversity in Zambia from the civic education teacher’s perspective as well as establish the extent to which teacher’s themselves are actively engaged in social justice and diversity. Predicated on the fundamental role civic education plays in teaching and promoting diversity and social justice, it is highly expected that civic education teachers should be the lodestars in undertaking this activity. It is noted that teachers of civic education can bring about social justice in society; this can be achieved through active participation in local communities and consolidating the teaching of democracy, human rights and promotion of participation within people’s local communities and global level for social justice. Therefore, the teaching for diversification is of great significance in the delivery of Civic Education in Zambia both at teacher training and secondary school level. Anchored on the explanatory design as a methodological bedrock, this study found that teachers where not actively engaged with issues of diversity. The study concludes that there is little to no engagement among teachers in diversity and in bringing about social change especially on matters that affect the wider community. This is partly attributed to the impractical nature in which Civic Education is delivered at secondary school or tertiary level. The study recommends that different approaches to the teaching of civic education must be introduced in the civic education curriculum.}, language = {en}, number = {4}, urldate = {2023-11-28}, journal = {Asian Journal of Education and Social Studies}, author = {Chivunda, Kaumba and Kabombwe, Yvonne and Mwanza, Christine and Mupeta, Sydney}, month = sep, year = {2023}, note = {Num Pages: 9 Number: 4 KerkoCite.ItemAlsoKnownAs: 2129771:MU56QNIZ 2129771:N73KHN5I 2129771:SRRXRV2D}, pages = {112--120}, } @misc{lee_review_2023, title = {Review {Finds} {States} {Slow} to {Give} {Guidance} on {How} {Teachers}, {Schools} {Should} {Use} {AI}}, url = {https://www.the74million.org/article/review-finds-states-slow-to-give-guidance-on-how-teachers-schools-should-use-ai/}, abstract = {Dusseault \& Lee: Other than Hawaii's, no education department has publicly focused on policies governing artificial intelligence in the classroom.}, language = {en-US}, urldate = {2023-09-19}, author = {Lee, Bree Dusseault \& Justin}, month = jul, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:4AZIT72H}, } @techreport{lurvink_teacher_2023, title = {Teacher {Retention} and {Mobility} in {Sierra} {Leone}: {What} factors contribute to teachers' motivation to stay or leave schools?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/CQ8JNCH8}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Lurvink, Anne-Fleur and Mansaray, Kabiru and Kamara, Josephine and Khanu, AlimamyJames and Cameron, Emma and Godwin, Katie and Haßler, Björn}, month = jun, year = {2023}, doi = {10.53832/edtechhub.0168}, note = {ZenodoArchiveID: 7966434 ZenodoArchiveConcept: 7966433 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7966434 10.53832/edtechhub.0168 2405685:CQ8JNCH8}, keywords = {\_r:AddedByZotZen}, } @article{lurvink_introduction_2023, title = {Introduction of an {EdTech} intervention to support learning of foundational skills in {Sierra} {Leone}: policy, teacher, and community perspectives}, volume = {8}, issn = {2504-284X}, shorttitle = {Introduction of an {EdTech} intervention to support learning of foundational skills in {Sierra} {Leone}}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2023.1069857/full}, doi = {10.3389/feduc.2023.1069857}, abstract = {Background Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.}, urldate = {2023-11-22}, journal = {Frontiers in Education}, author = {Lurvink, Anne-Fleur and Pitchford, Nicola J.}, month = may, year = {2023}, pages = {1069857}, } @inproceedings{kondoro_towards_2023, title = {Towards {Improving} the {Accessibility} and {Usability} of a {Mobile}-based {Learning} {Management} {System} for {Blind} {Primary} {School} {Teachers}}, doi = {10.23919/IST-Africa60249.2023.10187797}, abstract = {Learning management systems (LMS) have been widely adopted to deliver learning materials for blended and online courses. Nonetheless, most of these systems suffer from accessibility and usability flaws that prevent visually impaired users from using them effectively. Despite existing studies evaluating the accessibility and usability of LMSs, very few of them have been done with actual visually impaired users. This study assessed the accessibility and usability of the Moodle LMS with 15 visually impaired teachers from 3 schools in 3 regions in Tanzania. The study used the Axe Dev automated tool and Concurrent Think Aloud Protocol usability testing in two phases. Results show that despite efforts of LMSs such as Moodle to follow accessibility and usability guidelines, the system still has problems such as insufficient colour contrast, links with indiscernible text, meaningless alternative texts, and invisible gaps in the content. Furthermore, this accessibility and usability can only be detected while testing with real users. Therefore, we recommend putting more effort into real-world user testing before such a system can be deployed to visually impaired school teachers.}, booktitle = {2023 {IST}-{Africa} {Conference} ({IST}-{Africa})}, author = {Kondoro, Aron and Maro, Salome and Mtebe, Joel and Proctor, Jamie and Komba, Aneth and Haßler, Björn}, month = may, year = {2023}, note = {ISSN: 2576-8581}, keywords = {Accessibility., Color, Learning Management System, Learning management systems, Object recognition, Protocols, Testing, Usability, User experience, Visually impaired}, pages = {1--10}, } @misc{lurvink_where_2023, title = {Where do teachers go, and where do they stay?}, url = {https://edtechhub.org/2023/03/22/where-do-teachers-go-and-where-do-they-stay/}, author = {Lurvink, Anne-Fleur and Espinoza-Revollo, Patricia and Ali, Yusuf and Garrod, Oliver and Atherton, Paul and Mackintosh, Alasdair and Ramirez, Ana and Beoku-Betts, Iman and Haßler, Björn and Godwin, Katie}, month = mar, year = {2023}, } @book{gem_report_unesco_technology_2023, title = {Technology use in teacher preparation and professional development in low-and middle-income countries}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000386082.locale=en}, urldate = {2023-10-22}, publisher = {GEM Report UNESCO}, author = {{GEM Report UNESCO}}, month = jan, year = {2023}, doi = {10.54676/NJZV8067}, } @techreport{beoku-betts_teacher_2023, type = {Policy briefing}, title = {Teacher {Deployment} in {Sierra} {Leone}: {Lessons} learnt and moving forward}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/M3D6NGR4}, abstract = {This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably. Keywords Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making An output of the EdTech Hub, https://edtechhub.org}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman}, year = {2023}, doi = {10.53832/edtechhub.0145}, note = {ZenodoArchiveID: 7521062 ZenodoArchiveConcept: 7521061}, } @techreport{dangelo_supporting_2023, address = {Washington DC, USA, and Ottawa, Canada}, title = {Supporting {Teaching} to {Improve} {Teaching} and {Learning}: {A} {GPE} {KIX} {Scoping} {Study} {Working} {Paper}}, url = {https://www.gpekix.org/knowledge-repository/supporting-teachers-improve-teaching-and-learning-gpe-kix-scoping-study}, institution = {Global Partnership for Education Knowledge and Innovation Exchange}, author = {D'Angelo, Sophia and Cameron, L and Assane Igodoe, A and Sheria Nfundiko, J}, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3W8GWRZF}, } @techreport{espinoza-revollo_school--school_2023, type = {Working {Paper}}, title = {School-to-{School} {Mobility} {Patterns} and {Retention} {Rates} of {Payroll} {Teachers} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DE7XUSMJ}, abstract = {This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no data on teacher mobility patterns and schools’ teacher retention rates, policies tend to be based on anecdotal evidence. This paper aims to fill this evidence gap by exploring teachers’ school-to-school mobility trends and retention rates using the Annual School Census (ASC) data from 2015 to 2021. Using data on teachers’ individual characteristics, as well as geospatial location data of each school, the paper explores whether mobility patterns vary by teachers’ gender or qualifications and whether the teaching workforce is urbanising. While studies have looked at teacher retention, this study is the first in a low-income country to use school census data to create a panel dataset to study teachers’ movements and school retention rates over time. Keywords: teacher mobility; teacher retention rates; mobility patterns; teacher deployment; Sierra Leone; education An output of the EdTech Hub https://edtechhub.org}, number = {48}, institution = {EdTech Hub}, author = {Espinoza-Revollo, Patricia and Ali, Yusuf and Garrod, Oliver and Atherton, Paul and Mackintosh, Alasdair and Beoku-Betts, Iman and Haßler, Björn}, year = {2023}, } @techreport{hasler_outputs_2023, title = {Outputs {Register} for {HLR} 3: {The} {Impact} of {GIS}-{Supported} {Teacher} {Allocation} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/WXBISTFE}, institution = {EdTech Hub}, author = {Haßler, Björn and McBurnie, Chris and Beoku-Betts, Iman}, year = {2023}, doi = {10.53832/edtechhub.0164}, } @techreport{espinoza-revollo_school--school_2022, type = {{HLR3} {Output}}, title = {School-to-school mobility patterns and retention rates of payroll teachers in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DE7XUSMJ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Espinoza-Revollo, Patricia and Ali, Yusuf and Garrod, Oliver and Atherton, Paul and Beoku-Betts, Iman and Haßler, Björn}, month = dec, year = {2022}, doi = {10.53832/edtechhub.0143}, note = {ZenodoArchiveID: 7421516 ZenodoArchiveConcept: 7421515 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7421516 10.53832/edtechhub.0143 2129771:4HUI65EI 2405685:DE7XUSMJ}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @misc{lurvink_no_2022, title = {No teacher is an {Island} - {Open} {Development} \& {Education}}, url = {https://opendeved.net/2022/10/31/no-teacher-is-an-island/, https://opendeved.net/2022/10/31/no-teacher-is-an-island/}, abstract = {When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive their rice}, language = {en-GB}, urldate = {2023-11-09}, author = {Lurvink, Anne-Fleur and Bokamba, Tania Elena Megogo and Mason, Miriam and Godwin, Katie and Godwin, Tania Elena Megogo Bokamba, Miriam Mason {and} Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason {and} Katie, Anne-Fleur Lurvink}, month = oct, year = {2022}, } @techreport{mcburnie_understanding_2022, type = {Journal article}, title = {Understanding {Teacher} {School} {Choice} {Preferences}: {What} {Matters} {Most} for {Teacher} {Deployment} in {Sierra} {Leone}?}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KAAC2B78}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katie and Haßler, Björn}, month = aug, year = {2022}, doi = {10.5281/zenodo.6817992}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 2129771:DUAVS9AV 2405685:KAAC2B78}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @misc{beoku-betts_using_2022, title = {Using technology to support teacher continuous professional development in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://edtechhub.org/2022/08/18/using-technology-to-support-teacher-continuous-professional-development-in-sierra-leone/}, author = {Beoku-Betts, Iman and Plaut, Daniel and Tanweer, Rabia}, month = aug, year = {2022}, } @techreport{lurvink_no_2022, title = {No {Teacher} is an {Island}: {A} case study on the enablers and barriers for effective school-based teacher professional development in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/N665IBBE}, language = {en}, institution = {OpenDevEd}, author = {Lurvink, Anne-Fleur and Bangura, Zainab and Fortune, Alhaji and George, Alex H. and Godwin, Katie and Mason-Sesay, Miriam and Moseray, David and Tholley, Ibrahim and Turay, Emmanuel B. and Haßler, Björn}, month = aug, year = {2022}, doi = {10.53832/opendeved.0284}, note = {ZenodoArchiveID: 7004902 ZenodoArchiveConcept: 7004901 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0284 2129771:N665IBBE 2129771:XEJUQ9H6}, keywords = {Author:OpenDevEd, \_bjoern\_cv, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @techreport{lurvink_what_2022, title = {What are the enablers and barriers for effective {School}-{Based} {Teacher} {Professional} {Development}?}, language = {en}, institution = {OpenDevEd}, author = {Lurvink, Anne-Fleur and Bangura, Zainab and Fortune, Alhaji and George, Alex H. and Godwin, Katie and Mason-Sesay, Miriam and Moseray, David and Tholley, Ibrahim and Turay, Emmanuel B. and Haßler, Björn}, month = aug, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8BEIULTV 4426965:XVW7ALCZ}, } @techreport{mcburnie_what_2022, type = {{HLR3} {Output}}, title = {What {Matters} {Most} for {Teacher} {Deployment}? {A} case study of teacher preferences in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/8GN4RWMR}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katie and Beoku-Betts, Iman and Bernard-Jones, Lydia and Haßler, Björn}, month = jun, year = {2022}, doi = {10.53832/edtechhub.0095}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6530321 10.53832/edtechhub.0095 2129771:G2ULWZXN 2405685:8GN4RWMR}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @techreport{chea_cambodian_2022, title = {Cambodian {Secondary} {School} {Teachers}' {Readiness} for {Online} {Teaching} {During} the {Covid}-19 {Pandemic}}, abstract = {This study intends to review alternative teaching methods during the Covid-19 pandemic and examine teacher readiness in adopting educational technology (edtech) for online teaching as well as factors associated with readiness in the context of secondary schools in Cambodia. To assess teacher readiness, we adopted the Technological Pedagogical Content Knowledge (TPACK), a framework developed by Mishra and Koehler (2006). Data analysis draws on the surveys of 687 teachers at 43 secondary schools in 10 Cambodian provinces collected in November 2021. The findings show that nearly all the sampled teachers experienced teaching online during the school closure, although about a third of them had completely returned to physical in-person teaching at the time of the interview. Although a good share of teachers adopted both synchronous and asynchronous teaching approaches for their online teaching, more than half of teachers who taught online used only one approach (either synchronous or asynchronous). Cambodian secondary teachers think their pedagogical and content knowledge is relatively high at 3.92 and 3.88 respectively. However, their technological knowledge is low at 2.87. The regression analysis suggests that at the individual level, factors that influence teacher readiness include gender, age, perceived challenge and perceived effectiveness of online teaching. Experience teaching at private schools and level of student-teacher interaction are also found to be positively associated with teacher readiness, while initial pre-service and in-service training are found to have little to no influence on teacher readiness. Teachers with access to computers seem to demonstrate a higher level of readiness for online teaching. As expected, teachers in Phnom Penh are likely to be more ready for online teaching, but to our surprise, teachers at resource schools exhibit a lower level of readiness than their peers at general schools.}, author = {Chea, Phal and Chankoulika, Bo and Minami, Ryuto}, month = may, year = {2022}, } @incollection{el-serafy_effectiveness_2022, address = {London}, edition = {1}, title = {The effectiveness of technology-supported teacher professional learning communities in emergency settings. {Future}-{Proofing} {Teacher} {Education}: {Voices} from {South} {Africa} and {Beyond}}, isbn = {978-1-00-318549-9}, shorttitle = {Future-{Proofing} {Teacher} {Education}}, url = {https://www.taylorfrancis.com/books/9781003185499}, language = {en}, urldate = {2022-12-03}, booktitle = {Future-{Proofing} {Teacher} {Education}: {Voices} from {South} {Africa} and {Beyond}}, publisher = {Routledge}, author = {El-Serafy, Yomna and Adam, Taskeen and Haßler, Björn}, editor = {Gravett, Sarah and Petersen, Nadine}, month = may, year = {2022}, doi = {10.4324/9781003185499}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9781003185499 2129771:PMRPEFS6 4804264:84MW225P}, keywords = {Author:OpenDevEd, \_forthcoming}, } @book{gravett_future-proofing_2022, address = {London}, edition = {1}, title = {Future-{Proofing} {Teacher} {Education}: {Voices} from {South} {Africa} and {Beyond}}, isbn = {978-1-00-318549-9}, shorttitle = {Future-{Proofing} {Teacher} {Education}}, url = {https://www.taylorfrancis.com/books/9781003185499}, language = {en}, urldate = {2022-12-03}, publisher = {Routledge}, author = {Gravett, Sarah and Petersen, Nadine}, month = may, year = {2022}, doi = {10.4324/9781003185499}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9781003185499 2129771:CV5DTCQE}, } @techreport{mcburnie_using_2022, title = {Using technology to improve the equity of teacher allocation in {Sierra} {Leone}: the challenge and a way forward}, shorttitle = {Using technology to improve the equity of teacher allocation in {Sierra} {Leone}}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Vijil, Alejandra and Haßler, Björn}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6Y9XNNMV 2129771:9LSPJG52 2486141:AEED5965}, keywords = {Author:OpenDevEd, \_C:Sierra Leone SLE}, } @techreport{mcburnie_using_2022, type = {{HLR3} {Output}}, title = {Using technology to improve the equity of teacher allocation in {Sierra} {Leone}: the challenge and a way forward}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/KAZQRPA7}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Vijil, Alejandra and Haßler, Björn}, month = may, year = {2022}, doi = {10.5281/zenodo.6497554}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497554 2129771:S33JRRK6 2405685:KAZQRPA7}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @techreport{vijil_factors_2022, title = {Factors {Related} to {Teacher} {Absenteeism} in {Sierra} {Leone}: {Literature} {Review}}, shorttitle = {Factors {Related} to {Teacher} {Absenteeism} in {Sierra} {Leone}}, language = {en}, institution = {EdTech Hub}, author = {Vijil, Alejandra and Bellinger, Amy and Godwin, Katie and Haßler, Björn and McBurnie, Chris}, month = may, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VQAFGJXM 2486141:GAPIAY5G}, keywords = {Author:OpenDevEd, \_C:Sierra Leone SLE}, } @techreport{vijil_factors_2022, type = {{HLR3} {Output}}, title = {Factors {Related} to {Teacher} {Absenteeism} in {Sierra} {Leone}: {Literature} {Review}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MS3CKE8G}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {2}, institution = {EdTech Hub}, author = {Vijil, Alejandra and Bellinger, Amy and Godwin, Katie and Haßler, Björn and McBurnie, Chris}, month = may, year = {2022}, doi = {10.5281/zenodo.6498098}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6498098 2129771:XLDCZECC 2339240:7MIS2I79 2405685:MS3CKE8G 2405685:T3F6DCHP}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @techreport{mcburnie_impact_2022, type = {{HLR3} {Output}}, title = {The impact of {GIS}-supported teacher allocation in {Sierra} {Leone}: {High}-level findings on teacher preferences in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/SE5JPCX2}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katie and Beoku-Betts, Iman}, month = may, year = {2022}, doi = {10.5281/zenodo.6504993}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6504993 2129771:7AXGA8UK 2405685:SE5JPCX2}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @article{mutale_mulenga_student_2022, title = {Student {Teachers} {School} {Experience} in {Zambia}: {Experiences} and {Challenges}}, volume = {3}, issn = {27142132}, shorttitle = {Student {Teachers} {School} {Experience} in {Zambia}}, url = {https://eajess.ac.tz/2022/04/28/student-teachers-school-experience-in-zambia-experiences-and-challenges/}, doi = {10.46606/eajess2022v03i02.0162}, abstract = {The purpose of this study was to establish challenges and experiences faced by student teachers during teaching practice in Zambia. The study employed the concurrent embedded design. Data was collected from 280 respondents including 200 student teachers, 30 host school deputy head teachers and 50 lecturers. The study employed a questionnaire, focus group discussion and an interview to collect data from the respondents. The study established some challenges which can serve as learning points for teacher educators and administrators in institutions of higher learning that are running teacher education programs. The challenges include the struggle of maintaining low costs while having a high quality school experience, lecturers hurrying through the supervision process, the tendency to involve non-lecturers to supervise students and students lack of adequate support during the school experience period. The school experience period was adequate and students had a number of benefits from it although some institutions had it at the end of the program. It was therefore recommended that school experience be continually evaluated by both the Ministry of Education and institutions that provide teacher education programs in Zambia and that the length of the school experience period be maintained so as to enhance the benefits that student teacher drew from it. It was further recommended that institutions preparing teachers should make sure that school experience is done during the teacher education period and not at the end of it so that students and their lecturers evaluate the experience before the end of the program.}, language = {en}, number = {2}, urldate = {2023-11-28}, journal = {EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES}, author = {Mutale Mulenga, Innocent and Bwalya, Katongo}, month = apr, year = {2022}, pages = {78--90}, } @techreport{mcburnie_outputs_2022, type = {Technical {Report}}, title = {Outputs {Register}: {The} impact of {GIS}-supported teacher allocation in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/WXBISTFE}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris}, month = apr, year = {2022}, doi = {10.5281/zenodo.6396199}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396199 2129771:KC58MGKU 2405685:WXBISTFE}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @article{gentles_book_2022, title = {Book {Review}: {McNaught} \& {Gravett}, {Eds}., {Embedding} {Social} {Justice} in {Teacher} {Education} and {Development} in {South} {Africa}}, volume = {9}, copyright = {Copyright (c) 2022 Carol Hordatt Gentles}, issn = {2311-1550}, shorttitle = {Book {Review}}, url = {https://jl4d.org/index.php/ejl4d/article/view/625}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Gentles, Carol Hordatt}, month = mar, year = {2022}, note = {Number: 1}, keywords = {Book Review, ⛔ No DOI found}, pages = {151--154}, } @techreport{mcburnie_impact_2022, type = {Working {Paper}}, title = {The impact {GIS}-supported teacher allocation in {Sierra} {Leone}: {Inception} {Report}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/HT8ZGKAB}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Haßler, Björn}, month = mar, year = {2022}, doi = {10.5281/zenodo.5896640}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5896640 2129771:SMVFRCNY 2405685:HT8ZGKAB}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @article{walker_trialling_2022, title = {Trialling open educational resources for technology-supported teacher professional development in rural {Zimbabwe}}, volume = {0}, issn = {0267-1522}, url = {https://doi.org/10.1080/02671522.2022.2034925}, doi = {10.1080/02671522.2022.2034925}, abstract = {This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial.}, number = {0}, urldate = {2022-07-05}, journal = {Research Papers in Education}, author = {Walker, Hannah and Hennessy, Sara and Pimmer, Christoph}, month = feb, year = {2022}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02671522.2022.2034925}, keywords = {Author:OpenDevEd, Open education resources, Zimbabwe, educational technology, tablets, teacher education, teacher professional development}, pages = {1--25}, } @article{hasler_tvet_2022, title = {{TVET} {Research} in {SSA}: {Recommendations} for {Thematic} {Priorities}}, volume = {7}, copyright = {Copyright (c) 2022 Africa Journal of Technical and Vocational Education and Training; Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.}, issn = {2518-2722}, shorttitle = {{TVET} {Research} in {SSA}}, url = {https://afritvetjournal.org/index.php/Afritvet/article/view/136}, doi = {10.53832/opendeved.0268}, abstract = {This paper builds on our study on research on Technical and Vocational Education and Training (TVET) in sub-Saharan Africa (SSA). The study was commissioned by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) and was conducted in 2019. Our study undertook a systematic literature review, which evaluated over 2,000 scientific publications, classifying some 300 as relevant to the topic and examined them in greater detail. One focus area was the institutionalisation of research on TVET in sub-Saharan Africa, its actors, networks and funding. A second area focused on the topics and content addressed by researchers on TVET in SSA. Our comprehensive study allows us to derive indications for future TVET research in SSA, which form the content of the present paper. Our recommendations for future research emerge from: The research literature analysed; A series of expert interviews; and A Structured Community Review. Our key contribution is an extension of the Mulder-Roelofs Vocational Education and Training Research Framework of categories for TVET research. The framework reflects the focus and quality criteria of European/German TVET, and is an ideal starting point. Through our research, we revised and extended the framework for use in SSA. Our goal was to build on international standards on the one hand, but on the other hand to extend and apply those for use in SSA. It therefore makes it possible to respond to the latest state of research both from a European perspective (e.g., donors/organisations like BMBF), as well as to examine the broad spectrum of very different aspects of TVET research in SSA. After presenting the relevant categories of TVET research, the authors go into detail on the topics for further research. Their conclusion recommends continuous research monitoring based on a constantly updated international network of researchers and institutions with an interest in TVET research in SSA. In particular, we propose a coordinated effort for an online, international community of stakeholders and researchers involved in TVET research in sub-Saharan Africa (https://convet.org).}, language = {en}, number = {1}, urldate = {2022-03-13}, journal = {Africa Journal of Technical and Vocational Education and Training}, author = {Haßler, Björn and Haseloff, Gesine}, month = feb, year = {2022}, doi = {10.53832/opendeved.0268}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0268 2129771:9W8CBQSQ}, keywords = {Author:OpenDevEd, AuthorFirst:Haßler, Education, Internationalisation, Research, TVET, Teacher, Work Based, \_bjoern\_cv, \_genre:LR-literature\_review, \_r:ImportedToMyEducationEvidence, \_yl:a}, pages = {3--27}, } @techreport{centre_for_research_and_integrated_development_ministry_of_primary_and_secondary_education_zimbabwe_summary_2022, type = {{RTT} {Evaluation}}, title = {Summary {Report}: {Evaluation} of the {Rapid} {Teacher} {Training}}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/F6WS8X4W}, language = {en}, number = {2}, institution = {OpenDevEd}, author = {{Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),} and {UNESCO Regional Office for Southern Africa} and {Open Development and Education}}, month = feb, year = {2022}, doi = {10.53832/opendeved.0266}, note = {ZenodoArchiveID: 6323508 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6323508 ZenodoArchiveConcept: 6323507}, keywords = {\_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, } @techreport{dangelo_technology_2022, type = {Policy {Brief}}, title = {Technology {Use} for {Teacher} {Professional} {Development} in {Low}- and {Middle}-{Income} {Countries}: {Recommendations} for policy from a systematic review}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/7S9CUP77}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {D'Angelo, Sophia and Hennessy, Sara and Kreimeia, Adam and Koomar, Saalim and Cao, Lydia and McIntyre, Nora and Brugha, Meaghan and Zubairi, Asma}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0080}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0080 2129771:XD6NI2CX 2405685:7S9CUP77}, keywords = {\_r:AddedByZotZen}, } @article{dervenis_review_2022, title = {A review of research on teacher competencies in higher education}, volume = {30}, issn = {0968-4883}, url = {https://doi.org/10.1108/QAE-08-2021-0126}, doi = {10.1108/QAE-08-2021-0126}, abstract = {Purpose The purpose of this paper is to thoroughly assemble, analyze and synthesize previous research to investigate and identify teaching staff competencies derived from the roles and tasks attributed to university professors. Design/methodology/approach In this literature review, the authors looked at both the conceptual framework exploring the educational concepts and the learning theories focusing on teaching staff roles and competencies in higher education. Thirty-nine scientific papers were studied in detail from a total of 102 results, which were eligible based on the preferred reporting items for systematic reviews and meta-analyses statement. Findings A multi-dimensional approach to teacher competencies in higher education was proposed, which consists of six main dimensions with their respective characteristics. Thirty-two discrete teaching staff competencies were identified and distributed in the aforementioned dimensions. The research revealed that specific competencies, such as the digital competence of teachers, which have lately become of high importance worldwide due to the COVID-19 pandemic implications, surprisingly, until recently, they were considered secondary in the educational process. Research limitations/implications The study was based on the existing literature without using data drawn from an appropriate questionnaire addressed to students and/or interviews with academics. In addition, in an effort to maintain a homogeneous base of teacher competencies, inclusion of domains of expertise was avoided. Further research should focus on designing and developing a holistic model using analytical learning approaches that will contribute to the assessment of teachers’ competencies and explore the relationship of these competencies to students’ academic achievement, contributing quality to higher education. Practical implications A specific framework of teacher competencies in higher education, in practice, can be a useful reference point not only for ensuring quality in the selection of teachers and their career-long professional development but also for national education policy strategies. The definition of teacher competencies framework contributes to facilitating effective dialogue for the evaluation and quality assurance in education between agencies, authorities, researchers, teachers, policymakers, education managers and different communities at large. Social implications These competencies are at the heart not only of the teaching and learning process but also in the workplace and in society in general and are increasingly recognized as essential. An adequately prepared community and management equipped with the required employee competencies is able to react immediately and in a positive way to any obstacle, yielding optimal results. Originality/value This is the first review, to the authors’ knowledge, to comprehensively explore the literature to identify, classify and rank the teaching staff competencies in higher education, revealing the gap between perceived and actual importance of various competencies.}, number = {2}, urldate = {2022-04-05}, journal = {Quality Assurance in Education}, author = {Dervenis, Charalampos and Fitsilis, Panos and Iatrellis, Omiros}, month = jan, year = {2022}, note = {Publisher: Emerald Publishing Limited}, keywords = {Competencies, Higher education, Quality education, Skills, Teacher effectiveness, Teacher quality}, pages = {199--220}, } @techreport{hasler_outputs_2022, type = {{HLR3} {Output}}, title = {Outputs register for {HLR3} - {Teacher} {Allocation} {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/9XJGEX5Z}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn and McBurnie, Chris and Beoku-Betts, Iman}, month = jan, year = {2022}, doi = {10.53832/edtechhub.0089}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6472492 10.53832/edtechhub.0089 2129771:3J4TNGDZ 2405685:9XJGEX5Z}, keywords = {Author:OpenDevEd, \_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @article{wadmare_understanding_2022, title = {Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural {India}: {An} empirical analysis of alignments and misalignments}, volume = {3}, issn = {2666-3740}, shorttitle = {Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural {India}}, url = {https://www.sciencedirect.com/science/article/pii/S2666374022000747}, doi = {10.1016/j.ijedro.2022.100198}, abstract = {Teachers' perceptions of their students’ academic skills are crucial in enabling teaching at the appropriate level and shaping learning processes. We examine how accurate are teachers’ perceptions for low achieving students using data collected from around 1,800 primary school teachers across 848 schools in rural India. We find that around 40\% of teachers inaccurately perceive that the low performing students in their classroom had already acquired foundational literacy, when they have not. Female teachers, para-teachers, and teachers with lower work burden are more likely to have accurate perceptions of low performing students. Our study highlights the need to work with teachers to ensure more realistic perceptions in order for pedagogical approaches like teaching at the right level to reach its intended impact.}, language = {en}, urldate = {2023-01-07}, journal = {International Journal of Educational Research Open}, author = {Wadmare, Pratik and Nanda, Mansi and Sabates, Ricardo and Sunder, Naveen and Wadhwa, Wilima}, month = jan, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2022.100198 2129771:8BDMZDN7}, keywords = {Foundational Literacy, India, Perceptions, School Accountability, Teachers}, pages = {100198}, } @article{bedoya_how_2022, title = {How {Can} {Education} {Systems} {Structure} {Virtual} {Communities} of {Practice} for {Teachers} {Most} {Effectively}?}, language = {en}, author = {Bedoya, Guadalupe and Belyakova, Yulia and Cilliers, Jacobus and Deeb, Antoine and Evans, David K and Jeon, Youngkwang and Kelly, Emma}, year = {2022}, keywords = {⛔ No DOI found}, } @techreport{edtech_hub_impact_2022, type = {{HLR3} {Output}}, title = {The {Impact} of {GIS}-{Supported} {Teacher} {Allocation} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Inception {Report} 3}, url = {https://docs.edtechhub.org/lib/QAH4K4D6}, language = {en}, number = {1}, institution = {EdTech Hub}, author = {{EdTech Hub} and {Education Commission} and {Fab Inc.}}, year = {2022}, doi = {10.53832/edtechhub.0055}, note = {ZenodoArchiveID: 5596875 ZenodoArchiveConcept: 5596874 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0055 2129771:RIHMNP95 2405685:QAH4K4D6}, keywords = {\_C:Sierra Leone SLE}, } @article{hennessy_technology_2022, title = {Technology use for teacher education and professional development: {Insights} from a systematic review [preprint]}, shorttitle = {Technology use for teacher education and professional development}, url = {https://eprints.soton.ac.uk/471081/1/D_Angelo_et_al._2022_Technology_Use_for_Teacher_Professional_Developmen.pdf}, urldate = {2023-11-08}, author = {Hennessy, Sara and D'Angelo, Sophia and McIntyre, Nora and Brugha, Meaghan and Zubairi, Asma}, year = {2022}, keywords = {⛔ No DOI found}, } @article{hennessy_technology_2022, title = {Technology {Use} for {Teacher} {Professional} {Development} in {Low}- and {Middle}-{Income} {Countries}: {A} systematic review}, volume = {3}, copyright = {Creative Commons}, issn = {2666-5573}, shorttitle = {Technology {Use} for {Teacher} {Professional} {Development} in {Low}- and {Middle}-{Income} {Countries}}, url = {https://www.sciencedirect.com/science/article/pii/S2666557322000088}, doi = {10.1016/j.caeo.2022.100080}, abstract = {Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.}, language = {en}, urldate = {2023-01-06}, journal = {Computers and Education Open}, author = {Hennessy, Sara and D'Angelo, Sophia and McIntyre, Nora and Koomar, Saalim and Kreimeia, Adam and Cao, Lydia and Brugha, Meaghan and Zubairi, Asma}, year = {2022}, doi = {10.5281/zenodo.4733147}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeo.2022.100080 10.5281/zenodo.4733147 2129771:AQSTZII8 2129771:RT5YCTNI 2129771:XLTBLBZA 2339240:5GVQGQC4 2405685:E5J2KHF2 2405685:RKQI4W3A 2405685:T5QVE96Z 2534378:DZ4AXQJ2 4426965:RRTYWK3S}, keywords = {ICT, Teacher professional development, \_EdTechHub\_Output, \_MELA\_knowledge\_product, \_MELA\_seen, \_genre:LR-literature\_review, e-learning, low- and middle-income countries (LMICs), pedagogy, peer learning, teacher training, technology}, pages = {100080}, } @article{koomar_reflections_2022, title = {Reflections on {Technology}, {Teaching}, {Learning}, and {Professional} {Development}: {Findings} from a {Teacher} {Survey} in {Tanzania}.}, volume = {10}, shorttitle = {Reflections on {Technology}, {Teaching}, {Learning}, and {Professional} {Development}}, url = {https://eric.ed.gov/?id=EJ1373064}, doi = {10.30918/AERJ.104.22.048}, number = {4}, urldate = {2023-11-08}, journal = {African Educational Research Journal}, author = {Koomar, Saalim and Hennessy, Sara and Zubairi, Asma and Kindoli, Robert and Kreimeia, Adam}, year = {2022}, note = {Publisher: ERIC}, pages = {342--368}, } @article{luneta_critical_2022, title = {The critical role of continuous professional development for teachers in {Africa}}, volume = {1}, url = {https://ajoted.org/index.php/ajoted/article/view/2/2}, doi = {10.4102/ajoted.v1i1.2}, number = {1}, urldate = {2023-11-14}, journal = {African Journal of Teacher Education and Development}, author = {Luneta, Kakoma}, year = {2022}, pages = {2}, } @techreport{mcburnie_impact_2022, type = {{HLR3} {Output}}, title = {The impact of {GIS}-supported teacher allocation in {Sierra} {Leone}: {High}-level findings on teacher preferences in {Sierra} {Leone}}, url = {https://docs.edtechhub.org/lib/SE5JPCX2}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katie and Beoku-Betts, Iman}, year = {2022}, doi = {10.5281/zenodo.6504993}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6504993 2129771:38B3CUIM}, keywords = {\_C:Sierra Leone SLE}, } @techreport{mcburnie_what_2022, type = {{HLR3} {Output}}, title = {What {Matters} {Most} for {Teacher} {Deployment}? {A} case study of teacher preferences in {Sierra} {Leone}}, url = {https://docs.edtechhub.org/lib/8GN4RWMR}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katie and Beoku-Betts, Iman and Bernard-Jones, Lydia}, year = {2022}, doi = {10.53832/edtechhub.0095}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0095 2129771:IZ2H9WQW}, keywords = {\_C:Sierra Leone SLE}, } @misc{mcburnie_when_2022, title = {When teachers are asked to deploy other teachers, we learn a lot about teacher preferences}, author = {McBurnie, Chris and Godwin, Katie and Bernard-Jones, Lydia}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QJ86VAKD}, } @article{mcburnie_understanding_2022, title = {Understanding {Teacher} {School} {Choice} {Preferences}: {What} {Matters} {Most} for {Teacher} {Deployment} in {Sierra} {Leone}?}, doi = {https://doi.org/10.5281/zenodo.6817992}, abstract = {This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender, family status, and experience to influence school choice preferences. This set of factors — and their interaction with certain teacher characteristics — continues to shape preferences as teachers move up the career ladder.}, author = {McBurnie, Chris and Godwin, Katie and Haßler, Björn}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 2129771:7N48R3PH}, keywords = {\_C:Sierra Leone SLE, ⛔ No DOI found}, } @techreport{mcburnie_impact_2022, type = {Working {Paper}}, title = {The impact of {GIS}-supported teacher allocation in {Sierra} {Leone}: {Inception} {Report}}, url = {https://docs.edtechhub.org/lib/HT8ZGKAB}, institution = {EdTech Hub}, author = {McBurnie, Chris and Haßler, Björn}, year = {2022}, doi = {10.5281/zenodo.5896640}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5896640 2129771:MUPACN2Q}, keywords = {\_C:Sierra Leone SLE}, } @article{mtetwa_integrated_2022, title = {An integrated model for teacher continuing professional learning in {Zimbabwean} primary schools}, volume = {1}, url = {https://ajoted.org/index.php/ajoted/article/view/9}, doi = {10.4102/ajoted.v1i1.9}, number = {1}, urldate = {2023-11-14}, journal = {African Journal of Teacher Education and Development}, author = {Mtetwa, David KJ and Ndemo, Zakaria}, year = {2022}, pages = {13}, } @article{mulenga_student_2022, title = {Student {Teachers} {School} {Experience} in {Zambia}: {Experiences} and {Challenges}}, volume = {3}, shorttitle = {Student {Teachers} {School} {Experience} in {Zambia}}, url = {https://www.ajol.info/index.php/eajess/article/view/225251}, doi = {10.46606/eajess2022v03i02.0162}, number = {2}, urldate = {2023-12-06}, journal = {East African Journal of Education and Social Sciences}, author = {Mulenga, Innocent Mutale and Bwalya, Katongo}, year = {2022}, pages = {78--90}, } @article{mulenga_civic_2022, title = {Civic education teaching resources and teacher preparedness for secondary school competency-based curriculum in {Lusaka}, {Zambia}}, volume = {3}, url = {https://www.ajol.info/index.php/eajess/article/view/225260}, doi = {10.46606/eajess2022v03i02.0171}, number = {2}, urldate = {2023-12-06}, journal = {East African Journal of Education and Social Sciences (EAJESS)}, author = {Mulenga, Innocent Mutale and Ng’andu, Moonga}, year = {2022}, pages = {166--177}, } @incollection{rocksen_sustainability_2022, title = {Sustainability and science and technology teacher education: {A} review of the literature}, isbn = {978-1-00-319015-8}, shorttitle = {Sustainability and science and technology teacher education}, abstract = {To introduce the theme of this book, in this chapter, we report the results from a review of the pertinent research literature, from South Africa and Sweden, focusing on approaches to sustainable development in science and technology teacher education. The 25 studies, selected for content analysis, were categorised into six approaches: (1) studies with content-focus, (2) studies of interdisciplinary approaches, (3) approaches proposing significant changes in teaching practices, (4) approaches challenging educational paradigms, (5) approaches developing theoretical models and (6) approaches towards effective integration of sustainable development in curricula. Although papers from both countries agree that contemporary challenges emanating from unsustainable exploitation of the environment and earth's resources necessitate reorientation in science and technology teacher education, there are differences in the ways in which this is approached. In Sweden, the emphasis has been on understanding and developing teachers’ and learners’ sustainability competencies, while in South Africa, the major focus has been on developing teachers’ pedagogical practices and implementation of policies and curricula.}, booktitle = {Science and {Technology} {Teacher} {Education} in the {Anthropocene}}, publisher = {Routledge}, author = {Rocksén, Miranda and Vhurumuku, Elaosi and Svensson, Maria}, year = {2022}, note = {Num Pages: 20 KerkoCite.ItemAlsoKnownAs: 2129771:DCPXWJFL}, keywords = {\_genre:LR-literature\_review}, } @misc{walker_tich_2022, title = {‘{Tich} {Mi} {Ar} {Tich} {Dem}’: {Designing} a low-cost and scalable teacher professional development in {Sierra} {Leone}}, shorttitle = {‘{Tich} {Mi} {Ar} {Tich} {Dem}’}, url = {https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem-designing-a-low-cost-and-scalable-teacher-professional-development-in-sierra-leone/}, abstract = {Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […]}, language = {en-GB}, urldate = {2022-08-23}, journal = {Open Development \& Education}, author = {Walker, Hannah and Tegha, Ghislaine and Lurvink, Anne-Fleur and McBurnie, Chris}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3UV4LJFT 2339240:75HR9DSN 2405685:FBHX876D}, keywords = {\_C:Sierra Leone SLE}, } @techreport{wolfenden_tpdscale_2022, title = {{TPD}@{Scale}: {Designing} teacher professional development with {ICTs} to support system-wide improvement in teaching}, copyright = {Creative Commons Attribution 4.0 International}, institution = {Foundation for Information Technology Education and Development.}, author = {Wolfenden, F}, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KE7JPMN7}, } @article{wilke_encouraging_2021, title = {Encouraging {Community} {Action} {Against} {Teacher} {Absenteeism}: {A} {Mass} {Media} {Experiment} in {Rural} {Uganda}}, volume = {0}, issn = {0022-0388}, shorttitle = {Encouraging {Community} {Action} {Against} {Teacher} {Absenteeism}}, url = {https://doi.org/10.1080/00220388.2021.2008367}, doi = {10.1080/00220388.2021.2008367}, abstract = {Chronic teacher absenteeism is widespread in Uganda, with approximately one-third of public school teachers absent on any given day. Absenteeism and other problems that arise in Uganda’s public education system are often attributed to a lack of public oversight and parental involvement. In an effort to develop a scalable method of encouraging community engagement on this issue, the present study assesses the extent to which entertainment-education videos increase willingness among Ugandans to take action against absenteeism. Working in collaboration with Ugandan screenwriters and local actors, we developed video dramatisations that depicted the problem of absenteeism and how parents mobilised to address it. We assess the persuasive effects of these dramatisations both under lab-like conditions, to gauge immediate effects, and in the field, to gauge effects two months and eight months after a placebo-controlled media campaign attended by over 10,000 Ugandans in 112 villages. Although the persuasive effects are weaker in the field than the lab setting, the former remain substantial even after eight months. The demonstrated ability of entertainment-education to change public views on this issue sets the stage for policy experiments that test whether entertainment-education campaigns have downstream effects on absenteeism and public school performance more generally.}, number = {0}, urldate = {2022-01-12}, journal = {The Journal of Development Studies}, author = {Wilke, Anna M. and Green, Donald P. and Tan, Benjamin}, month = dec, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00220388.2021.2008367 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2021.2008367 2129771:MEAS58AG 4556019:Z9A72XEC}, keywords = {Africa, access to education, education quality}, pages = {1--16}, } @article{orwenjo_teachers_2021, title = {Teachers’ {Perceptions} of {Open} {Educational} {Resources}: {The} {Case} of {Open} {Resources} for {English} {Language} {Teaching} ({ORELT}) in {Kenya}}, volume = {8}, copyright = {Copyright (c) 2021 Daniel Ochieng Orwenjo, Fridah Kanana Erastus}, issn = {2311-1550}, shorttitle = {Teachers’ {Perceptions} of {Open} {Educational} {Resources}}, url = {https://jl4d.org/index.php/ejl4d/article/view/529}, abstract = {The use of Open Educational Resources (OERs) in the teaching and learning of various subjects is a relatively new innovation in the Kenyan school system. With the advent and subsequent liberalization of ICT, material developers are subsequently shifting away from the traditional modes of material development in the form of textbooks and other “canonical” formats which require the teacher to use them as they are handed down without any input or modification. The Open Resources for English Language Teaching (ORELT) is one such educational innovation. This paper reports the findings of a baseline survey conducted in Kenya with a view to finding out the views and perceptions of Kenyan Junior Secondary School Teachers with regard to the adoption of open resources for the teaching of English language in Kenyan secondary schools. Sixty (60) JSS teachers of English from rural and urban schools and of mixed gender were invited for a four day ORELT in-service induction workshop at the Kenyatta University Conference Centre. The teachers were then given ORELT materials in form of CDs and textbooks for use in teaching English in their schools. They were also registered on the online ORELT platform and each given log in credentials to enable them access freely access the materials and freely interact with fellow teachers throughout the commonwealth. The study reports that whereas teachers are ready to embrace the use of open resources, they have varying perceptions on the suitability and potential efficacy of open resources in Kenyan classrooms. It also emerges that such differing perceptions are constrained by institutional, cultural, pedagogical and personal factors. Accordingly, the study recommends a more structured, inclusive bottoms up approach to any educational innovation as a means of ensuring success.}, language = {en}, number = {3}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Orwenjo, Daniel Ochieng and Erastus, Fridah Kanana}, month = nov, year = {2021}, note = {Number: 3}, keywords = {ESL, Education Innovation, Kenya, ORELT, Perceptions, Teacher Education, \_genre:PR-primary\_research, ⛔ No DOI found}, pages = {582--600}, } @article{de_la_calle_understanding_2021, title = {Understanding {Teacher} {Digital} {Competence} in the {Framework} of {Social} {Sustainability}: {A} {Systematic} {Review}}, volume = {12}, url = {https://www.mdpi.com/2071-1050/13/23/13283}, doi = {10.3390/su132313283}, abstract = {Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community. This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS. The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions. However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality). It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice.}, language = {English}, number = {23}, journal = {MDPI Journals}, author = {De la Calle, Ana Maria and Pacheco-Costa, Alejandra and Gomez-Ruiz, Miguel Ángel and Guzman-Simon, Fernando}, editor = {Motyl, Barbara}, month = nov, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/su132313283 2339240:KETKPSD6 2405685:GWCW5FRL}, } @misc{unesco_training_2021, title = {Training of {Teachers} on {Assistive} {Technologies} and {Interactive} {Digital} {Textbooks} in {Kenya}, {Uganda} and {Rwanda} {\textbar} {UNESCO}}, url = {https://www.unesco.org/en/articles/training-teachers-assistive-technologies-and-interactive-digital-textbooks-kenya-uganda-and-rwanda}, urldate = {2022-10-21}, author = {{UNESCO}}, month = sep, year = {2021}, } @article{accurso_sfl_2021, title = {{SFL} praxis in {U}.{S}. teacher education: a critical literature review}, volume = {35}, issn = {0950-0782}, shorttitle = {{SFL} praxis in {U}.{S}. teacher education}, url = {https://doi.org/10.1080/09500782.2020.1781880}, doi = {10.1080/09500782.2020.1781880}, abstract = {This literature review analyzes the influences of systemic functional linguistics (SFL) in U.S. teacher education from 2000 to 2019. First, we describe how SFL has been contextualized in United States in response to changing demographics, new technologies, policies, and the impacts of globalization. Second, we outline our methodology, which yielded 136 publications from the fields of literacy research, teacher education, and applied linguistics. Third, we present four findings: (1) the main vehicles for introducing U.S. teachers to SFL theory and practice are grant-funded university-school partnerships, courses in colleges of education, and self-contained professional development workshops; (2) most interventions focused on introducing teachers to functional metalanguage and text analysis, with fewer focusing on multimodality; (3) SFL interventions positively influenced teachers’ level of semiotic awareness and ability to design focused disciplinary literacy instruction. Teachers’ critical awareness and confidence for literacy instruction were influenced to a lesser extent; and (4) more sustained investments in teacher professional development led to greater gains in teacher learning as well as a critical awareness of the relationship between disciplinary literacy practices and ideologies at work in K-12 schools. Based on these findings, we conclude with three recommendations for the future of critical SFL praxis in teacher education.}, number = {5}, urldate = {2022-04-05}, journal = {Language and Education}, author = {Accurso, Kathryn and Gebhard, Meg}, month = sep, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/09500782.2020.1781880}, keywords = {Systemic functional linguistics, critical language awareness, disciplinary literacies, pedagogical knowledge, teacher professional development}, pages = {402--428}, } @techreport{regis_lac_2021, type = {{LAC} {Reads} {Capacity} {Program}}, title = {{LAC} {Reads} {Capacity} {Program}: {Teacher} categorisation inputs}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {6}, institution = {Open Development \& Education}, author = {Regis, Callista and Megha-Bongnkar, Ghislaine and McBurnie, Chris and D’Angelo, Sophia and Haßler, Björn}, month = aug, year = {2021}, doi = {10.53832/opendeved.0210}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0210 2129771:FLLKKXY5}, keywords = {Author:OpenDevEd}, } @book{page_learning_2021, title = {Learning {Loss}, {Learning} {Gains} and {Wellbeing}: {A} {Rapid} {Evidence} {Assessment}}, isbn = {978-1-912610-06-8}, shorttitle = {Learning {Loss}, {Learning} {Gains} and {Wellbeing}}, url = {https://eric.ed.gov/?id=ED615066}, abstract = {As schools begin reopening around the world, education systems are faced with the challenge of mitigating learning lost during the pandemic, designing and implementing remedial or accelerated learning programmes, remote learning and next year's curriculum. Effective teachers are a crucial part of supporting learning recovery. School closure during COVID-19 has left many teachers uncertain about their role, worried about their working conditions and their health, safety and wellbeing, unable to use technology effectively, and unprepared for classroom challenges when schools reopen. Teachers will need to respond to students' academic losses (and gains), but also to their socio-emotional wellbeing. United Nations Educational, Scientific and Cultural Organisation (UNESCO) and Education Development Trust have undertaken this study to provide information to help teachers, schools and governments understand how to support teachers to best support students as they return to school. This research is designed to allow to focus on the available existing evidence, and focuses on the most marginalised students and include research from previous crisis and disaster contexts to examine broadly what is know about actions to mitigate and recover learning loss, not just related to the current global pandemic but in a broader sense. The key research questions for this Rapid Evidence Assessment (REA) are grouped into two sections. Firstly, questions about learning loss, gain and impact on student wellbeing. The second group of questions focus on the experience of teachers and the literature around the skills and support required for teachers to recover learning and wellbeing themselves and in students as they return to school. The REA is a companion to a review of policy and grey literature which focuses more on commentary and guidance literature. These papers are the first stage in a wider research project which will look at how teachers support learning recovery post COVID-19. [For "Learning Loss, Learning Gains and Wellbeing: A Review of Policy and Grey Literature," see ED615067.]}, language = {en}, urldate = {2022-04-18}, publisher = {Education Development Trust}, author = {Page, Ella and Leonard-Kane, Rosie and Kashefpakdel, Elnaz and Riggall, Anna and Guerriero, Sonia}, month = aug, year = {2021}, note = {Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2129771:48FYSB2R 2129771:KVBA2FHD}, keywords = {21st Century Skills, Access to Computers, Access to Education, Achievement Gains, At Risk Students, COVID-19, Conflict, Educational Needs, Elementary Secondary Education, Emotional Response, Foreign Countries, Health Promotion, Intervention, Mental Health, Natural Disasters, Pandemics, Research, School Closing, Social Influences, Socioeconomic Influences, Teacher Competencies, Teacher Role, Technological Literacy, War, Well Being, ⛔ No DOI found}, } @article{chen_assessing_2021, title = {Assessing student–teacher relationship quality in cross-cultural contexts: {Psychometric} properties of student–teacher relationship drawings}, volume = {0}, issn = {1740-5629}, shorttitle = {Assessing student–teacher relationship quality in cross-cultural contexts}, url = {https://doi.org/10.1080/17405629.2021.1952862}, doi = {10.1080/17405629.2021.1952862}, abstract = {The present study examined the psychometric properties of Student–Teacher Relationship Drawings (STRDs) to assess student–teacher relationship quality in a cross-cultural context. A sample of upper elementary school students from both the Netherlands (N = 752) and China (N = 574) was included. Results showed sufficient inter-rater reliabilities of all drawing dimensions for both the Dutch (.68 {\textless} ICC {\textless} .84) and Chinese samples (.72 {\textless} ICC {\textless} .85). Multiple group analyses supported partially strong invariance of STRD-dimensions across the Dutch and Chinese samples. Relationship drawing dimensions also showed moderate associations with student-reported relationship quality and engagement across both the Dutch and Chinese sample. Future cross-cultural research may therefore employ STRDs to assess students’ relationship experiences.}, number = {0}, urldate = {2022-04-01}, journal = {European Journal of Developmental Psychology}, author = {Chen, Mengdi and Zee, Marjolein and Roorda, Debora L.}, month = jul, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17405629.2021.1952862 KerkoCite.ItemAlsoKnownAs: 10.1080/17405629.2021.1952862 2129771:PGDZREX2 2486141:ULZ3624B}, keywords = {Cross-cultural research, measurement invariance, student–teacher relationship drawings, student–teacher relationships}, pages = {1--15}, } @article{bose_learning_2021, title = {A {Learning} {Design} for {Deep} {Learning} for a {Distance} {Teacher} {Education} {Programme}}, volume = {8}, copyright = {Copyright (c) 2021 Sutapa Bose}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/477}, abstract = {Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme’s personal contact programme, a learning design was developed with the aim of addressing the SLM’s pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring ‘learning designs’ instead of instructional designs for IGNOU’s future teacher education programmes.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Bose, Sutapa}, month = jul, year = {2021}, note = {Number: 2}, keywords = {Distance teacher education, deep learning, learning design, pedagogy, self learning material, ⛔ No DOI found}, pages = {269--282}, } @article{senou_contract_2021, title = {Contract {Type} and {Teacher} {Absenteeism} in {Benin}: {The} {Role} of {Teacher}’s {Supplemental} {Income}}, shorttitle = {Contract {Type} and {Teacher} {Absenteeism} in {Benin}}, url = {http://publication.aercafricalibrary.org/handle/123456789/2216}, abstract = {Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers.}, language = {en}, urldate = {2022-01-05}, author = {Senou, Barthelemy Mahugnon}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:G5ULT28D 4556019:RK7QIQGC}, keywords = {C:Benin, ⛔ No DOI found}, } @article{moura_aligning_2021, title = {Aligning the principles of assessment for learning to learning in physical education: {A} review of literature}, volume = {26}, issn = {1740-8989}, shorttitle = {Aligning the principles of assessment for learning to learning in physical education}, url = {https://doi.org/10.1080/17408989.2020.1834528}, doi = {10.1080/17408989.2020.1834528}, abstract = {Background: A comprehensive international literature review on alternative assessment in physical education has been provided by López-Pastor et al. ([2013]. “Alternative Assessment in Physical Education: A Review of International Literature.” Sport, Education \& Society 18 (1): 57–76). The authors remarked that while more authentic forms of assessment in physical education have been evidenced over the last three decades, the extent to which alternative assessment practices have become common practice in the teaching of physical education is yet to be established.Purpose: This review provides an updated perspective on the prevalence of assessment for learning (AfL) principles in physical education discourse since the 2013 publication. The intent is to inform and consider future AfL practices in school physical education and physical education teacher education (PETE) programmes.Methods: Eligibility criteria for the review required full-text articles written in English or Spanish; published (open access and/or in print) in peer-reviewed, academic and professional journals; and limited to the period 2013–2019. Inclusion criteria required articles to report assessment being used to promote learning in physical education, regardless of making reference to ‘assessment for learning’.Findings: Fifty-two articles met the inclusion criteria. A thematic analysis of these articles resulted in four themes: i) traditional positioning of assessment in physical education; ii) AfL and physical education; iii) the constraints in enacting AfL in physical education; and iv) how to most effectively embed AfL in daily physical education practices.Conclusions: The main conclusions of this review are that i) AfL is a learning-oriented assessment based on socio constructivist theories and integrated into the teaching-learning process, ii) physical education teachers continue to use assessment solely to grade students; iii) physical education teachers do not have the necessary skillset to use AfL in physical education successfully; iv) physical education teachers need to be supported to implement AfL; and v) it is necessary to consider how best PETE programmes can infuse AfL across the programme.}, number = {4}, urldate = {2022-04-05}, journal = {Physical Education and Sport Pedagogy}, author = {Moura, André and Graça, Amândio and MacPhail, Ann and Batista, Paula}, month = jul, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17408989.2020.1834528}, keywords = {assessment, learning, teacher education, teaching-learning theories}, pages = {388--401}, } @article{sailer_digital_2021, title = {Digital learning in schools: {What} does it take beyond digital technology?}, volume = {103}, issn = {0742-051X}, shorttitle = {Digital learning in schools}, url = {https://www.sciencedirect.com/science/article/pii/S0742051X21000706}, doi = {10.1016/j.tate.2021.103346}, abstract = {We investigated how often teachers apply digital technology in their teaching and which student learning activities teachers initiate. Further, we analyzed factors relating to technology use. 410 teachers in our sample, representative for the state of Bavaria (Germany), reported that they spend a substantial amount of time using digital technologies in a typical lesson. Results indicated that rather teachers’ basic digital skills and technology-related teaching skills than digital technology resources are crucial. Even though a certain threshold level of digital technology is necessary in school, our results suggest shifting the focus from equipping schools to teachers’ skills using technologies effectively.}, language = {en}, urldate = {2023-01-26}, journal = {Teaching and Teacher Education}, author = {Sailer, Michael and Murböck, Julia and Fischer, Frank}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2021.103346 2129771:WY5VJ8ZE 4426965:JKWTNHUA}, keywords = {Digital technologies, Structural equation modeling, Student learning activities, Teachers’ skills, Technology use in classroom}, pages = {103346}, } @book{nugroho_time_2021, title = {Time to {Teach}: {Teacher} {Attendance} and {Time} on {Task} in {Primary} {Schools} in {Mozambique}}, shorttitle = {Time to {Teach}}, url = {https://eric.ed.gov/?q=subject%3aTeacher+Attendance&ff1=subTeacher+Attendance&id=ED615573}, abstract = {Teacher attendance is one of the prerequisites on the path toward universal learning in developing countries. Over the past decades, however, studies from across the developing world have found national rates of teacher absenteeism that range from 3 to 27 per cent. Therefore, enhancing teachers' presence in the classroom and ensuring that class time is spent teaching, can contribute significantly to the productivity and inclusive prosperity of a country. This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique. The study uses a mix of qualitative and quantitative research methods to provide critical insights into the factors that underpin the multiple forms of teacher absenteeism and time on task. It also examines how factors vary across countries, school types, gender of teacher and other teacher characteristics. Despite high levels of teacher absenteeism, the study shows that teachers are generally committed and that what is needed is education system strengthening. It is hoped that findings will inform workable solutions and policies that will ensure a motivated teaching force, increase opportunities for children to learn at school and, ultimately, improve their life and work opportunities.}, language = {en}, urldate = {2022-01-06}, publisher = {UNICEF}, author = {Nugroho, Dita and Karamperidou, Despina}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:87AUTI3D 4556019:44PQIP2W 4556019:6P6UPZAV}, keywords = {Barriers, C:Mozambique, Developing Nations, Educational Change, Educational Policy, Elementary School Teachers, Employee Absenteeism, Foreign Countries, Gender Differences, Influences, Institutional Characteristics, Rural Urban Differences, Sanctions, Teacher Attendance, Teacher Attitudes, Teacher Characteristics, Teacher Education, Teacher Persistence, Teaching Conditions, Time Management, ⛔ No DOI found}, } @article{abdullah_leadership_2021, title = {Leadership, {Task} {Load} {And} {Job} {Satisfaction}: {A} {Review} {Of} {Special} {Education} {Teachers} {Perspective}}, volume = {12}, copyright = {Copyright (c) 2021}, issn = {1309-4653}, shorttitle = {Leadership, {Task} {Load} {And} {Job} {Satisfaction}}, url = {https://turcomat.org/index.php/turkbilmat/article/view/6753}, abstract = {There are studies that prove that, leadership affects every thing in an organization. There are even opinions stating that leadership is a mirror to the organization it leads. In determining the success or failure of an organization, leadership is also one of the key factors. So it is undeniable that, leadership is also what determines the workload and also the job satisfaction of a staff in the organization. Discussions on leadership do not stop in a large organization, but are also widely discussed within the scope of a school. Previous studies have shown that the influence of leadership is very large in determining the climate of a school. There are also studies that lead to a more focused part of the school that is special education. This survey was conducted to examine the influence between the leadership of head teachers, workload and job satisfaction of special education teachers. The findings of this study are expected to provide a more focused picture of special education.}, language = {en}, number = {11}, urldate = {2022-04-05}, journal = {Turkish Journal of Computer and Mathematics Education (TURCOMAT)}, author = {Abdullah, Ahmad Shakani bin and Rahim, Iklima Husna Binti Abdul and Jeinie, Mohammad Halim bin and Zulkafli, Muhammad Shakir Bin and Nordin, Mohd Norazmi bin}, month = may, year = {2021}, note = {Number: 11}, keywords = {C:Malaysia, \_C:Malaysia MYS, \_genre:LR-literature\_review, ⛔ No DOI found}, pages = {5300--5306}, } @article{ajani_teachers_2021, title = {Teachers’ {Perspectives} on {Professional} {Development} in {South} {Africa} and {Nigeria}: {Towards} an {Andragogical} {Approach}}, volume = {11}, issn = {2240-0524, 2239-978X}, shorttitle = {Teachers’ {Perspectives} on {Professional} {Development} in {South} {Africa} and {Nigeria}}, url = {https://www.richtmann.org/journal/index.php/jesr/article/view/12504}, doi = {10.36941/jesr-2021-0070}, abstract = {This study explored the perspectives of teachers in both South Africa and Nigeria on professional development using andragogical approach. The quality of teachers translates to the quality of the education system; this is why many African countries have been making a significant impact on the professional development of their teachers. A qualitative method approach was employed to explore the views of South African and Nigerian teachers on the professional development activities available to them. Adult learning theory was used as the theoretical framework to underpin this interpretive study. Data collection was through semi-structured face to face interviews with 6 Heads of Departments and semi-structured focus group interviews with 10 teachers from 16 high schools in both countries. The interviews were audio-recorded with permissions from the participants, further transcribed, coded and analysed through content thematic analysis. Findings from both countries revealed that though there were professional development programmes for teachers. However, they were inadequate and irregular for the teachers every year. The study, therefore, recommends appropriate professional development activities for teachers at least once a term. The study also recommends that these professional development activities should focus on the teachers’ diverse classroom needs.}, language = {en}, number = {3}, urldate = {2023-03-11}, journal = {Journal of Educational and Social Research}, author = {Ajani, Oluwatoyin Ayodele}, month = may, year = {2021}, pages = {288}, } @article{pazim_special_2021, title = {Special {Education} {Teachers} {Job} {Satisfaction} {In} {Malaysia}: {A} {Review}}, volume = {12}, copyright = {Copyright (c) 2021}, issn = {1309-4653}, shorttitle = {Special {Education} {Teachers} {Job} {Satisfaction} {In} {Malaysia}}, url = {https://turcomat.org/index.php/turkbilmat/article/view/6758}, abstract = {Job satisfaction of special education teachers can be enjoyed when the teacher is able to focus on teaching MBK and the student shows the proper development. This job satisfaction if achieved will increase the commitment of teachers in performing their duties. However, if job satisfaction is not achieved, then avoidance and neglect of responsibilities will occur. This job satisfaction is important in producing the work productivity of special education teachers at the best level. This study was conducted to review previous studies related to job satisfaction of special education teachers. It is hoped that the findings of this study can help future researchers to get a clearer picture related to this issue.}, language = {en}, number = {11}, urldate = {2022-04-05}, journal = {Turkish Journal of Computer and Mathematics Education (TURCOMAT)}, author = {Pazim, Khairul Hanim and Al, Et}, month = may, year = {2021}, note = {Number: 11}, keywords = {⛔ No DOI found}, pages = {5329--5332}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {TPD} {Guidance}}, title = {Implementation {Guidance}: {Slide} {Deck} for {Teacher} {Professional} {Development}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/3TJE6CMI}, number = {3}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4603116}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4603116 2129771:3TJE6CMI Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia.}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_\_duplicate\_item, \_r:ImportedToMyEducationEvidence, \_yl:j}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {TPD} {Guidance}}, title = {Implementation {Guidance}: {Teacher} {Professional} {Development} [{Teachers} {Version}]}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/P2D5IJBC}, number = {2}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4555960}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555960 2129771:P2D5IJBC Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia.}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:i}, } @techreport{hasler_implementation_2021, address = {Cambridge, UK}, type = {{OECS} {Academic} {Recovery} {Programme} {TPD} {Guidance}}, title = {Implementation {Guidance}: {Teacher} {Professional} {Development} [{Facilitators} {Version}]}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/M9WXRHE7}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, month = apr, year = {2021}, doi = {10.5281/zenodo.4555958}, note = {Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555958 2129771:M9WXRHE7 2129771:TR2PTQAY}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_\_duplicate\_item, \_r:ImportedToMyEducationEvidence, \_yl:h}, } @article{crompton_support_2021, title = {Support provided for {K}-12 teachers teaching remotely with technology during emergencies: {A} systematic review [{JRTE}]}, volume = {0}, issn = {1539-1523}, shorttitle = {Support provided for {K}-12 teachers teaching remotely with technology during emergencies}, url = {https://doi.org/10.1080/15391523.2021.1899877}, doi = {10.1080/15391523.2021.1899877}, abstract = {Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.}, number = {0}, urldate = {2021-04-08}, journal = {Journal of Research on Technology in Education}, author = {Crompton, Helen and Burke, Diane and Jordan, Katy and Wilson, Samuel}, month = apr, year = {2021}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/15391523.2021.1899877 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1899877 2129771:YQAWM35J 2339240:258WF4VH 2405685:IA5XF32V 2405685:SU6FMBKT 2405685:XERPP4G9 2534379:UVB8PHFN}, keywords = {COVID-19, Teacher education, \_EdTechHub\_Output, \_GS:indexed, \_cover:analysis:nopdf, \_genre:LR-literature\_review, \_r:CopiedFromEvLib, \_yl:a, emergencies, emergency remote education, remote education}, pages = {1--16}, } @article{liu_teacher-student_2021, title = {Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement: a multilevel moderated mediation analysis}, issn = {1936-4733}, shorttitle = {Teacher-student relationship as a protective factor for socioeconomic status, students’ self-efficacy and achievement}, url = {https://doi.org/10.1007/s12144-021-01598-7}, doi = {10.1007/s12144-021-01598-7}, abstract = {This study examined whether the teacher-student relationship (TSR) served as a protective factor for students from families of lower socioeconomic status (SES). It was based on data from a standard mathematics assessment and survey using student and teacher questionnaires that were developed by the Collaborative Innovation Center of Assessment toward Basic Education Quality (CICA-BEQ) in China in 2016, which included 8707 fourth-grade Chinese students nested within 164 classes. We used multilevel structural equation models (MSEM) to investigate the mediating role of self-efficacy in mathematics in the relationship between SES and mathematics achievement and the moderating role of TSR in the direct and indirect relationship between SES and mathematics achievement at both the student-level and the class-level. The results suggested that the effect of SES on mathematics achievement was mediated by academic self-efficacy in mathematics both at the student-level and the class-level. The results also demonstrated a significant interaction between TSR and SES for self-efficacy both at the student-level and the class-level. Additionally, statistics indicated that TSR moderated the indirect relationship between SES and achievement via academic self-efficacy in mathematics.}, language = {en}, urldate = {2022-04-01}, journal = {Current Psychology}, author = {Liu, Hongyun and Liu, Qimeng and Du, Xiaofeng and Liu, Jian and Hoi, Cathy Ka Weng and Schumacker, Randall E.}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s12144-021-01598-7 2129771:48UPHNQV 2486141:YJJW3GXZ}, } @techreport{mcburnie_sierra_2021, type = {Blog post}, title = {Sierra {Leone} {Series}: {Plan} {International} and the importance of community support for distance teacher professional development programmes}, copyright = {Creative Commons Attribution 4.0}, url = {https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Saidu, Arthur and Rincon Casado, Eusebio and Shergill, Maggie}, month = apr, year = {2021}, doi = {10.5281/zenodo.5652007}, note = {ZenodoArchiveID: 5652007 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652007 2129771:TF3VJYTG 2405685:KZ6FTNMC}, keywords = {\_C:Sierra Leone SLE, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_working\_potential\_duplicate, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @misc{saidu_sierra_2021, title = {Sierra {Leone} series: {Plan} {International} and the importance of community support for distance teacher professional development programmes}, shorttitle = {Sierra {Leone} series}, url = {https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/}, abstract = {Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…}, language = {en-US}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {Saidu, Arthur and Casado, Eusebio Rincon and Shergill, Maggie and McBurnie, Chris}, month = mar, year = {2021}, doi = {10.5281/zenodo.4707910}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707910 2129771:R8LRYX3A 2405685:7HCBSU4P}, keywords = {\_C:Sierra Leone SLE, \_DOILIVE, \_EdTechHub\_Output, \_\_\_working\_potential\_duplicate, \_zenodoETH}, } @article{kinyua_when_2021, title = {When the {Trainer} is {Untrained}: {Stakeholder} {Incapacitation} in {Implementation} and {Utilisation} of {Open} {Educational} {Resources} in {Kenya}}, volume = {8}, copyright = {Copyright (c) 2021 Ann Hildah Gatakaa Kinyua}, issn = {2311-1550}, shorttitle = {When the {Trainer} is {Untrained}}, url = {https://jl4d.org/index.php/ejl4d/article/view/396}, abstract = {Open Educational Resources (OER) are geared towards promoting accessibility to education and to help overcome certain constraints to education associated with traditional ways of learning. However, these OERs can only be successfully rolled out and utilised in environments already enjoying certain infrastructural empowerments, including teacher-preparedness, availability of equipment to allow use of OERs and learner exposure and knowhow. This poses a major hurdle in many public and private schools in Kenya, which are in far-flung areas without electricity, mobile-phone connectivity, Internet services and serviceable roads that allow movement to a cyber cafe where Internet services may be accessed at a fee. These difficulties are encountered by both teachers and their learners. This paper seeks to discuss the challenges faced in implementation of OERs, especially by the teachers who are expected to sensitise learners to the availability and utilisation of OERs, while they themselves are either unaware of them, poorly trained to handle them or are under-facilitated to carry out their mandate. The study was carried out in Tharaka-Nithi County, Kenya. The county was chosen because challenges related to OER have been reported there. The county has 104 secondary schools. A sample size of 45 schools representing 20\% of the respondents was considered sufficient for the study. A questionnaire was used to obtain data on the teachers’ ICT competencies, their awareness of and attitudes towards OER and the challenges they faced in the implementation of OER. The study found that utilisation of OER stands at about 3\% as a result of ignorance regarding OER or a negative attitude towards them, poor ICT skills amongst the teachers and poor or inadequate resources within and around the schools.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Kinyua, Ann Hildah Gatakaa}, month = mar, year = {2021}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:BVAZA9NZ}, keywords = {Open Educational Resources (OER), \_genre:PR-primary\_research, educational infrastructure, teacher competence, ⛔ No DOI found}, pages = {171--181}, } @article{buckler_what_2021, title = {What {Prevents} {Teacher} {Educators} from {Accessing} {Professional} {Development} {OER}? {Storytelling} and {Professional} {Identity} in {Ugandan} {Teacher} {Colleges}.}, volume = {8}, copyright = {Copyright (c) 2021 Alison Buckler, Kris Stutchbury, George Kasule, Jane Cullen, Doris Kaije}, issn = {2311-1550}, shorttitle = {What {Prevents} {Teacher} {Educators} from {Accessing} {Professional} {Development} {OER}?}, url = {https://jl4d.org/index.php/ejl4d/article/view/493}, abstract = {Tutors working in colleges of education in sub-Saharan Africa are responsible for teaching, and inspiring hundreds of thousands of aspiring teachers, yet they have received little attention in the literature, often being depicted as a conservative cohort of professionals, unprepared for their role, yet resistant to change. This study reports on how 39 tutors from 8 colleges in Uganda see their professional role and their responsibilities. The research adopted a storytelling approach. Tutors were supported in developing a (true) story about their work that they felt would give previously untold insight into their profession. The stories were analysed through a professional identity lens. The group emerge as agentive and caring, committed to developing as teacher educators, but with a highly individual approach to their work. The nuanced understanding of tutor professional identity provided, facilitates insights into why professional development OER aimed at this group did not have the intended impact.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Buckler, Alison and Stutchbury, Kris and Kasule, George and Cullen, Jane and Kaije, Doris}, month = mar, year = {2021}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:3F4ZVNS3}, keywords = {OER, Professional identity, Storytelling methodology, \_genre:PR-primary\_research, ⛔ No DOI found}, pages = {10--26}, } @article{mays_supporting_2021, title = {Supporting {Teachers} {Moving} {Online}, {Using} a {MOOC}, {During} the {COVID}-19 {Pandemic}}, volume = {8}, copyright = {Copyright (c) 2021 Tony John Mays; Betty Ogange, Som Naidu, Kirk Perris}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/497}, abstract = {Following campus closures due to the COVID-19 pandemic, many Ministries of Education around the world requested teachers to move their teaching online. This case study reflects on how the Commonwealth of Learning responded to requests from two countries to provide support in pedagogical and curricular change for online learning in this process. A Massive Open Online Course (MOOC) platform was used to upskill 11,568 teachers in two regions of the Commonwealth. Analytics from within the course, together with pre-, mid- and end- course surveys of participants’ perceptions indicated that while there was, and is scope for improvement, the short course largely reached its objective of providing immediate support on an introductory level and that the approach adopted was largely appropriate for the purpose.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Mays, Tony John and Ogange, Betty and Naidu, Som and Perris, Kirk}, month = mar, year = {2021}, note = {Number: 1}, keywords = {COVID-19, MOOC, OER, online, teaching, ⛔ No DOI found}, pages = {27--41}, } @article{estelles_who_2021, title = {Who {Needs} {Global} {Citizenship} {Education}? {A} {Review} of the {Literature} on {Teacher} {Education}}, volume = {72}, issn = {0022-4871}, shorttitle = {Who {Needs} {Global} {Citizenship} {Education}?}, url = {https://doi.org/10.1177/0022487120920254}, doi = {10.1177/0022487120920254}, abstract = {Given the seemingly ever-increasing scholarly production about the ideas and ideals of global citizenship education (GCE), it is not surprising those discussions started to gain influence in teacher education (TE) debates. In this study, we examine the discourses that tacitly shape the meanings of GCE within the contemporary academic literature on TE. After analyzing the peer-reviewed scholarship published from 2003 to 2018, we identified patterns in how GCE for TE was described and defended, beyond the differences in their conceptual frameworks. The dominant trend found is to frame GCE as a redemptive educational solution to global problems. This framing requires teachers to embrace a redemptive narrative following a model of rationality based on altruistic, hyperrationalized and overly romanticized ideals. Ultimately, TE literature contributes to the configuration of an excessively naïve discourse that tends to ignore the neoliberal context in which both GCE and TE take place today.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Teacher Education}, author = {Estellés, Marta and Fischman, Gustavo E.}, month = mar, year = {2021}, note = {Publisher: SAGE Publications Inc}, keywords = {civic education discourses, global citizenship education, literature review, teacher education}, pages = {223--236}, } @misc{graham_sierra_2021, address = {Teaching Service Commission}, title = {Sierra {Leone} teacher \& school {MIS} developments: {Sierra} {Leone} {Education} {Attendance} {Monitoring} {System} ({SLEAMS}) and {Teacher} {Records} {Management} ({TRM}) system}, author = {Graham, Hannah}, month = mar, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CZCVZEPG 2339240:KB3DUZXF 2405685:5NEC3AR4}, keywords = {\_C:Sierra Leone SLE}, } @misc{mcburnie_sierra_2021, type = {Blog post}, title = {Sierra {Leone} series: {Freetown} {Teachers} {College} and its multimodal approach to teacher professional development}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Sierra {Leone} series}, url = {https://docs.edtechhub.org/lib/JV4FPSJW}, abstract = {Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers…}, language = {en}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {McBurnie, Chris and Moriba, Sambo and Brainard, Prince}, month = mar, year = {2021}, doi = {10.5281/zenodo.4584801}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2129771:AUZKK7ID 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW}, keywords = {Author:OpenDevEd, \_C:Sierra Leone SLE, \_DOILIVE, \_EdTechHub\_Output, \_r:AddedByZotZen, \_zenodoETH, dode\_eth-src-eth}, } @misc{mcburnie_sierra_2021, type = {Blog post}, title = {Sierra {Leone} series: {Plan} {International} and the importance of community support for distance teacher professional development programmes}, copyright = {Creative Commons Attribution 4.0}, shorttitle = {Sierra {Leone} series}, url = {https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/}, language = {en}, urldate = {2021-04-21}, journal = {EdTech Hub}, author = {McBurnie, Chris and Saidu, Arthur and Rincon Casado, Eusebio and Shergill, Maggie}, month = mar, year = {2021}, doi = {10.5281/zenodo.4584801}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2129771:AUZKK7ID 2129771:DCMCMN8A 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW}, keywords = {Author:OpenDevEd, \_C:Sierra Leone SLE, \_DOILIVE, \_EdTechHub\_Output, \_r:AddedByZotZen, \_zenodoETH, dode\_eth-src-eth}, } @techreport{khalayleh_characteristics_2021, title = {Characteristics of {Effective} {Technology}-{Enabled} {Teacher} {Learning} {Circles} — {Rapid} {Review} of the {Literature}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/ZBHBQT7T}, number = {1}, institution = {Open Development \& Education}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Megha-Bongnkar, Ghislaine and Haßler, Björn}, month = feb, year = {2021}, doi = {10.5281/zenodo.4537843}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4537843 2129771:ZBHBQT7T 2405685:XX2BVQGM}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, \_yl:a}, } @incollection{hasler_teacher_2021, title = {Teacher professional development in sub-{Saharan} {Africa}: {Equity} and scale}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/E2Q73NBN}, abstract = {This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.}, booktitle = {Embedding {Social} {Justice} in {Teacher} {Education} and {Development} in {Africa}}, publisher = {Routledge}, author = {Haßler, Björn and Bennett, Gemma and Damani, Kalifa}, editor = {McNaught, Carmel and Gravett, Sarah}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E2Q73NBN 2129771:EPYMVB2W 2405685:SM8RY6F9}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, STC-TLC, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:a, docs.opendeved.net}, } @book{mcnaught_embedding_2021, title = {Embedding {Social} {Justice} in {Teacher} {Education} and {Development} in {Africa}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/E2Q73NBN}, publisher = {Routledge}, editor = {McNaught, Carmel and Gravett, Sarah}, month = feb, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BRH2C5JG 2129771:E2Q73NBN 2129771:EPYMVB2W 2405685:SM8RY6F9}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, STC-TLC, \_bjoern\_cv, \_yl:a, docs.opendeved.net}, } @article{sims_identifying_2021, title = {Identifying the characteristics of effective teacher professional development: a critical review}, volume = {32}, issn = {0924-3453, 1744-5124}, shorttitle = {Identifying the characteristics of effective teacher professional development}, url = {https://www.tandfonline.com/doi/full/10.1080/09243453.2020.1772841}, doi = {10.1080/09243453.2020.1772841}, abstract = {Several influential reviews and two meta-reviews have converged on the position that teacher professional development (PD) is more effective when it is sustained, collaborative, subject specific, draws on external expertise, has buy-in from teachers, and is practice based. This consensus view has now been incorporated in government policy and official guidance in several countries. This paper reassesses the evidence underpinning the consensus, arguing that the reviews on which it is based have important methodological weaknesses, in that they employ inappropriate inclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. It is argued that researchers would make more progress identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously evaluated PD interventions.}, language = {en}, number = {1}, urldate = {2021-07-21}, journal = {School Effectiveness and School Improvement}, author = {Sims, Sam and Fletcher-Wood, Harry}, month = jan, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/09243453.2020.1772841 2129771:WX87PMWB}, keywords = {\_genre:LR-literature\_review}, pages = {47--63}, } @article{mason_knowledge_2021, title = {Knowledge mobilisation in sub-{Saharan} {Africa}: an impact evaluation of {CPDL} in improving primary school children’s performance}, volume = {6}, issn = {2056-9548}, shorttitle = {Knowledge mobilisation in sub-{Saharan} {Africa}}, url = {https://doi.org/10.1108/JPCC-09-2020-0074}, doi = {10.1108/JPCC-09-2020-0074}, abstract = {Purpose A non-governmental organisation (NGO) with schools in Sierra Leone prioritises admission of the most disadvantaged children but nevertheless achieves high educational and social standards. These schools were asked to provide continuing professional development and learning (CPDL) for other schools. This paper aims to report the design, development and delivery of CPDL which aimed to mobilise effective practices more widely. It also reports the design and results of an impact evaluation. Design/methodology/approach It was recognised that CPDL delivered by foreigners would be (1) unaffordable in this impoverished West African country and (2) culturally inappropriate. It was therefore delivered by local teachers from the NGO's own schools. Most had obtained no formal teaching qualification. They were trained to collect data using a quasi-experimental design for an impact evaluation of children's attendance and literacy. A total of five schools participated in the CPDL, with ten control schools. Findings A largely unqualified team succeeded in mobilising knowledge in the experimental schools. Children's attendance in experimental schools improved over that in control schools. Performance in literacy also improved significantly and was maintained at follow-up. Research limitations/implications Findings of the impact evaluation are seen as indicative rather than causal because a quasi-experimental study was conducted rather than a randomised controlled trial. Originality/value This lies in (1) teachers in schools with a severely disadvantaged intake providing a structured programme of CPDL for teachers in other schools; (2) school improvement through knowledge mobilisation in CPDL; (3) an impact evaluation with a quasi-experimental design showing improvement in children's performance.}, language = {en}, number = {2}, urldate = {2022-12-08}, journal = {Journal of Professional Capital and Community}, author = {Mason, Miriam and Galloway, David}, month = jan, year = {2021}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JPCC-09-2020-0074 4869029:5BPDUKRR 4869029:9VXPD2PG 4869029:SH64FGRZ 4869029:WYD89XDB 4893635:AVYKQFV4 4893635:GAJKHRPK}, keywords = {Continuing professional development, Donors and NGOs, Equity, Inclusive education, Knowledge mobilisation, Professional learning networks, School improvement, Standards of attainment, Student attendance, Student financial support, Sub-Saharan Africa, Teacher education, \_C:Sierra Leone, \_authorsString:Second,A.B., \_checkedWith:AERD, \_research:Quantitative, \_type:Peer-reviewed article}, pages = {117--132}, } @article{boix-vilella_influence_2021, title = {Influence of {Air} {Temperature} on {School} {Teachers}’ {Mood} and the {Perception} of {Students}’ {Behavior}}, volume = {13}, doi = {10.3390/su13179707}, number = {17}, journal = {Sustainability}, author = {Boix-Vilella, Salvador and Saiz-Clar, Elena and León-Zarceño, Eva and Serrano, Miguel Angel}, year = {2021}, note = {Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su13179707 2129771:4PNX97S6 4682641:95GTJTGG}, keywords = {BE:RELEVANT}, pages = {9707}, } @article{chocarro_teachers_2021, title = {Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics}, shorttitle = {Teachers’ attitudes towards chatbots in education}, doi = {10.1080/03055698.2020.1850426}, journal = {Educational Studies}, author = {Chocarro, Raquel and Cortiñas, Mónica and Marcos-Matás, Gustavo}, year = {2021}, note = {Publisher: Taylor \& Francis}, pages = {1--19}, } @article{cilliers_can_2021, title = {Can {Virtual} {Replace} {In}-person {Coaching}? {Experimental} {Evidence} on {Teacher} {Professional} {Development} and {Student} {Learning} in {South} {Africa}}, url = {https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf}, doi = {10.35489/BSG-RISE-WP_2020/050}, abstract = {We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.}, language = {en}, author = {Cilliers, J and Fleisch, B and Kotze, J and Mohohlwane, N and Taylor, S and Thulare, T}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2020/050 2129771:92QV2788 2129771:HJFGEEK2 2339240:S43VPLWI 2405685:BYWDN798 2405685:ZT5C342T 2534378:SLV36H9G}, } @misc{crawfurd_tech_2021, title = {Tech plus teachers: {Did} one-on-one phone tutorials help kids learn better during school closures in {Sierra} {Leone}?}, url = {https://blogs.worldbank.org/africacan/tech-plus-teachers-did-one-one-phone-tutorials-help-kids-learn-better-during-school}, author = {Crawfurd, L and Evans, D and Guiterrez Bernal, M and Hares, S and Sam-Kpakra, R and Sandefur, J and Shojo, M}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S5Z2IZTV 2339240:5Z8RBH2S 2405685:TF3CV7CH}, keywords = {\_C:Sierra Leone SLE}, } @article{eble_how_2021, title = {How much can we remedy very low learning levels in rural parts of low-income countries? {Impact} and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in {The} {Gambia}}, volume = {148}, shorttitle = {How much can we remedy very low learning levels in rural parts of low-income countries?}, doi = {10.1016/j.jdeveco.2020.102539}, journal = {Journal of Development Economics}, author = {Eble, Alex and Frost, Chris and Camara, Alpha and Bouy, Baboucarr and Bah, Momodou and Sivaraman, Maitri and Hsieh, Pei-Tseng Jenny and Jayanty, Chitra and Brady, Tony and Gawron, Piotr}, year = {2021}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 2129771:5HVYCDL5 2129771:PBZ93585 2129771:QCETCC5P}, pages = {102539}, } @misc{edtech_hub_curated_2021, title = {Curated {Tools} for {Teacher} {Continuous} {Professional} {Development}}, url = {https://edtechhub.org/edtech-tools/curated-tools-tcpd/}, abstract = {EdTech Hub has created curated lists of teacher professional development (TPD) tools along with evidenced-based advice on how to effectively use them. Because, of course, it’s not only which tool you choose, but how you use it that will determine whether it will lead to better teaching and learning.}, language = {en-US}, urldate = {2023-01-06}, journal = {EdTech Hub}, author = {EdTech Hub}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZTYF3J8A 4426965:B2BQZAZM}, } @article{evans_education_2021, title = {Education {Technology} for {Effective} {Teachers}}, doi = {10.1596/35079}, author = {Evans, David K.}, year = {2021}, note = {Publisher: World Bank, Washington, DC}, } @techreport{hasler_implementation_2021, type = {{LRIP} - {Component} 4. {TPD} {Guidance}}, title = {Implementation {Guidance}: {Slide} {Deck} for {Teacher} {Professional} {Development}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/7URGGP44}, number = {3}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7URGGP44}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_\_duplicate\_item, \_yl:o4b}, } @techreport{hasler_implementation_2021, type = {{LRIP} - {Component} 4. {TPD} {Guidance}}, title = {Implementation {Guidance}: {Teacher} {Professional} {Development} [{Facilitators} {Version}]}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/3MRBXTPD}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Megha-Bongnkar, Ghislaine and Regis, Callista and Blower, Tom}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3MRBXTPD}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_\_\_duplicate\_item, \_yl:o4a}, } @incollection{maine_engaging_2021, address = {Cham}, title = {Engaging {Teachers} in {Dialogic} {Teaching} as a {Way} to {Promote} {Cultural} {Literacy} {Learning}: {A} {Reflection} on {Teacher} {Professional} {Development}}, isbn = {978-3-030-71777-3 978-3-030-71778-0}, shorttitle = {Engaging {Teachers} in {Dialogic} {Teaching} as a {Way} to {Promote} {Cultural} {Literacy} {Learning}}, url = {http://link.springer.com/10.1007/978-3-030-71778-0_10}, abstract = {Abstract Effective teacher professional development (PD) is an important part of successfully implementing educational innovations. However, research has shown that not all PD is effective, largely because it has not been developed based on theoretical understandings around teacher professional learning, such as reflective practice, teacher collaboration and teacher agency and inquiry. This chapter concerns the PD program developed as part of the DIALLS project. The chapter places particular emphasis on the ways in which the PD program was informed by the literature on teacher professional learning and effective features of PD, as well as the literature on promoting dialogic pedagogy.}, language = {en}, urldate = {2021-05-08}, booktitle = {Dialogue for {Intercultural} {Understanding}}, publisher = {Springer International Publishing}, author = {Hofmann, Riikka and Vrikki, Maria and Evagorou, Maria}, editor = {Maine, Fiona and Vrikki, Maria}, year = {2021}, doi = {10.1007/978-3-030-71778-0_10}, pages = {135--148}, } @article{jere_implementation_2021, title = {Implementation of learner support services in distance teacher education programmes in selected public colleges of education in {Zambia}}, volume = {1}, url = {https://www.researchgate.net/profile/Innocent-Mutale-Mulenga-2/publication/352134749_Implementation_of_Learner_Support_Services_in_Distance_Teacher_Education_Programmes_in_selected_public_Colleges_of_Education_in_Zambia/links/60ba655e458515218f8f839f/Implementation-of-Learner-Support-Services-in-Distance-Teacher-Education-Programmes-in-selected-public-Colleges-of-Education-in-Zambia.pdf}, number = {1}, urldate = {2023-12-06}, journal = {The Zambia Journal of Distance Education (Online ISSN 2789-052X)}, author = {Jere, Getrude and ManchishI, Peter Chomba and Mulenga, Innocent Mutale}, year = {2021}, keywords = {⛔ No DOI found}, pages = {26--41}, } @article{jere_teacher_2021, title = {The {Teacher} {Educators}’ {Knowledge} of {Learner} {Support} {Services} in {Distance} {Teacher} {Education} {Programmes} in {Selected} {Public} {Colleges} of {Education} in {Zambia}}, url = {https://www.researchgate.net/profile/Maurice-Amutabi-2/publication/366426090_How_Africa_Has_Turned_Around/links/63a18a54e42faa7e75db1f9a/How-Africa-Has-Turned-Around.pdf#page=283}, urldate = {2023-12-06}, journal = {How Africa Has Turned Around}, author = {Jere, Getrude and Mulenga, Innocent Mutale and Manchishi, Peter Chomba}, year = {2021}, keywords = {⛔ No DOI found}, pages = {276}, } @techreport{khalayleh_technology-supported_2021, title = {Technology-supported {Teacher} {Learning} {Circles}: {Engagement} and {Barriers}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/T9WGI7FH}, number = {4}, institution = {Open Development \& Education}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Megha-Bongnkar, Ghislaine and Haßler, Björn}, year = {2021}, doi = {10.5281/zenodo.4982237}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4982237 2129771:T9WGI7FH}, keywords = {Author:OpenDevEd}, } @techreport{khalayleh_use_2021, title = {The use of technology to support teacher learning circles in crisis contexts: {A} rapid review of the literature}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.opendeved.net/lib/QBUASN3S}, number = {3}, institution = {Open Development \& Education}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Megha-Bongnkar, Ghislaine and Haßler, Björn}, year = {2021}, doi = {10.5281/zenodo.4974582}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4974582 2129771:QBUASN3S}, keywords = {Author:OpenDevEd, \_genre:LR-literature\_review}, } @article{mooya_education_2021, title = {Education {Standards} {Officers} {Supervision} {Roles} of {Curriculum} {Implementation} in {Choma} {District} in {Zambia}: {What} do {Teachers} {Think}?}, volume = {4}, shorttitle = {Education {Standards} {Officers} {Supervision} {Roles} of {Curriculum} {Implementation} in {Choma} {District} in {Zambia}}, url = {https://engineering.unza.zm/index.php/mjlsse/article/view/603}, number = {1}, urldate = {2023-12-06}, journal = {Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)}, author = {Mooya, Eugine and Mulenga, Innocent Mutale}, year = {2021}, keywords = {⛔ No DOI found}, pages = {90--113}, } @article{pastore_teacher-student-relationship_2021, title = {Teacher-{Student}-{Relationship} {Quality} in {Inclusive} {Secondary} {Schools}: {Theory} and {Measurement} of {Emotional} {Aspects} of {Teaching}}, volume = {6}, issn = {2504-284X}, shorttitle = {Teacher-{Student}-{Relationship} {Quality} in {Inclusive} {Secondary} {Schools}}, url = {https://www.frontiersin.org/article/10.3389/feduc.2021.643617}, doi = {10.3389/feduc.2021.643617}, abstract = {Inclusive healthy schools are committed to provide a learning environment for a healthy development and optimal learning support for all students, regardless of their performance, language, learning and behavior disposition or disability. In order to achieve this goal, the relationship between teacher and students is crucial. Research in this area has shown the importance of emotional aspects as a mark of quality of teacher-student relationships, recognizing them as strong predictors for better achievement, compared to professional and subject-related aspects of teaching. Nevertheless, empirical studies in inclusive schools are seldom considering teacher-student relationships, as a theoretically sound conceptualization is missing in the context of research in inclusive schools. In the present paper, based on the attachment theory and the research on joint attention, two emotional components of teacher-student relationships are examined as key-concepts of high relevance for inclusive schools (emotional resonance and shared intentionality). It is also discussed how to empirically operationalize and measure these emotional components with the intention of analyzing the current situation of inclusive schools in future studies.}, urldate = {2022-04-07}, journal = {Frontiers in Education}, author = {Pastore, Giuliana and Luder, Reto}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2021.643617 2129771:SU87934K}, } @phdthesis{pender_elementary_2021, type = {{PhD} {Thesis}}, title = {Elementary {Classroom} {Teachers}’ {Perceptions} of {Redesigned} {Classroom} {Space}: {A} {Qualitative} {Case} {Study}}, shorttitle = {Elementary {Classroom} {Teachers}’ {Perceptions} of {Redesigned} {Classroom} {Space}}, school = {Old Dominion University}, author = {Pender, Kristin Lee}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I3X8WJ6T 4682641:6ZUFWNZP}, keywords = {BE:RELEVANT}, } @techreport{piper_structured_2021, type = {Structured {Pedagogy} {Guide}}, title = {Structured {Pedagogy} — {Guide} 5. {Teacher} {Professional} {Development}: {Teacher} {Training}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/SP_5_Teacher-Professional-Development-Teacher-Training.pdf}, number = {5}, urldate = {2021-02-03}, author = {Piper, Benjamin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YK9GSZTP}, } @techreport{piper_structured_2021, type = {Structured {Pedagogy} {Guide}}, title = {Structured {Pedagogy} — {Guide} 6. {Teacher} {Professional} {Development}- {Ongoing} {Teacher} {Support}.}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/SP_6-Teacher-Professional-Development-Ongoing-Teacher-Support.pdf}, urldate = {2021-02-03}, author = {Piper, Benjamin}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:453YGTQ4}, } @article{sims_what_2021, title = {What are the {Characteristics} of {Effective} {Teacher} {Professional} {Development}? {A} {Systematic} {Review} and {Meta}-analysis}, language = {en}, author = {Sims, Sam and Fletcher-Wood, Harry and O’Mara, Alison and Cottingham, Sarah and Stansfield, Claire and Herwegen, Jo Van and Anders, Jake}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AYEFPSZ4 2486141:MD6F4TDU}, keywords = {⛔ No DOI found}, } @misc{unesco-iiep_teachers_2021, title = {Teachers deployment and retention {\textbar} {Education} {\textbar} {IIEP} {Policy} {Toolbox}}, url = {https://policytoolbox.iiep.unesco.org/policy-option/teacher-deployment-teacher-retention/}, abstract = {The surge in primary school enrolment and the push for improved quality has resulted in an acute shortage of teachers, making proper deployment and retention policies fundamental.}, language = {en-GB}, urldate = {2022-01-05}, author = {UNESCO-IIEP}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NY77RCA2 4556019:53D54ZXQ}, keywords = {C:LMIC}, } @article{woolf_impacts_2021, title = {The {Impacts} of {Teacher} {Training} and {Parental} {Engagement} on {Kindergarten} {Quality} in {Ghana}}, url = {https://www.poverty-action.org/study/improving-kindergarten-quality-ghana}, journal = {Abdul Latif Jameel Poverty Action Lab (JPAL)}, author = {Woolf, Sharon and Aber, J.Lawrence and Berhman, Jere R.}, year = {2021}, keywords = {⛔ No DOI found}, } @techreport{world_bank_teachers_2021, title = {Teachers and {Teaching} in {Sierra} {Leone} : {Teacher} {Quality} and {Management} {Study}}, url = {https://openknowledge.worldbank.org/handle/10986/35918}, urldate = {2022-01-15}, author = {World Bank}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X6L76LFL 4556019:BHQLRIPR}, keywords = {\_C:Sierra Leone}, } @article{zeitlin_teacher_2021, title = {Teacher turnover in {Rwanda}}, volume = {30}, doi = {10.1093/jae/ejaa013}, number = {1}, journal = {Journal of African Economies}, author = {Zeitlin, Andrew}, year = {2021}, note = {Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa013 2129771:WF686ZTQ}, pages = {81--102}, } @phdthesis{zubairi_district_2021, type = {{PhD} {Thesis}}, title = {A district level study on the deployment, allocation and utilisation of teachers between and within {Malawi}’s primary schools: an accountability and political settlement approach}, shorttitle = {A district level study on the deployment, allocation and utilisation of teachers between and within {Malawi}’s primary schools}, url = {https://www.repository.cam.ac.uk/handle/1810/316497}, urldate = {2023-11-08}, school = {University of Cambridge}, author = {Zubairi, Asma Tahseen}, year = {2021}, } @phdthesis{_study_2021, type = {Thesis}, title = {A {Study} on {Cambodia} {Pre}-service {Secondary} {School} {Teacher} {Education} with the {Perspective} of {Teacher} {Professionalism}}, url = {https://s-space.snu.ac.kr/handle/10371/177462}, abstract = {The purpose of this study is to propose implications for improving Cambodia secondary pre-service teacher education in the view of teacher professionalism. To do so, this study attempts to review the current system and implementation of Cambodia secondary pre-service teacher education and reveal perception of current Cambodia teachers. The survey data in this analysis are from the secondary school teachers in Kampong Chhnang province. Survey, conducted in 2020, provides detailed information on to realistic perception and understanding on effectiveness of pre-service teacher education and teacher professionalism. For analyzing data, descriptive statistics, independent samples t-test, one way ANOVA are performed using SPSS Window 27.0. The research reveals that firstly, teachers have same degree of extrinsic motivation (monetary reward) and intrinsic motivation (interest in subject and teaching). As previous research reveals, in developing nations, extrinsic motivation can promote intrinsic motivation of teachers who are facing poverty. It provides evidence to make ‘motivational synergy’ for increasing motivation of Cambodia teachers. Secondly, respondent teachers perceived level of effectiveness to professional identity is the lowest score. Lastly, teachers who perceive professional teacher as ‘highly respected with social status’ have the highest training need for continuous learning. Thus, policy implications for making teachers feel that they are socially respected and valued with high prestige is positively influencing to teachers’ will of pursuing continuous learning and professional development. Finding suggests three policy implications. First, there needs to be greater need for improving curriculum for teachers’ professional identity. In other words, a focus on technical, competence and knowledge-based teacher professionalism need to be shifted to inner and moral aspect of teacher by developing curriculum and space to allow preservice teachers to shape and reflect on the meaning of teaching, learning and ultimately professional teacher. Secondly, additional one-year (named ‘professional year) is recommended for enhance Cambodia teacher education credibility and extend career choices that preservice teachers have. Lastly guideline reports on teacher education in developing countries need to be published by professional Korean research institutions. It is because, despite of enhanced global standing and expectation of Korean international development, global education cooperation is not professional yet.}, language = {eng}, urldate = {2022-07-13}, school = {서울대학교 대학원}, author = {이신애}, year = {2021}, note = {Accepted: 2022-03-25T05:55:55Z Journal Abbreviation: 교원전문성 관점으로 본 캄보디아 중 예비교사교육 연구 : 캄퐁츠낭 중등 학교를 중심으로}, } @techreport{hasler_characteristics_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: an overview ({HDR10A}) (forthcoming)}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {10A}, author = {Haßler, Björn and McBurnie, Chris and Allier-Gagneur, Zoe}, month = dec, year = {2020}, doi = {10.5281/zenodo.3873458}, note = {EdTechHub.Source: 2405685:HFKVA2IQ EdTechHub.Source: 2405685:HFKVA2IQ EdTechHub.Source: 2405685:HFKVA2IQ KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873458 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, C:Bangladesh, COV:COVID and reopening of schools, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_EdTechHub\_Output, \_\_C:filed:1, \_cover:v1, \_forthcoming, \_r:ImportedToMyEducationEvidence, \_yl:g, \_zenodoETH, \_zenodoODE, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{yilmaz_preservice_2020, title = {Preservice teachers' perceptions about the use of blended learning in a science education methods course}, volume = {7}, url = {https://slejournal.springeropen.com/articles/10.1186/s40561-020-00126-7}, doi = {10.1186/s40561-020-00126-7}, abstract = {The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.}, language = {English}, number = {1}, journal = {Smart Learning Environments}, author = {Yılmaz, Özkan and Malone, Kathy L}, month = dec, year = {2020}, note = {Place: Heidelberg Publisher: Springer Nature B.V. KerkoCite.ItemAlsoKnownAs: 2534378:8UNKTUGE 2534378:QAQ7MRJ3 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2414586316?accountid=9851}, keywords = {Blended learning, Data analysis, Education, Education--Teaching Methods And Curriculum, Elementary preservice teachers, Higher education, Learning, Learning environment, Science education, Science instruction, Science methods courses, Students, Teachers, Teaching methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095728, \_\_finaldtb}, } @article{allela_effectiveness_2020, title = {Effectiveness of {Multimodal} {Microlearning} for {In}-service {Teacher} {Training}}, volume = {7}, copyright = {Copyright (c) 2020 Melisa Achoko Allela, Betty Obura Ogange, Muhammad Ibn Junaid, Prince Brainard Charles}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/387}, abstract = {To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face  roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Allela, Melisa Achoko and Ogange, Betty Obura and Junaid, Muhammad Ibn and Charles, Prince Brainard}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:VC36IXXY}, keywords = {\_C:Sierra Leone SLE, micro-learning, multi-modal, teacher training, ⛔ No DOI found}, pages = {384--398}, } @article{papi_supporting_2020, title = {Supporting {Teachers} in the {Transition} towards {Distance} {Education}: {Challenges} and {Means}}, volume = {7}, copyright = {Copyright (c) 2020 Cathia Papi}, issn = {2311-1550}, shorttitle = {Supporting {Teachers} in the {Transition} towards {Distance} {Education}}, url = {https://jl4d.org/index.php/ejl4d/article/view/449}, abstract = {During the lockdown as a result of the pandemic, it became necessary to deploy distance education in many countries, at all levels of education. This article presents the creation of a training course aimed at helping teachers to shift from in-person classes to distance learning. It highlights the issues and challenges encountered and pinpoints the first observable impacts of this course, as well as in-progress and upcoming developments}, language = {en}, number = {3}, urldate = {2020-11-21}, journal = {Journal of Learning for Development}, author = {Papi, Cathia}, month = nov, year = {2020}, note = {Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:WWNSMFD4}, keywords = {distance education, online learning, pandemic, transition, ⛔ No DOI found}, pages = {467--472}, } @article{soares_typology_2020, title = {A {Typology} of {Professional} {Learning} {Communities} ({PLC}) for {Sub}-{Saharan} {Africa}: {A} {Case} study of {Equatorial} {Guinea}, {Ghana}, and {Nigeria}}, volume = {9}, copyright = {Copyright (c) 2020 African Journal of Teacher Education}, issn = {1916-7822}, shorttitle = {A {Typology} of {Professional} {Learning} {Communities} ({PLC}) for {Sub}-{Saharan} {Africa}}, url = {https://journal.lib.uoguelph.ca/index.php/ajote/article/view/6271}, doi = {10.21083/ajote.v9i2.6271}, abstract = {In the bid to improve teaching quality and promote an approach to teacher development that is grounded in the context in which teachers are inserted, Professional Learning Communities (PLCs) have become a popular alternative model of teacher professional development in many countries. PLCs, however, have been more widely studied in high-resource contexts. In a recognition that existing conceptualizations from the Western literature may not reflect how PLCs are functioning in developing countries, this research aims to inductively create a typology of PLCs that incorporates elements that might be specific to these countries, with a focus on Sub-Saharan Africa in general and based on the cases of Equatorial Guinea, Ghana and Nigeria in particular. This study employs a multimethod approach, encompassing document analysis, semi-structured interviews with PLC experts and expert validation. The resulting typology categorizes PLCs into three models - autonomous, structured and scripted. This typology of PLCs is further integrated with dimensions previously proposed by the Western literature to form one cohesive conceptual framework. By acknowledging PLC variability, we are able to incorporate into a framework modes of PLC operation that are specific to our case countries, and possibly to Sub-Saharan African and low- and middle-income countries more generally.}, language = {en}, number = {2}, urldate = {2021-03-12}, journal = {African Journal of Teacher Education}, author = {Soares, Fernanda and Galisson, Kirsten and Laar, Mindel van de}, month = nov, year = {2020}, note = {Number: 2}, keywords = {Professional Development, Professional Learning Communities, Professional Learning Communities Teaching Practices, Sub-Saharan Africa, Teachers, Teaching Practices}, pages = {110--143}, } @article{lovat_holistic_2020, title = {Holistic {Learning} {Versus} {Instrumentalism} in {Teacher} {Education}: {Lessons} from {Values} {Pedagogy} and {Related} {Research}}, volume = {10}, copyright = {http://creativecommons.org/licenses/by/3.0/}, issn = {2227-7102}, shorttitle = {Holistic {Learning} {Versus} {Instrumentalism} in {Teacher} {Education}}, url = {https://www.mdpi.com/2227-7102/10/11/341}, doi = {10.3390/educsci10110341}, abstract = {This article constitutes a literature review, focusing on the idea of holistic learning, as found in key sources, and its essential contrasting with instrumentalist approaches to learning. It will move to explore updated research on holistic learning factors, with special attention to insights gleaned from values pedagogy and the research that underpins it. The article will juxtapose those insights with the instrumentalism that, it will allege, too often dictates teacher education directions. The article will conclude with an argument that teacher education has become, in modern times, a service industry, too often serving the agendas of governments and teacher unions, rather than preparing teachers to follow the guidelines provided by the latest research into student wellbeing and societal betterment. The article will focus especially on a number of Australian examples to mount the argument that nonetheless applies more generally across Western domains.}, language = {en}, number = {11}, urldate = {2022-03-10}, journal = {Education Sciences}, author = {Lovat, Terence}, month = nov, year = {2020}, note = {Number: 11 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci10110341 2129771:KPBHQ2YF 2486141:2MRH4T2C}, keywords = {Australian education, holistic learning, instrumentalism, teacher education, values pedagogy}, pages = {341}, } @techreport{unwin_guidance_2020, title = {Guidance {Note} 10 {Prioritising} effective and appropriate teacher training {From} the {Report}: {Education} for the most marginalised post‑{COVID}-19: {Guidance} for governments on the use of digital technologies in education}, url = {https://docs.edtechhub.org/lib/7E62A3FM}, language = {en}, number = {ACT THREE (OF THREE): GUIDANCE NOTES}, institution = {UNESCO, UniTwin, EdTech Hub}, author = {Unwin, Tim and Naseem, Azra and Pawluczuk, Alicja and Shareef, Mohamed and Spiesberger, Paul and West, Paul and Yoo, Christopher}, month = nov, year = {2020}, doi = {10.5281/zenodo.5652081}, note = {ZenodoArchiveID: 5652081 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652081 10.5281/zenodo.4706041 10.5281/zenodo.4684335 2339240:FX4YE46B 2339240:GHL6MEA3 2339240:LB4BCD79 2405685:7E62A3FM 2405685:JBRS94SA 2405685:UKL5P7WM 2534378:35MTF3B9 previousDOI: 10.5281/zenodo.4706041 previousZenodoArchiveID: 4706041}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_GS:not\_indexed, \_MELA\_seen, \_cover:other:ok, \_r:CopiedFromEvLib, \_zenodo:submitted, \_zenodoETH}, pages = {8}, } @article{mzuza_inclusion_2020, title = {Inclusion of {GIS} in student teacher training and its significance in higher education in southern {African} countries}, volume = {29}, issn = {1038-2046}, url = {https://doi.org/10.1080/10382046.2019.1684660}, doi = {10.1080/10382046.2019.1684660}, abstract = {Studies have been carried out on the use of geographical information systems (GIS) in teacher training, especially in the developed countries. In southern African countries, nevertheless, the scenario is different because GIS education appears to be a rather new field of study. This study therefore used systematic review to collect data. This method assists in finding and understanding the outcomes of other research conducted within the same field of study. The results reveal that only three countries (South Africa, Botswana and Malawi) teach GIS at their teacher-training universities and secondary schools. In Lesotho, GIS are only taught in secondary schools. In other countries, such as Zambia, Namibia and Zimbabwe, GIS are not taught at all at teacher-training universities and secondary schools but only at universities or departments that do not train teachers. There is no inclusion of GIS at the universities in Angola, Mozambique, Swaziland and Lesotho. Countries that use GIS have demonstrated that the course helps with decision-making, critical thinking and inquiry-based and learner-centred learning, which have the ability to improve the quality of education. Educators and policy-makers are encouraged to reinforce the inclusion of GIS and use of relevant pedagogical skills in teacher-training universities.}, number = {4}, urldate = {2021-03-07}, journal = {International Research in Geographical and Environmental Education}, author = {Mzuza, Maureen Kapute and Westhuizen, Christo Van der}, month = oct, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/10382046.2019.1684660}, keywords = {Southern Africa, \_C:Angola AGO, \_C:Botswana BWA, \_C:Canada CAN, \_C:Finland FIN, \_C:India IND, \_C:Italy ITA, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, geographical information systems (GIS), geography, motivation tool, technology}, pages = {332--346}, } @book{winthrop_historic_2020, title = {A {Historic} {Shock} to {Parental} {Engagement} in {Education}: {Parent} {Perspectives} in {Botswana} during {COVID}-19. {Policy} {Brief}}, shorttitle = {A {Historic} {Shock} to {Parental} {Engagement} in {Education}}, url = {https://eric.ed.gov/?id=ED610673}, abstract = {When schools closed in Botswana on March 23, 2020 due to the COVID-19 pandemic, education administrators, teachers, and ultimately parents were faced with difficult decisions about how to help children continue learning without setting foot inside a classroom. In-person classes returned on June 17, 2020, though a second school closure occurred for two weeks beginning July 30 in greater Gaborone. The COVID-19 pandemic has provided a historic shock to education systems worldwide, necessitating parents to join the frontlines of the teaching-learning process. In this report, the authors share data from recent research on parents in Botswana, seeking to shed light on a range of questions, including: (1) What have been parents' experiences in relation to their children's education? (2) What are parents' beliefs about what makes for a quality education for their child? (3) What informs parents' beliefs about education at this time? and (4) What can the education community learn from the different parent engagement approaches used during COVID-19 that could be relevant long term? While there is much to learn from parents' responses, the report presents three main findings that have implications for education policymakers, administrators, educators, and civil society partners: (1) parents have high but declining levels of satisfaction with their children's education; (2) parents want schools to teach a breadth of academic and non-academic competencies and skills but believe their children's teachers primarily value academic skills; and (3) despite prioritizing non-academic skills, parents rely heavily on academic exams to indicate a good quality education. [This report was co-produced by Young 1ove.]}, language = {en}, urldate = {2021-05-19}, publisher = {Center for Universal Education at The Brookings Institution}, author = {Winthrop, Rebecca and Ershadi, Mahsa and Angrist, Noam and Bortsie, Efua and Matsheng, Moitshepi}, month = oct, year = {2020}, note = {Publication Title: Center for Universal Education at The Brookings Institution}, keywords = {Blended Learning, COVID-19, Course Content, Distance Education, Educational Quality, Electronic Learning, Experience, Foreign Countries, Pandemics, Parent Attitudes, Parent Influence, Parent Role, Parents as Teachers, Satisfaction, School Closing, Skill Development}, } @techreport{filmer_teacher_2020, address = {Oxford}, type = {{RISE} {Working} {Paper}}, title = {Teacher {Performance}-{Based} {Incentives} and {Learning} {Inequality}}, url = {https://riseprogramme.org/sites/default/files/2020-09/RISE_WP-047_Filmer_etal.pdf}, abstract = {This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.}, language = {English}, number = {20/047}, urldate = {2020-09-15}, institution = {Rise Programme}, author = {Filmer, Deon and Habyarimana, James and Sabarwal, Shwetlena}, month = sep, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2561267:PWZSY59G zotzenLib.CopiedFrom: 2561267:PWZSY59G}, keywords = {\_B:important, \_G:important, \_G:reviewed, \_Tanzania, \_final\_bib, \_important}, } @techreport{filmer_identifying_2020, title = {Identifying {Effective} {Teachers}: {Lessons} from {Four} {Classroom} {Observation} {Tools}}, shorttitle = {Identifying {Effective} {Teachers}}, url = {https://riseprogramme.org/publications/identifying-effective-teachers-lessons-four-classroom-observation-tools}, urldate = {2020-09-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Filmer, Deon and Molina, Ezequiel and Wane, Waly}, month = aug, year = {2020}, doi = {10.35489/BSG-RISEWP_2020/045}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISEWP\_2020/045 2129771:4Y4HBPJR 2129771:QWN9WJMJ}, } @misc{evans_virtual_2020, title = {Virtual {Teacher} {Coaching} {May} {Not} {Be} the {Solution} {We} {Hoped} {For}}, url = {https://www.cgdev.org/blog/virtual-teacher-coaching-may-not-be-solution-we-hoped}, abstract = {How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice.}, language = {en}, urldate = {2020-09-29}, journal = {Center For Global Development}, author = {Evans, David}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HFLN22GT 2534378:M49VS4UK}, } @article{leacock_helping_2020, title = {Helping teachers to respond to {COVID}-19 in the {Eastern} {Caribbean}: issues of readiness, equity and care}, volume = {0}, issn = {0260-7476}, shorttitle = {Helping teachers to respond to {COVID}-19 in the {Eastern} {Caribbean}}, url = {https://doi.org/10.1080/02607476.2020.1803733}, doi = {10.1080/02607476.2020.1803733}, abstract = {Education in the Eastern Caribbean has been heavily influenced by the colonial history of the sub-region. In recent years though, in recognition of the fact that the traditional approaches to teaching and learning are no longer meeting the needs of present-day students, there have been calls for change to more student-friendly ones, with electronic technology playing a significant role. However, the resistance to certain types of devices in the classroom has contributed to the slow uptake of widespread use of electronic technology and the online environment as a mode for teaching and learning. The closure of schools due to the advent of COVID-19 pandemic forced education systems in the region to turn to the online environment to engage students in educational activities. Students, teachers and other education officials had to face their apprehensions and venture into this space for schooling. This paper describes actions taken by the Eastern Caribbean Joint Board of Teacher Education to help teachers cope with this different learning environment, guided by the concepts of teacher readiness, equity relating to access of resources and providing caring support for all affected.}, number = {0}, urldate = {2020-11-19}, journal = {Journal of Education for Teaching}, author = {Leacock, Coreen J. and Warrican, S. Joel}, month = aug, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02607476.2020.1803733 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1803733 2129771:BQNUYWX4 2486141:U6I5ICMK}, keywords = {Covid-19, Eastern Caribbean, \_Added to LR, \_G:reviewed, equity, readiness, teacher education}, pages = {1--10}, } @techreport{hasler_teacher_2020, type = {Preprint}, title = {Teacher professional development in sub-{Saharan} {Africa}: {Equity} and scale [preprint]}, url = {https://docs.opendeved.net/lib/WMYNLNVK}, abstract = {This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.}, author = {Haßler, Björn and Bennett, Gemma and Damani, Kalifa}, month = aug, year = {2020}, doi = {10.5281/zenodo.3924551}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:WMYNLNVK KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3924551 2129771:2N28M8EI 2129771:GIJXZ5UC 2129771:WMYNLNVK 2129771:ZQ6YQRSI 2405685:TRRZUHFS 2486141:HFLTMIZV}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, C:sub-Saharan Africa, STC-TLC, \_C:Cameroon CMR, \_C:Congo XCO, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Jordan JOR, \_C:Kenya KEN, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:t, docs.opendeved.net, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{carrillo_covid-19_2020, title = {{COVID}-19 and teacher education: a literature review of online teaching and learning practices}, volume = {43}, issn = {0261-9768}, shorttitle = {{COVID}-19 and teacher education}, url = {https://doi.org/10.1080/02619768.2020.1821184}, doi = {10.1080/02619768.2020.1821184}, abstract = {The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.}, number = {4}, urldate = {2021-04-26}, journal = {European Journal of Teacher Education}, author = {Carrillo, Carmen and Flores, Maria Assunção}, month = aug, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02619768.2020.1821184 KerkoCite.ItemAlsoKnownAs: 10.1080/02619768.2020.1821184 2129771:IDTKRE42 2129771:K5S5HT2G 2129771:SREBALP3}, keywords = {Covid-19, Online learning, online practices, teacher education}, pages = {466--487}, } @article{moyo_covid-_2020, title = {Covid- 19 and the future of practicum in teacher education in {Zimbabwe}: {Rethinking} the ‘new normal’ in quality assurance for teacher certification}, volume = {46}, issn = {0260-7476, 1360-0540}, shorttitle = {Covid- 19 and the future of practicum in teacher education in {Zimbabwe}}, url = {https://www.tandfonline.com/doi/full/10.1080/02607476.2020.1802702}, doi = {10.1080/02607476.2020.1802702}, language = {en}, number = {4}, urldate = {2021-11-10}, journal = {Journal of Education for Teaching}, author = {Moyo, Nathan}, month = aug, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1802702 2129771:N9USNSSI 4502395:83EVNLIA}, pages = {536--545}, } @article{kalloo_responding_2020, title = {Responding to the {COVID}-19 pandemic in {Trinidad} and {Tobago}: challenges and opportunities for teacher education}, volume = {0}, issn = {0260-7476}, shorttitle = {Responding to the {COVID}-19 pandemic in {Trinidad} and {Tobago}}, url = {https://doi.org/10.1080/02607476.2020.1800407}, doi = {10.1080/02607476.2020.1800407}, abstract = {Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness.}, number = {0}, urldate = {2020-08-12}, journal = {Journal of Education for Teaching}, author = {Kalloo, Rowena Constance and Mitchell, Beular and Kamalodeen, Vimala Judy}, month = jul, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02607476.2020.1800407 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1800407 2129771:M5ELW4N7}, keywords = {COVID-19, Teacher education, \_\_C:filed:1, inequities, online education}, pages = {1--11}, } @article{kilcrease_bringing_2020, title = {Bringing {Out} the {Best} of {Leaders}, {Teachers}, and {Students} in the midst of {COVID}-19: {Lessons} {Learned} from {Russell} {County}, {Alabama}}, volume = {9}, shorttitle = {Bringing {Out} the {Best} of {Leaders}, {Teachers}, and {Students} in the midst of {COVID}-19}, url = {https://scholarworks.wmich.edu/wte/vol9/iss1/25}, number = {1}, journal = {Teaching/Writing: The Journal of Writing Teacher Education}, author = {Kilcrease, Adam}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YJLCF2BW}, keywords = {⛔ No DOI found}, } @techreport{defeo_covid-19s_2020, type = {Report}, title = {{COVID}-19's spring 2020 school closures: {The} effect on teacher candidates}, shorttitle = {{COVID}-19's spring 2020 school closures}, url = {https://scholarworks.alaska.edu/handle/11122/11173}, abstract = {In response to the COVID-19 pandemic, Governor Dunleavy mandated that Alaska’s K12 schools closed to in-person instruction; later, these school closures were extended until the end of the 2019-2020 academic year. Across the state, educators worked not only to ensure they met their responsibilities for instruction, but also other key school functions including parent resources, meal services, and social-emotional learning. Concurrently, senior college students in teacher licensure programs at the University of Alaska (UA) were in classrooms fulfilling their clinical experience (student teaching) requirements. During the school closures, students were still “placed” in schools, but the nature of their internship experience changed fundamentally as classes were moved to distance delivery. On March 20, Alaska’s Education Commissioner Michael Johnson announced that the state of Alaska would grant emergency certification to teachers who were unable to complete the required number of clinical placement hours due to COVID-19 school closures. Many of these new graduates will qualify for licensure, but how will the pandemic affect them as they become teachers? In this paper, we explore how teacher candidates perceive their readiness for teaching in the fall, and their career intentions. By comparing survey responses collected from spring 2020 graduates against graduates of spring 2019 (the students who had a “typical” student teaching experience), we find that the 2020 graduating class feels ready for the classroom. However, these new teachers – and those hired from teacher education programs (TEPs) outside of Alaska – will need supports as they transition to teaching.}, language = {en\_US}, urldate = {2020-08-12}, institution = {Institute of Social and Economic Research}, author = {DeFeo, Dayna and Tran, Trang}, month = jun, year = {2020}, note = {Accepted: 2020-07-01T00:36:24Z KerkoCite.ItemAlsoKnownAs: 2129771:A8Y3DKMR}, } @techreport{koomar_effective_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Effective teacher education in low-connectivity settings: a curated resource list}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {21}, author = {Koomar, Saalim and Allier-Gagneur, Zoé and McBurnie, Chris}, month = jun, year = {2020}, doi = {10.5281/zenodo.3407498}, note = {EdTechHub.Source: 2405685:UQSMRFBF KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3407498 10.5281/zenodo.3407498 2129771:I74BBZ7B 2129771:U3XSZB5F 2339240:CRCGCNE9 2339240:W544HT9Q 2405685:UQSMRFBF 2405685:ZG4RSENH}, keywords = {Author:OpenDevEd, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @incollection{shelton_resisting_2020, title = {Resisting {Dehumanizing} {Assessments}: {Enacting} {Critical} {Humanizing} {Pedagogies} in {Online} {Teacher} {Education}}, isbn = {978-1-939797-49-0}, shorttitle = {Resisting {Dehumanizing} {Assessments}}, abstract = {With the shift to online learning in the wake of COVID-19, teacher educators (TEs) risk becoming swept up in a “cult of efficiency” that can dehumanize the learning process for teachers and students. In this chapter, we share how we, four TEs, use new technologies to implement critical humanizing pedagogies. This involves pushing beyond purely cognitive approaches, while reflexively addressing issues of power, access, and representation with emphasis on valuing voices historically subjected to colonizing educational practices. Specifically, we discuss our approach to online assessments, focusing on meaning-making, connecting to social realities, and engaging multimodality. We close the chapter by offering a set of guiding questions and technology tools that may help TEs (re)designing their own online assessments with students’ humanity in mind.}, author = {Shelton, Catharyn and Aguilera, Earl and Gleason, Benjamin and Mehta, Rohit}, month = jun, year = {2020}, pages = {125--128}, } @misc{james_unescocaricom_2020, address = {St. Augustine, Trinidad and Tobago}, title = {{UNESCO}/{CARICOM} {Webinar} {Series} n° 1: {Supporting} teachers and education personnel to ensure continuity of learning: {Supporting} the preparation of teachers for distance education and reopening of schools}, url = {https://en.unesco.org/sites/default/files/freddy-james-university-west-indies.pdf}, language = {English}, urldate = {2020-11-24}, author = {James, Freddy}, month = jun, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EUUQLY7Q 2486141:Y2H65PXQ}, keywords = {\_Added to LR, \_T:reviewed}, } @book{sealy_researched_2020, title = {The {researchED} {Guide} to {The} {Curriculum}: {An} evidence-informed guide for teachers}, isbn = {978-1-912906-38-3}, shorttitle = {The {researchED} {Guide} to {The} {Curriculum}}, abstract = {researchED is an educator-led organisation with the goal of bridging the gap between research and practice.This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers, including: Neil Almond; Andrew Percival; Doug Lemov and Emily Badillo; Sonia Thompson; Christine Counsell; Michael Young; Ruth Ashbee; and Aurora Reid.}, language = {English}, publisher = {John Catt}, author = {Sealy, Edited by Clare}, editor = {Bennett, Tom}, month = may, year = {2020}, } @article{dyment_online_2020, title = {Online initial teacher education: a systematic review of the literature}, volume = {48}, issn = {1359-866X}, shorttitle = {Online initial teacher education}, url = {https://doi.org/10.1080/1359866X.2019.1631254}, doi = {10.1080/1359866X.2019.1631254}, abstract = {This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.}, number = {3}, urldate = {2022-04-05}, journal = {Asia-Pacific Journal of Teacher Education}, author = {Dyment, Janet E. and Downing, Jillian Jane}, month = may, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1359866X.2019.1631254}, keywords = {Online, blended, initial teacher education, pre-service, systematic review, teacher education}, pages = {316--333}, } @article{tang_social_2020, title = {Social {Justice} and {K}-12 {Teachers}’ {Effective} {Use} of {OER}: {A} {Cross}-{Cultural} {Comparison} by {Nations}}, volume = {2020}, copyright = {Creative Commons Attribution http://creativecommons.org/licenses/by/4.0}, issn = {1365-893X}, shorttitle = {Social {Justice} and {K}-12 {Teachers}’ {Effective} {Use} of {OER}}, url = {http://jime.open.ac.uk/articles/10.5334/jime.576/}, doi = {10.5334/jime.576}, abstract = {Open educational resources (OER) have the potential to promote social justice imperatives in education, but because of the uneven provision of technical infrastructure across different countries, it remains uncertain whether the people who need OER the most are its primary beneficiaries. In K-12 education, educators play a major role in the effort to incorporate OER into classroom teaching but, even if they are able to source such resources (overcoming the “first-level digital divide”), many lack the practical capacity to effectively use (e.g., adapt) OER (the “second-level digital divide”). This exploratory research paper employs a cross-cultural perspective to interrogate how the second-level digital divide shapes K-12 teachers’ effective use of OER. With the goal of understanding how this divide influences OERs’ potential to enhance social justice, this research attempts to identify the factors accounting for teachers’ effective use of OER – and any reception gap – between different countries by conducting a series of stepwise logistic regressions applied to a largescale survey of K-12 educators. It does so by assessing OER use amongst 675 K-12 educators around the world in relation to their developmental and cultural contexts, as expressed through the Human Development Index, the Gender Development Index, and Hofstede’s six dimensions of national culture. The findings of this exploratory study provide new insights to support OER adoption in K-12 settings worldwide from a cultural perspective.}, language = {en}, number = {1}, urldate = {2020-07-11}, journal = {Journal of Interactive Media in Education}, author = {Tang, Hengtao and Bao, Yu}, month = may, year = {2020}, note = {Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.576 2129771:IBYPRZH5 2129771:LPJM3S8F 2447227:MMDLGMUF}, keywords = {K-12 teachers, cultural dimensions, exploratory research, open educational resources, second-level digital divide, social justice, stepwise logistic regression}, pages = {9}, } @misc{hoang_survey_2020, title = {Survey on {Vietnamese} teachers’ perspectives during {COVID}-19}, url = {https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/FOCPKH}, abstract = {This dataset was constructed by 294 Vietnamese teachers' perspectives on the teaching profession, as well as the support they received from differe...}, language = {en}, urldate = {2020-08-19}, publisher = {Harvard Dataverse}, author = {Hoang, Anh-Duc and Pham, Hiep-Hung and Le, Quynh-Anh Thi and Dinh, Viet-Hung and Le, Thu-Trang Thi and Nguyen, Yen-Chi}, month = may, year = {2020}, note = {Publisher: Harvard Dataverse KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/FOCPKH 2129771:6EG76WM5}, } @book{beteille_three_2020, series = {Policy {Notes}}, title = {Three {Principles} to {Support} {Teacher} {Effectiveness} {During} {COVID}-19}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/33775}, urldate = {2020-08-12}, publisher = {World Bank}, author = {Beteille, Elaine Molina, Ezequiel Pushparatnam, Adelle Wilichowski, Tracy, Tara Ding}, month = may, year = {2020}, doi = {10.1596/33775}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/33775 2129771:IUPIP3FK 2129771:SYWCQ5YI}, keywords = {CORONAVIRUS, COVID-19, EARLY CHILDHOOD EDUCATION, TEACHER TRAINING}, } @techreport{allier-gagneur_characteristics_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: {What} are they and what role can {EdTech} play?}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Characteristics of effective teacher education in low- and middle-income countries}, url = {https://docs.edtechhub.org/lib/R9VVKUH5}, language = {EN}, number = {10B}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoe and McBurnie, Chris and Haßler, Björn and Chuang, Rachel}, month = may, year = {2020}, doi = {10.5281/zenodo.4762301}, note = {EdTechHub.Source: 2405685:R9VVKUH5 EdTechHub.Source: 2405685:R9VVKUH5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873462 2129771:237CSM4W 2129771:IGN2QCEN 2129771:RMWSKUI5 2129771:TAFSP89V 2339240:4P99D7MN 2339240:5P9STQIK 2339240:K3RVT7JU 2339240:WP59YJ57 2405685:3TKLS2TH 2405685:BHY8AJBY 2405685:I62EYSDT 2405685:R9VVKUH5 2486141:IX4B74H9 10.5281/zenodo.3873462}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Benin BEN, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burundi BDI, \_C:China CHN, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Myanmar MMR, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Paraguay PRY, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_forthcoming, \_r:ImportedToMyEducationEvidence, \_yl:h, \_zenodoODE, docs.opendeved.net}, } @book{bowman_meeting_2020, title = {Meeting the {Learning} {Needs} of {Historically} {Underserved} {Students} during and after {California} {School} {Closures}. {Crisis} {Response} {Resource}}, url = {https://eric.ed.gov/?id=ED606108}, abstract = {School closures intended to slow the spread of the new coronavirus have been forcing California's public-school leaders to apply their crisis-management skills to the enormous task of delivering instruction to some 6.2 million students across the state who, for an indefinite period, must engage in some type of distance learning. Even under normal conditions, many of California's districts and schools struggle to adequately serve the full range of their highly diverse student populations. Today's extraordinary circumstances only add to the challenge. In doing so, they serve as a call to action for rethinking how to meet the learning needs of student groups that have been on the wrong side of long-standing opportunity gaps.}, language = {en}, urldate = {2020-08-12}, publisher = {WestEd}, author = {Bowman, Alicia and Jallow, Shelley}, month = may, year = {2020}, note = {Publication Title: WestEd KerkoCite.ItemAlsoKnownAs: 2129771:X2X7BPA9}, keywords = {Access to Computers, Access to Education, At Risk Students, Barriers, Communicable Diseases, Crisis Management, Disease Control, Distance Education, Family Environment, Food, Internet, Online Courses, Planning, Public Schools, Readiness, School Closing, Student Needs, Teacher Competencies, Teacher Role}, } @techreport{kaye_bangladesh_2020, address = {Nairobi, Kenya, Washington D.C., USA, and Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Bangladesh {Back}-to-{School} {Campaign}}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {18}, author = {Kaye, Tom and Chuang, Rachel and Moss Coflan, Caitlin and Haßler, Björn}, month = may, year = {2020}, doi = {10.5281/zenodo.3865298}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3865298 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, C:Bangladesh, COV:COVID and reopening of schools, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Ghana GHA, \_C:Guinea GIN, \_C:India IND, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Zambia ZMB, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_publish, \_r:ImportedToMyEducationEvidence, \_yl:g, \_zenodoETH, \_zenodoODE, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mcburnie_characteristics_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography ({HDR10C})}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {10C}, author = {McBurnie, Chris and Allier-Gagneur, Zoe and Haßler, Björn}, month = may, year = {2020}, doi = {10.5281/zenodo.3873460}, note = {EdTechHub.Source: 2405685:KXY7Q6VT EdTechHub.Source: 2405685:KXY7Q6VT KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873460 2129771:3AV78BC7 2339240:FE5LM4QS 2405685:KXY7Q6VT}, keywords = {Author:Haßler, Author:OpenDevEd, E:Pedagogy, E:Teacher education (pre-service and in-service), LP: English, \_EdTechHub\_Output, \_\_C:filed:1, \_cover:v1, \_forthcoming, \_r:ImportedToMyEducationEvidence, \_zenodoODE, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @article{sims_identifying_2020, title = {Identifying the characteristics of effective teacher professional development: a critical review}, volume = {32}, shorttitle = {Identifying the characteristics of effective teacher professional development}, doi = {https://www.researchgate.net/publication/341716623_Identifying_the_characteristics_of_effective_teacher_professional_development_a_critical_review}, number = {2}, journal = {School Effectiveness and School Improvement}, author = {Sims, Sam and Fletcher-Wood, Harry}, month = may, year = {2020}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 2405685:2BSDHIUH 2534378:N5BNKDUA}, keywords = {De-prioritise, \_\_\_working\_potential\_duplicate, ⚠️ Invalid DOI}, pages = {1--17}, } @techreport{mbiti_teacher_2020, title = {Teacher and {Parental} {Perceptions} of {Performance} {Pay} in {Education}: {Evidence} from {Tanzania}}, shorttitle = {Teacher and {Parental} {Perceptions} of {Performance} {Pay} in {Education}}, url = {https://www.riseprogramme.org/publications/working-paper-20037-teacher-and-parental-perceptions-performance-pay-education}, abstract = {This paper presents evidence on teacher opinions regarding performance pay from a large experimental evaluation that included three interventions: a school grants program, a teacher performance pay program, and a combination of both programs. The experimental evaluation was conducted in a nationally representative sample of 350 public primary schools in Tanzania. We report four sets of results. First, approximately 96 percent of teachers support the idea of teacher performance pay, while 61 percent favor at least some performance linked element in a future salary increase. Further, 80 percent of head teachers support performance pay. Second, we find that exposure to a performance pay program has a limited positive impact on teacher support. Third, contrary to arguments from performance pay critics that such programs adversely affect the work environment in schools, we find that teachers in all the experimental arms report higher satisfaction with the work environment and job support. Fourth, we find that a majority of parents (55 percent) prefer performance pay over school grants, but exposure to the experimental programs does not change this preference.}, language = {en}, urldate = {2020-09-06}, institution = {Research on Improving Systems of Education (RISE)}, author = {Mbiti, Isaac and Schipper, Youdi}, month = apr, year = {2020}, doi = {10.35489/BSG-RISE-WP_2020/037}, note = {KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP\_2020/037 2129771:JDTT2BKK}, } @article{zhou_teacher-student_2020, title = {Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety}, volume = {40}, issn = {0144-3410}, shorttitle = {Teacher-student relationship and mathematical problem-solving ability}, url = {https://doi.org/10.1080/01443410.2019.1696947}, doi = {10.1080/01443410.2019.1696947}, abstract = {This study investigated the mediating roles of self-efficacy and anxiety on the effects of teacher–student relationship on mathematical problem-solving ability. A total of 1667 fifth graders from central China participated in the large-scale survey. The findings indicated that (1) teacher–student relationship had a direct and positive effect on students’ mathematical problem-solving ability; (2) the positive link between teacher–student relationship and mathematical problem-solving ability was partially mediated through self-efficacy; (3) the teacher–student relationship affected students’ mathematical problem-solving ability through self-efficacy and maths anxiety, but the effect of self-efficacy on mathematical anxiety was smaller. Implications for the importance of teacher–student relationships in education as well as suggestions for future research are discussed.}, number = {4}, urldate = {2022-04-01}, journal = {Educational Psychology}, author = {Zhou, Da and Du, Xiaofeng and Hau, Kit-Tai and Luo, Haifeng and Feng, Pingting and Liu, Jian}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01443410.2019.1696947 KerkoCite.ItemAlsoKnownAs: 10.1080/01443410.2019.1696947 2129771:42N6F9B6 2486141:JD84EFTA}, keywords = {Mathematical problem-solving ability, mathematical anxiety, self-efficacy, teacher–student relationship}, pages = {473--489}, } @techreport{t-tel_transforming_2020, title = {Transforming {Teacher} {Education} and {Learing} ({Ghana}) [zip file]}, url = {https://docs.opendeved.net/lib/ZGCPJJLS}, abstract = {Transforming Teacher Education and Learing (Ghana). This zip file contains a resource produced by Transforming Teacher Education and Learning (Ghana), www.t-tel.org. You can view and search all related records in the collection for T-TEL. The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, language = {eng}, urldate = {2021-05-23}, author = {{T-TEL}}, month = apr, year = {2020}, doi = {10.5281/zenodo.3748614}, note = {Publisher: Zenodo}, keywords = {⛔ No DOI found}, } @article{durr_lessons_2020, title = {Lessons {Learned} from {Online} {PLCs} of {Rural} {STEM} {Teachers}}, volume = {41}, issn = {2643-9662, 0273-446X}, url = {https://journals.library.msstate.edu/index.php/ruraled/article/view/555}, doi = {10.35608/ruraled.v41i1.555}, abstract = {This exploratory study of a Title II grant funded project analyzed the design and delivery of online professional learning communities (PLC) for rural STEM teachers. This research identified the frequency a video posting, the type of videos posted, and the style of reflection questions, as critical aspects to the engagement to participating teachers. Additionally, teachers showed an increase in teacher efficacy as a result of being part of the online PLCs and they indicated strong enjoyment and value in participation of the program.}, language = {en}, number = {1}, urldate = {2021-06-25}, journal = {The Rural Educator}, author = {Durr, Tony and Kampmann, Jennifer and Hales, Patrick and Browning, Larry}, month = apr, year = {2020}, pages = {20--26}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 1, {Term} 1 {MS0722}, teachers guide}, url = {https://zenodo.org/record/3745394}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745394}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745394 2129771:K2L9VFAS}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 1, {Term} 2 {MS0722}, teachers guide}, url = {https://zenodo.org/record/3745396}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745396}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745396 2129771:IEDAA2RI}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 1, {Term} 3 {MS0722}, teachers guide}, url = {https://zenodo.org/record/3745398}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745398}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745398 2129771:GNETPRAG}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 2, {Term} 1 {MS0722}, teachers guide}, url = {https://zenodo.org/record/3745400}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745400}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745400 2129771:MDNPN76N}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 2, {Term} 2 {MS0722}, teachers guide}, url = {https://zenodo.org/record/3745404}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745404}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745404 2129771:QRSTYN48}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 2, {Term} 3 {MS0722}, teachers guide}, url = {https://zenodo.org/record/3745406}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745406}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745406 2129771:WS8ESCBJ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 3, {Term} 1 {MS0722}, teachers guide}, url = {https://zenodo.org/record/3745408}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745408}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745408 2129771:LNRM3ZQ7}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 3, {Term} 2 {MS0722}, teachers guide}, url = {https://zenodo.org/record/3745410}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745410}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745410 2129771:LYBP3EDA}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 3, {Term} 3 {MS0722}, teachers guide}, url = {https://zenodo.org/record/3745412}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745412}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745412 2129771:QSC9IPFB}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 4, {Term} 1 {MS0723}, teachers guide}, url = {https://zenodo.org/record/3745414}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745414}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745414 2129771:VJSMAI3B}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_english_2020, title = {English, {Senior} {Secondary} {School}, {Year} 4, {Term} 2 {MS0723}, teachers guide}, url = {https://zenodo.org/record/3745416}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745416}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745416 2129771:SWBWTWVJ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 1, {Term} 1 {DS}, teachers guide}, url = {https://zenodo.org/record/3745418}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745418}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745418 2129771:AYRWTY3Y}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 1, {Term} 2 {DS}, teachers guide}, url = {https://zenodo.org/record/3745420}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745420}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745420 2129771:6SBH7F6Y}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 1, {Term} 3 {DS}, teachers guide}, url = {https://zenodo.org/record/3745422}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745422}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745422 2129771:9NCCYFCY}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 2, {Term} 1 {DS}, teachers guide}, url = {https://zenodo.org/record/3745424}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745424}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745424 2129771:K2C3IBML}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 2, {Term} 2 {DS}, teachers guide}, url = {https://zenodo.org/record/3745426}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745426}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745426 2129771:BPD5XYDP}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 2, {Term} 3 {DS}, teachers guide}, url = {https://zenodo.org/record/3745428}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745428}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745428 2129771:TDJMU526}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 3, {Term} 1 {DS}, teachers guide}, url = {https://zenodo.org/record/3745430}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745430}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745430 2129771:PTKDHRND}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 3, {Term} 2 {DS}, teachers guide}, url = {https://zenodo.org/record/3745432}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745432}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745432 2129771:X87XXHJ2}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 3, {Term} 3 {DS}, teachers guide}, url = {https://zenodo.org/record/3745434}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745434}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745434 2129771:YY2479ZJ}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 4, {Term} 1 {DS}, teachers guide}, url = {https://zenodo.org/record/3745436}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745436}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745436 2129771:WGVMCVUW}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @book{sseip_maths_2020, title = {Maths, {Senior} {Secondary} {School}, {Year} 4, {Term} 2 {DS}, teachers guide}, url = {https://zenodo.org/record/3745438}, abstract = {This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.}, urldate = {2020-06-28}, publisher = {Zenodo}, author = {SSEIP}, month = apr, year = {2020}, doi = {10.5281/zenodo.3745438}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745438 2129771:9RLSMP7W}, keywords = {SSEIP, \_C:Sierra Leone SLE}, } @article{pulker_openness_2020, title = {Openness reexamined: teachers’ practices with open educational resources in online language teaching}, volume = {41}, issn = {0158-7919}, shorttitle = {Openness reexamined}, url = {https://doi.org/10.1080/01587919.2020.1757412}, doi = {10.1080/01587919.2020.1757412}, abstract = {Open educational practices (OEP) as a research field is relatively new. One aspect that has received limited attention is the impact of using open educational resources (OER) on the development of OEP. This article, based on a doctoral study (Pulker, 2019), considers teachers’ activities when reusing and adapting OER, with a view to providing evidence of reuse and understanding whether these activities influence teaching practices. A qualitative study following a constructivist grounded theory methodology was undertaken with 17 part-time online language teachers via semi-structured interviews. The article presents the five-step model of reuse that emerged from the data analysis. We suggest that OER reuse has a positive impact, even though teachers’ practices might not be open as defined up until now. A graphic representation depicts the process that teachers engage with when using and adapting OER. The research brings new understanding of teachers’ experiences of reuse, showing that the principal motivation is enhancing students’ learning.}, number = {2}, urldate = {2021-03-24}, journal = {Distance Education}, author = {Pulker, Hélène and Kukulska-Hulme, Agnes}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757412}, keywords = {OEP, OER, closed spaces, distance education, language teaching}, pages = {216--229}, } @article{bett_can_2020, title = {Can {Facebook} groups enhance continuing professional development of teachers? {Lessons} from {Kenya}}, volume = {48}, issn = {1359-866X}, shorttitle = {Can {Facebook} groups enhance continuing professional development of teachers?}, url = {https://doi.org/10.1080/1359866X.2018.1542662}, doi = {10.1080/1359866x.2018.1542662}, abstract = {Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce.}, language = {English}, number = {2}, urldate = {2021-04-01}, journal = {Asia-Pacific Journal of Teacher Education}, author = {Bett, Harry and Makewa, Lazarus}, month = mar, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1359866X.2018.1542662 KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2018.1542662 10.1080/1359866x.2018.1542662 10/gg3988 2339240:FPKG4LA8 2405685:9BBCI3GD 2405685:9EFWDEUR 2534378:BJ75PKH4 2534378:F8XIDPG4 2534378:FNUR2CDH 2534378:N4ZG4GTY}, keywords = {Content analysis, Education--Teaching Methods And Curriculum, English teachers, Facebook Groups, Kenya, Professional development, Social networks, Teacher education, Teachers, \_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425933, \_\_finaldtb, professional development}, pages = {132--146}, } @article{milliken_education_2020, title = {Education {Policies} and {Teacher} {Deployment} in {Northern} {Ireland}: {Ethnic} {Separation}, {Cultural} {Encapsulation} and {Community} {Cross}-{Over}}, volume = {68}, issn = {0007-1005}, shorttitle = {Education {Policies} and {Teacher} {Deployment} in {Northern} {Ireland}}, url = {https://doi.org/10.1080/00071005.2019.1666083}, doi = {10.1080/00071005.2019.1666083}, abstract = {Education is a key mechanism for the restoration of inter-community relations in post-conflict societies. The Northern Ireland school system remains divided along sectarian lines. Much research has been conducted into the efficacy of initiatives developed to bring children together across this divide but there has been an absence of studies into the impact of educational division on teachers. A number of policies, separately and in combination, restrict teachers’ options to move across and between the divided school sectors. The recruitment of teachers is excepted from fair employment legislation; details of teachers’ community identity are consequently not collected, and little is known about the impact that ethnic identity, educational policies and sectoral practices have had on teacher deployment. This quantitative project investigates the extent to which the deployment of teachers in mainstream schools in Northern Ireland reflects the enduring community divide. It is observed that, whilst primary schools are staffed mainly by community-consistent teachers, there has been an increase in cross-over teachers in post-primary schools – particularly in the grammar sector. Around one-in-five teachers have had no educational experience outside of their community of origin; this cultural encapsulation may contribute to a reluctance to engage with contentious issues in reconciliation programmes.}, number = {2}, urldate = {2021-03-07}, journal = {British Journal of Educational Studies}, author = {Milliken, Matthew and Bates, Jessica and Smith, Alan}, month = mar, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00071005.2019.1666083}, keywords = {Northern Ireland, \_C:Ireland IRL, \_C:Poland POL, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, community division, cultural encapsulation, post-conflict education, teacher identity}, pages = {139--160}, } @article{kamara_challenges_2020, title = {Challenges of {Teachers} on {Teaching} {Practice}: {A} {Case} {Study} of {Students} of {Freetown} {Teachers}’ {College} in {Sierra} {Leone}}, copyright = {Copyright (c) 2021 Alhaji Bakar Kamara}, issn = {2581-8430}, shorttitle = {Challenges of {Teachers} on {Teaching} {Practice}}, url = {https://journals.asianresassoc.org/index.php/ajir/article/view/548}, doi = {10.34256/ajir2012}, abstract = {As the Ministry of Education, Science and Technology focuses on the agenda for free and quality education in all stages of teaching and learning in Sierra Leone, It is obvious that Teachers are at the center of all school activities. To ease the challenges of teachers in teaching, it is important to search for the problems of teachers on teaching practices. This study was conducted to find out some of the challenges that teachers on teaching practice experience in schools in Sierra Leone. The result will help to shed light on the aspect of the training exercise that needs to be improved to increase quality in schools.\ The study investigated the main challenges that teachers on teaching practice from Freetown Teachers College encounter in Social Studies and Business. Even though teaching practice teachers do their best to enrich students with their wealth of experiences, yet still, they got their obstacles that hinder their ability for effective teaching. The study employs qualitative procedures with a case study design where the main actor’s informant interview, observation focus group discussion and documentary review as the main methods of data collection. The respondents covered, 10 teaching practice teachers, 10 heads of schools, 9 college lecturers and 1 teaching practice coordinator of Freetown Teachers Polytechnic. The result revealed some problems in posting of student for teaching practice to various schools, payment of salaries to teaching practice teachers, school support, teaching methods, classroom environment, and language proficiency.}, language = {en}, urldate = {2023-04-18}, journal = {Asian Journal of Interdisciplinary Research}, author = {Kamara, Alhaji Bakar}, month = feb, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.34256/ajir2012 2129771:458LFMMX 2486141:SXTZ66DT}, keywords = {Training College}, pages = {32--37}, } @techreport{hasler_teacher_2020, address = {Cambridge, UK, and Washington, USA}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {Overarching} considerations for the use of technology}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/H9W2X3KM}, number = {2}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jan, year = {2020}, doi = {10.5281/zenodo.3631747}, note = {EdTechHub.Source: 2405685:H9W2X3KM KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631747 2129771:UEUAKMXJ 2339240:94ZP3EK4 2339240:MM2SDXUM 2339240:S4UAH7Q3 2405685:DQWJLRN5 2405685:H9W2X3KM}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Ghana GHA, \_C:India IND, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Liberia LBR, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:n}, } @techreport{hasler_teacher_2020, address = {Cambridge, UK, and Washington, USA}, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {Teacher professional development and coaching in low-income countries: {Practical} considerations for the use of technology.}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/VM6NXYF3}, number = {3}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jan, year = {2020}, doi = {10.5281/zenodo.3631749}, note = {EdTechHub.Source: 2405685:VM6NXYF3 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631749 2129771:5EWDQDIA 2339240:4KQKED7R 2339240:94ZP3EK4 2405685:VM6NXYF3}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_C:Bangladesh BGD, \_C:Ghana GHA, \_C:India IND, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Liberia LBR, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:o}, } @techreport{hasler_teacher_2020, address = {Cambridge, UK, and Washington, USA}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {An} evidence-informed conversation}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/SC5NHA65}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Moss, Caitlin}, month = jan, year = {2020}, doi = {10.5281/zenodo.3631745}, note = {EdTechHub.Source: 2405685:SC5NHA65 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631745 2129771:EHFUXJQC 2129771:YHNWVMB3 2339240:94ZP3EK4 2339240:FIDI5TC2 2405685:39DIRNE9 2405685:HH3QKBIF 2405685:I3BV48CX 2405685:ITL9PIC3 2405685:K8BSWYFM 2405685:KF9F48ID 2405685:N68MMAPR 2405685:P5Y5GMFN 2405685:SC5NHA65 2486141:TAY7LNB6}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Ghana GHA, \_C:India IND, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Liberia LBR, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:m}, } @article{zee_exploring_2020, title = {Exploring relationships between teachers and students with diagnosed disabilities: {A} multi-informant approach}, volume = {66}, issn = {0193-3973}, shorttitle = {Exploring relationships between teachers and students with diagnosed disabilities}, url = {https://www.sciencedirect.com/science/article/pii/S0193397319300772}, doi = {10.1016/j.appdev.2019.101101}, abstract = {This study explored unique associations of student disabilities (ADHD, ASD, dyslexia) with teacher-, student- and peer-perceptions of student–teacher relationship quality. Sixty-three teachers, 510 students, and classmates from 24 Dutch mainstream elementary schools completed questionnaires about the student–teacher relationship quality. Teachers indicated whether students were diagnosed with disabilities. Multilevel models indicated that both teachers and classmates, but not students with ADHD themselves, reported higher levels of conflict in relationships. Additionally, teachers experienced less closeness and more conflict in relationships with children with ASD. The lower levels of closeness were also reported by classmates, but not by students with ASD themselves. Last, students with dyslexia experienced less closeness and conflict with their teacher, whereas their classmates and teachers reported more closeness and less conflict in relationships.}, language = {en}, urldate = {2022-04-07}, journal = {Journal of Applied Developmental Psychology}, author = {Zee, Marjolein and de Bree, Elise and Hakvoort, Britt and Koomen, Helma M. Y.}, month = jan, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2019.101101 2129771:975FSIMS}, keywords = {ADHD, ASD, Dyslexia, Multi-informant approach, Student–teacher relationship}, pages = {101101}, } @article{espino-diaz_analyzing_2020, title = {Analyzing the {Impact} of {COVID}-19 on {Education} {Professionals}. {Toward} a {Paradigm} {Shift}: {ICT} and {Neuroeducation} as a {Binomial} of {Action}}, volume = {12}, copyright = {http://creativecommons.org/licenses/by/3.0/}, shorttitle = {Analyzing the {Impact} of {COVID}-19 on {Education} {Professionals}. {Toward} a {Paradigm} {Shift}}, url = {https://www.mdpi.com/2071-1050/12/14/5646}, doi = {10.3390/su12145646}, abstract = {This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.}, language = {en}, number = {14}, urldate = {2020-08-12}, journal = {Sustainability}, author = {Espino-Díaz, Luis and Fernandez-Caminero, Gemma and Hernandez-Lloret, Carmen-Maria and Gonzalez-Gonzalez, Hugo and Alvarez-Castillo, Jose-Luis}, month = jan, year = {2020}, note = {Number: 14 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su12145646 2129771:2BJMYKAR}, keywords = {COVID-19, ICT, \_\_C:filed:1, neuroeducation, stress, teachers}, pages = {5646}, } @techreport{noauthor_teacher_2020, address = {Sierra Leone}, title = {Teacher {Monitoring} {Pilot}}, url = {https://sleams.org/}, urldate = {2020-07-15}, institution = {Teacher Service Commission (Sierra Leone)}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:M4TVVUBH 2486141:758M8KFE}, } @article{ang_student_2020, title = {Student {Version} of the {Teacher}–{Student} {Relationship} {Inventory} ({S}-{TSRI}): {Development}, {Validation} and {Invariance}}, volume = {11}, issn = {1664-1078}, shorttitle = {Student {Version} of the {Teacher}–{Student} {Relationship} {Inventory} ({S}-{TSRI})}, url = {https://www.frontiersin.org/article/10.3389/fpsyg.2020.01724}, doi = {10.3389/fpsyg.2020.01724}, abstract = {There is limited knowledge concerning children’s relationships with their teachers, and specifically, we lack a suitable, culturally appropriate measurement instrument for assessing the teacher-student relationship from the student’s perspective in Asia. This study used attachment theory as a theoretical framework to understand teacher-student relationships. Using a dataset from the Ministry of Education (MOE) of Singapore, the authors developed and validated a student version of the Teacher-Student Relationship Inventory (S-TSRI), with good psychometric properties for Singaporean children. The three-factor S-TSRI model comprising the factors satisfaction, instrumental help, and conflict was first established by exploratory factor analysis (EFA) and confirmed by confirmatory factor analysis (CFA). Through subsequent multigroup CFAs, we found that the factorial invariance was supported across gender, grade levels, and students of different academic levels, represented by the pass and fail groups. The structural model was tested in the total, pass, and fail groups. For the total and pass groups, the factors satisfaction and instrumental help showed significant positive relationships with a sense of school belonging, and negative or non-significant relationships with aggression. The conflict factor showed a weaker negative or non-significant relationship with a sense of school belonging, and a positive relationship with aggression. For the fail group, identical results were obtained with one exception; this was discussed in light of the fail group having a different needs profile. Findings from this study show that the 14-item S-TSRI measure has robust psychometric properties and yields scores that are reliable and valid in this large sample of primary school students from Singapore.}, urldate = {2022-04-01}, journal = {Frontiers in Psychology}, author = {Ang, Rebecca P. and Ong, Soo Lin and Li, Xiang}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2020.01724 2129771:DQ6IZRLV 2486141:GVR48WB2}, } @phdthesis{antonio_continuing_2020, type = {{PhD} {Thesis}}, title = {Continuing {Professional} {Development} ({CPD}) of {Teacher} {Educators} ({TEs}) within the ecological environment of the island territories of the {Organisation} of {Eastern} {Caribbean} {States} ({OECS})}, school = {University of Liverpool}, author = {Antonio, Desiree}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EJX99TXJ}, } @article{basnet_earthquake_2020, title = {Earthquake and {Its} {Impacts} on {Education}: {Aftermath} {Nepal} {Quake} 2015}, volume = {3}, issn = {2517-6323}, shorttitle = {Earthquake and {Its} {Impacts} on {Education}}, url = {https://eric.ed.gov/?q=%22teacher+development%22+with+%22natural+disaster%22&id=EJ1272439}, doi = {10.31757/euer.332}, abstract = {Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English.}, language = {en}, number = {3}, urldate = {2021-02-12}, journal = {European Educational Researcher}, author = {Basnet, Bal Krishna}, year = {2020}, note = {Publisher: The European Educational Researcher KerkoCite.ItemAlsoKnownAs: 10.31757/euer.332 2129771:Y49STNFM}, keywords = {Administrator Attitudes, Content Analysis, Counseling Services, Emergency Programs, Faculty Development, Foreign Countries, Futures (of Society), Grade 10, Grade 9, Multilingualism, Natural Disasters, Nongovernmental Organizations, Prevention, Program Descriptions, Resilience (Psychology), Risk, Safety, Secondary School Curriculum, Simulation, Student Attitudes, Teacher Attitudes, Textbooks, Trauma, \_C:Bangladesh BGD, \_C:Cambodia KHM, \_C:Chile CHL, \_C:China CHN, \_C:Egypt EGY, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Japan JPN, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Nepal NPL, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Philippines PHL, \_C:Sri Lanka LKA, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {101--118}, } @article{bengtsson_teacher_2020, title = {Teacher {Management} in {Refugee} {Settings}: {Ethiopia}.}, journal = {Education Development Trust}, author = {Bengtsson, Stephanie and Fitzpatrick, Rachael and Hinz, Katja and MacEwen, Leonora and Naylor, Ruth and Riggall, Anna and West, Helen}, year = {2020}, note = {ISBN: 1912610035 Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:KJE7FC2F}, keywords = {\_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Chad TCD, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Cuba CUB, \_C:Djibouti DJI, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:France FRA, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Lebanon LBN, \_C:Norway NOR, \_C:Rwanda RWA, \_C:Somalia SOM, \_C:South Sudan SSD, \_C:Sudan SDN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Yemen YEM, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{bond_schools_2020, title = {Schools and {Emergency} {Remote} {Education} during the {COVID}-19 {Pandemic}: {A} {Living} {Rapid} {Systematic} {Review}}, volume = {15}, issn = {1347-9008}, shorttitle = {Schools and {Emergency} {Remote} {Education} during the {COVID}-19 {Pandemic}}, url = {https://eric.ed.gov/?id=EJ1285336}, abstract = {The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia, predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided.}, language = {en}, number = {2}, urldate = {2021-10-05}, journal = {Asian Journal of Distance Education}, author = {Bond, Melissa}, year = {2020}, note = {Publisher: Asian Society of Open and Distance Education KerkoCite.ItemAlsoKnownAs: 2129771:A93NCNTC 2129771:RMI4JBYE}, keywords = {Bibliometrics, COVID-19, Distance Education, Educational Change, Educational Environment, Educational Research, Educational Technology, Electronic Learning, Elementary Secondary Education, Faculty Development, Family Influence, Foreign Countries, Learner Engagement, Literature Reviews, Pandemics, Peer Influence, Research Methodology, School Closing, Teacher Influence, Technology Uses in Education, \_genre:LR-literature\_review, ⛔ No DOI found}, pages = {191--247}, } @unpublished{cilliers_can_2020, title = {Can virtual replace in-person coaching? {Experimental} evidence on teacher professional development and student learning}, url = {https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf}, abstract = {We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.}, language = {en}, author = {Cilliers, J and Fleischz, B and Kotzex, J and Mohohlwanex, N and Taylor, S and Thulare, T}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PZ94P8BE 2405685:QGPR3S5E 2534378:SLV36H9G}, keywords = {Important, Read, ⛔ No DOI found}, } @article{combe_design_2020, title = {The {Design} of {Teacher} {Assignment}: {Theory} and {Evidence}.}, url = {https://www.dropbox.com/s/92xsi3rg1jx1pzc/CTT.pdf?dl=0}, abstract = {To assign teachers to schools, a modified version of the well-known deferred acceptance mechanism has been proposed in the literature and is used in practice. We show that this mechanism fails to be fair and efficient for both teachers and schools. We identify a class of strategyproof mechanisms that cannot be improved upon in terms of both efficiency and fairness. Using a rich dataset on teachers’ applications in France, we estimate teachers preferences and perform a counterfactual analysis. The results show that these mechanisms perform much better than the modified version of deferred acceptance. For instance, the number of teachers moving from their positions more than triples under our mechanism.}, language = {en}, author = {Combe, Julien and Tercieux, Olivier and Terrier, Camille}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NBGHXE2S}, keywords = {Lebanon\_event\_2021, \_C:Czech Republic CZE, \_C:France FRA, \_C:Germany DEU, \_C:Ireland IRL, \_C:Italy ITA, \_C:Mexico MEX, \_C:Peru PER, \_C:Portugal PRT, \_C:Spain ESP, \_C:Turkey TUR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {88}, } @article{crawfurd_teacher_2020, title = {Teacher labor markets in developing countries}, doi = {10.2139/ssrn.3542654}, author = {Crawfurd, Lee and Pugatch, Todd}, year = {2020}, note = {Publisher: IZA Discussion Paper}, } @inproceedings{da_silva_support_2020, title = {Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in {Guinea}-{Bissau}}, volume = {6}, shorttitle = {Support for teachers in challenging situations as a factor of change}, doi = {10.32865/fire202062181}, booktitle = {{FIRE}: {Forum} for {International} {Research} in {Education}}, author = {da Silva, Rui and Oliveira, Joana}, year = {2020}, note = {Issue: 2 KerkoCite.ItemAlsoKnownAs: 10.32865/fire202062181 2129771:Y7BYB9WA}, keywords = {\_C:Angola AGO, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Guinea-Bissau GNB, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Portugal PRT, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @article{feldman_role_2020, title = {The role of professional learning communities to support teacher development: {A} social practice theory perspective}, volume = {40}, doi = {10.15700/saje.v40n1a1668}, number = {1}, journal = {South African Journal of Education}, author = {Feldman, Jennifer}, year = {2020}, note = {ISBN: 2076-3433}, } @article{futterer_will_2020, title = {Will, {Skill} or {Conscientiousness}: {What} {Predicts} {Teachers}' {ICT}-{Related} {Professional} {Development}?}, shorttitle = {Will, {Skill} or {Conscientiousness}}, author = {Fütterer, Tim and Lachner, Andreas and Scheiter, Katharina and Scherer, Ronny and Stürmer, Kathleen}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WBKVBX8A}, keywords = {\_C:Germany DEU, \_C:Netherlands NLD, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{getenet_designing_2020, title = {Designing a professional development program for mathematics teachers for effective use of technology in teaching}, volume = {25}, doi = {10.1007/s10639-019-10056-8}, number = {3}, journal = {Education and Information Technologies}, author = {Getenet, Seyum Tekeher}, year = {2020}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-019-10056-8 2129771:I2AE3DP8}, keywords = {\_\_C:filed:1}, pages = {1855--1873}, } @techreport{hasler_per2_2020, address = {Amman, Jordan}, type = {Programme {Evaluation} {Resource}}, title = {{PER2}. {Characteristics} of effective teacher education in low- and middle-income countries: {What} are they and what role can {EdTech} play? [{English}/{Arabic}]}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {2}, institution = {Activating EdTech}, author = {Haßler, Björn and Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane}, year = {2020}, doi = {10.5281/zenodo.4518856}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4518856 2129771:HTCRZNIB}, keywords = {Author:Haßler, Author:OpenDevED, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:d}, } @article{hasler_oer4schools_2020, title = {The {OER4Schools} professional development programme: {Outcomes} of a sustained trial in sub-{Saharan} {Africa}}, volume = {5}, issn = {2504-284X}, shorttitle = {{OER4Schools} 2010-2014}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Education&id=564178}, doi = {10.3389/feduc.2020.00146}, abstract = {Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context.}, language = {English}, number = {146}, journal = {Frontiers in Education}, author = {Haßler, Björn and Hennessy, S. and Hofmann, R}, year = {2020}, note = {HHH3A KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.00146 10/ghgn5x 2129771:3LI3KD7M 2129771:6KN48Q7A 2129771:9MYSJMUJ 2129771:MKKYSSHG 2129771:YRM4QXHR 2339240:A5GQ37WB 2405685:KLUBUEJY 2405685:V7S2E5AQ 2405685:VHZVRENG 2534378:M3FT5RN4}, keywords = {Active Learning, Africa, Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, C:Zambia, Culturally responsive pedagogy (CRP), Design-based implementation research, Developing Nations, Educational Technology, Elementary Secondary Education, Faculty Development, Foreign Countries, Handheld Devices, Inservice Teacher Education, Interactive Pedagogy, Learner-centred pedagogy, Low Income Groups, Motivation, Open Educational Resources, Peer Teaching, Resource Allocation, Rural Schools, STC-TLC, Scaffolding (Teaching Technique), Scheduling, School leadership, Shared Resources and Services, Sustainable Development, Sustainable Development Goal (SDG) 4, Sustainable Development Goal 4, Teacher Profesisonal Development, Teacher Professional Development, Technology Uses in Education, Telecommunications, Zambia, \_\_C:filed:1, \_\_\_working\_potential\_duplicate, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:b, peer-facilitation, school improvement, school-based active learning, sub-Saharan Africa}, } @article{huth_teacherinaboxoutside_2020, title = {Teacherinabox–outside the box}, author = {Huth, Katherine}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6MKVNURY}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{kamara_view_2020, title = {View of {Challenges} of {Teachers} on {Teaching} {Practice}: {A} {Case} {Study} of {Students} of {Freetown} {Teachers}’ {College} in {Sierra} {Leone} {\textbar} {Asian} {Journal} of {Interdisciplinary} {Research}}, url = {https://iorpress.org/journals/index.php/ajir/article/view/109/75}, doi = {10.34256/ajir2012}, urldate = {2020-07-15}, journal = {Asian Journal of Interdisciplinary Research}, author = {Kamara, Alhaji Bakar}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.34256/ajir2012 2129771:2SLNN2ZL 2129771:AZF8GDA2 2486141:ESCK26NT 2601447:3XAPE3JH 4556019:QFWKFLQK}, keywords = {\_C:Sierra Leone SLE}, } @misc{karamperidou_time_2020, title = {Time to {Teach}: {Teacher} attendance and time on task in {Eastern} and {Southern} {Africa}}, url = {https://www.unicef-irc.org/time-to-teach}, urldate = {2022-01-25}, author = {Karamperidou, Despina and Brossard, Mathieu and Peirolo, Silvia and Richardson, Dominic}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2X5YIVVB 4556019:46I4AY4L}, } @article{kayal_moocs_2020, title = {{MOOCs} for {Professional} {Development} of {Teachers} through {E}-{Learning} {System}: {The} {Indian} {Scenario}}, volume = {57}, shorttitle = {{MOOCs} for {Professional} {Development} of {Teachers} through {E}-{Learning} {System}}, doi = {10.17821/srels/2020/v57i2/151966}, number = {2}, journal = {SRELS Journal of Information Management}, author = {Kayal, Soumen and Kayal, Baisakhi Das}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.17821/srels/2020/v57i2/151966 2129771:3DTBRMRT}, keywords = {\_C:France FRA, \_C:India IND, \_C:Kenya KEN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {107--112}, } @article{kihwele_affordances_2020, title = {Affordances and {Constraints} of {Implementing} {Lesson} {Study} for {Teachers}’ {Professional} {Development}: {A} {Review}}, volume = {9}, shorttitle = {Affordances and {Constraints} of {Implementing} {Lesson} {Study} for {Teachers}’ {Professional} {Development}}, doi = {10.21083/ajote.v9i0.5731}, journal = {African Journal of Teacher Education}, author = {KIHWELE, JIMMY}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.21083/ajote.v9i0.5731 2129771:ZX8WS6TF}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:China CHN, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Japan JPN, \_C:Laos LAO, \_C:Malawi MWI, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {49--69}, } @article{lameu_case_2020, title = {the case of the ‘nasty trolley’or how mobile learning and tablets are influencing emotions and affects and shaping the constitution of the identity of teachers and students}, volume = {25}, doi = {10.1007/s10758-019-09411-y}, number = {1}, journal = {Technology, Knowledge and learning}, author = {Lameu, Paula}, year = {2020}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10758-019-09411-y 2129771:I2LJU532}, keywords = {\_\_C:filed:1}, pages = {45--61}, } @article{lefstein_relocating_2020, title = {Relocating research on teacher learning: {Toward} pedagogically productive talk}, volume = {49}, shorttitle = {Relocating research on teacher learning}, doi = {10.3102/0013189X20922998}, number = {5}, journal = {Educational researcher}, author = {Lefstein, Adam and Vedder-Weiss, Dana and Segal, Aliza}, year = {2020}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 2129771:2EI4QSHP 2129771:PBFVP5SK}, pages = {360--368}, } @article{lichand_arm-wrestling_2020, title = {Arm-{Wrestling} in the {Classroom}: the {Non}-{Monotonic} {Effects} of {Monitoring} {Teachers}}, issn = {1556-5068}, shorttitle = {Arm-{Wrestling} in the {Classroom}}, url = {https://www.ssrn.com/abstract=3660611}, doi = {10.2139/ssrn.3660611}, language = {en}, urldate = {2020-09-09}, journal = {SSRN Electronic Journal}, author = {Lichand, Guilherme and Wolf, Sharon}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3660611 2129771:TQNGPGBX 2129771:XW8EJNWQ}, } @incollection{lim_teacher_2020, title = {Teacher {Professional} {Development} at {Scale} in the {Global} {South}}, booktitle = {Anticipating and {Preparing} for {Emerging} {Skills} and {Jobs}}, publisher = {Springer, Singapore}, author = {Lim, Cher Ping and Tinio, Victoria and Smith, Matthew and Zou, Ellen Wenting and Modesto III, Justin Edward}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9C3RAH9A}, pages = {229--236}, } @article{lund_continuous_2020, title = {Continuous {Teacher} {Learning} {Circles} in {Learner}-{Centered} {Pedagogy}: {A} {Case} {Study} in the {Democratic} {Republic} of the {Congo}}, shorttitle = {Continuous {Teacher} {Learning} {Circles} in {Learner}-{Centered} {Pedagogy}}, url = {https://search.proquest.com/openview/a953e7f330384e6531912f3dc927f71d/1?pq-origsite=gscholar&cbl=18750&diss=y}, abstract = {This dissertation explores how continuous teacher learning circles (TLCs) support the implementation of a learner-centered pedagogy in grades 5-10 at a school in a long-term refugee community located in the Democratic Republic of the Congo (DRC). Learner-centered pedagogy has gained notice as a means to improve educational outcomes in sub-Saharan Africa (Vavrus \& Bartlett, 2012). Learner-centered pedagogy may be defined as education rooted in the interests of students, their prior knowledge, and pedagogy based on student inquiry with the goal of solving real-world problems (Dewey, 1916). TLCs are increasingly used by international educational development organizations, including in the DRC (Frisoli, 2014; Inter-Agency Network for Education in Emergencies, 2015). Focusing on sustained teacher and student learning, one U.S. non-profit has worked since 2011 to co-create learner-centered modules based on locally identified assets and problems. This qualitative case study seeks to illuminate how teacher learning and well-being are supported through the TLCs and what teachers and staff understand about learner-centered pedagogy as a teaching and learning paradigm in the context. Drawing from Kanu's (2005) precept that pedagogical ideas crossing borders are continually reinterpreted and reinvented, this study takes a closer look at how indigenous practices may influence or mediate teacher learning. By using Lave and Wenger’s (1991) concept of communities of practice as the principal theoretical framework, the study relied on data from onsite individual interviews, focus groups, classroom observations, and TLC observations as well as archival documents such as lesson plans, teacher reflections, and transcripts of cross-cultural Skype conversations between Congolese and American staff. Findings suggest that the TLCs viii help teachers gain confidence in learner-centered teaching tools that support safe, inclusive, and engaging classrooms while offering a supportive space to voice problems and receive feedback from peers as they engage in planning and implementing the innovative curriculum. Findings also highlight the need for increased teacher autonomy in lesson planning. Implications of these findings encourage future research to determine whether it is feasible for learner-centered pedagogy and TLCs to be operationalized and sustained over time in other similar settings.}, language = {en}, urldate = {2021-02-11}, author = {Lund, Jennifer Anne}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HKKSKFMH}, keywords = {\_C:Algeria DZA, \_C:Angola AGO, \_C:Azerbaijan AZE, \_C:Belgium BEL, \_C:Botswana BWA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:China CHN, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Congo, Republic COG, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gambia GMB, \_C:Greece GRC, \_C:Guinea GIN, \_C:Italy ITA, \_C:Japan JPN, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mexico MEX, \_C:Namibia NAM, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Serbia SRB, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{macentee_participatory_2020, title = {Participatory visual methods and school-based responses to {HIV} in rural {South} {Africa}: insights from youth, preservice and inservice teachers}, volume = {20}, issn = {1468-1811, 1468-1811}, url = {https://www.researchgate.net/publication/336065653_Participatory_visual_methods_and_school-based_responses_to_HIV_in_rural_South_Africa_insights_from_youth_preservice_and_inservice_teachers}, doi = {10.1080/14681811.2019.1661833}, abstract = {This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses.}, language = {English}, number = {3}, journal = {Sex Education: Sexuality, Society and Learning}, author = {MacEntee, Katie}, year = {2020}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106 KerkoCite.ItemAlsoKnownAs: 10.1080/14681811.2019.1661833 2534378:2R8BXPSR 2534378:EMFZWYAL 2534378:TQ38MU35 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396852077?accountid=9851}, keywords = {Acquired Immunodeficiency Syndrome (AIDS), Children And Youth - About, Disadvantaged Schools, ERIC, Current Index to Journals in Education (CIJE), Educational Resources, Foreign Countries, HIV, Health Education, Higher Education, Media Selection, Photography, Postsecondary Education, Preservice Teachers, Rural Schools, Secondary Education, Secondary School Students, Sex Education, South Africa, Story Telling, Student Attitudes, Teacher Attitudes, Teaching Methods, Visual Aids, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096729, \_\_finaldtb, participatory visual methodology, rural education, sexual health education}, pages = {316--333}, } @phdthesis{mccarthy_digital_2020, type = {{PhD} {Thesis}}, title = {Digital transformation in education: {A} mixed methods study of teachers and systems}, shorttitle = {Digital transformation in education}, school = {Murdoch University}, author = {McCarthy, Aidan}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YRGITEBS}, keywords = {\_C:Australia AUS, \_C:Finland FIN, \_C:Malaysia MYS, \_C:Myanmar MMR, \_C:New Zealand NZL, \_C:Singapore SGP, \_C:Spain ESP, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{moulakdi_professional_2020, title = {Professional {Development} for {Primary} {School} {Teachers} in {Cameroon}: {Is} the {Cascade} {PD} {Model} {Effective}?}, volume = {11}, issn = {2151-4755, 2151-4771}, shorttitle = {Professional {Development} for {Primary} {School} {Teachers} in {Cameroon}}, url = {https://www.scirp.org/journal/doi.aspx?doi=10.4236/ce.2020.117084}, doi = {10.4236/ce.2020.117084}, abstract = {Teacher professional development (TPD), a constant concern on the minds of education leaders, is conducted in various ways in education systems around the world. Using Guskey’s professional development assessment model, we evaluated a cascade model of teacher professional development in Cameroon’s primary education system by examining the responses of the teachers who experienced these activities. Our findings indicate that the professional growth activities undertaken in cascade format, particularly professional development (PD) days, teacher evaluations, demonstration and group lessons did not adequately address the teachers’ training needs and expectations and this because this model of training is not suitable to improve teaching practices in the context.}, language = {en}, number = {07}, urldate = {2023-03-11}, journal = {Creative Education}, author = {Moulakdi, André and Bouchamma, Yamina}, year = {2020}, pages = {1129--1144}, } @article{mulenga_teacher_2020, title = {Teacher education versus teacher training: epistemic practices and appropriate application of both terminologies.}, shorttitle = {Teacher education versus teacher training}, url = {http://dspace.unza.zm/handle/123456789/6562}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale}, year = {2020}, note = {Publisher: Journal of Lexicography and Terminology}, keywords = {⛔ No DOI found}, } @article{muzata_comparative_2020, title = {A {Comparative} {Analysis} of the {Perceptions} of {Primary} and {Secondary} {School} {Teachers} of {Lesson} {Observation} by {Education} {Standards} {Officers} in {Zambia}}, volume = {1}, url = {https://naturalsciences.unza.zm/index.php/ZIJE/article/view/406}, number = {1}, urldate = {2023-12-05}, journal = {Zambia Interdisciplinary Journal of Education (ZIJE) Online-ISSN 2710-0715}, author = {Muzata, Kenneth Kapalu and Banja, Madalitso Khulupilika and Mulenga, Innocent Mutale and Njobvu, Tommie}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:35PGW85A 2129771:PXEA7M4Y}, keywords = {⛔ No DOI found}, pages = {98--120}, } @article{mwanza_teacher_2020, title = {Teacher collaboration in curriculum design teams: prospects and challenges in the {Zambian} education system}, volume = {3}, shorttitle = {Teacher collaboration in curriculum design teams}, url = {https://journals.unza.zm/index.php/mjlsse/article/view/182}, number = {1}, urldate = {2023-11-28}, journal = {Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)}, author = {Mwanza, Christine and Changwe, Robert}, year = {2020}, keywords = {⛔ No DOI found}, pages = {181--204}, } @article{naylor_mobile_2020, title = {Mobile {Technology} in a {Transnational} {Project}: {The} {Experiences} of {Teacher} {Educators} and {Teachers}}, shorttitle = {Mobile {Technology} in a {Transnational} {Project}}, doi = {10.5040/9781350095663.ch-004}, journal = {Transforming Teacher Education with Mobile Technologies}, author = {Naylor, Amanda and Gibbs, Janet and Igland, Anbjorg and Armundson, Monica}, year = {2020}, note = {Publisher: Bloomsbury Academic KerkoCite.ItemAlsoKnownAs: 10.5040/9781350095663.ch-004 2129771:QNQ9XRPS}, keywords = {\_\_C:filed:1}, pages = {73}, } @article{phiri_teacher_2020, title = {Teacher transfers from primary schools in {Chama} district of {Zambia}: {Causes} of the massive teacher exodus and its effects on learner’s academic performance}, volume = {3}, shorttitle = {Teacher transfers from primary schools in {Chama} district of {Zambia}}, url = {https://library.unza.zm/index.php/mjlsse/article/view/233}, number = {2}, urldate = {2023-12-06}, journal = {Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)}, author = {Phiri, Donald and Mulenga, Innocent Mutale}, year = {2020}, keywords = {⛔ No DOI found}, pages = {94--125}, } @article{rana_ict_2020, title = {{ICT} integration in teaching and learning activities in higher education: a case study of {Nepal}'s teacher education}, volume = {8}, url = {https://files.eric.ed.gov/fulltext/EJ1239982.pdf}, doi = {10.17220/mojet.2020.01.003}, abstract = {This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.}, language = {English}, number = {1}, journal = {Malaysian Online Journal of Educational Technology}, author = {Rana, Kesh and Rana, Karna}, year = {2020}, note = {Publisher: University of Malaya Faculty of Education, Kuala Lumpur 50603 Malaysia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396845922?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17220/mojet.2020.01.003 2405685:7QTWPNA2 2534378:2HFCURH3 2534378:7EF9ZFLB 2534378:9RI575FJ}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Educational Policy, Foreign Countries, Higher Education, Information Technology, Nepal, Postsecondary Education, Preservice Teacher Education, Program Implementation, Sustainability, Technology Integration, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095751, \_\_finaldtb}, pages = {36--47}, } @misc{rock_guidance_2020, title = {Guidance for {Teachers} and {Counselors} during {COVID}-19 and {Other} {Crises}}, url = {http://www.rockresults.org/uploads/1/3/0/8/130859271/guidance_for_teachers_and_counselors_during_covid-19_and_other_crises.pdf}, publisher = {Rock Results}, author = {Rock, Sarah and Gilgoff, Rachel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XBM84IDN 2486141:NGLMKGK2}, } @techreport{rossignoli_teachers_2020, title = {Teachers {Learning} {Together}: {Large}-scale approaches to teacher communities of practice}, url = {https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/7c/7c40a2f7-4fa2-41d6-a21e-6f3635b1a72a.pdf}, urldate = {2020-05-25}, institution = {Education Development Trust}, author = {Rossignoli, Serena and Amenya, Donvan and Kamana, Dieudonne and Tiganescu, Andrea and Kudenko, Irina}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U44EAVHV 2405685:KJU6N64C 2405685:WFJZTGQZ}, keywords = {C:Kenya / Rwanda, \_C:Kenya KEN, \_C:Rwanda RWA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, } @article{schott_teacher_2020, title = {Teacher leadership: {A} systematic review, methodological quality assessment and conceptual framework}, volume = {31}, shorttitle = {Teacher leadership}, doi = {10.1016/j.edurev.2020.100352}, journal = {Educational Research Review}, author = {Schott, Carina and van Roekel, Henrico and Tummers, Lars G.}, year = {2020}, note = {Publisher: Elsevier}, pages = {100352}, } @article{see_teacher_2020, title = {Teacher recruitment and retention: {A} critical review of international evidence of most promising interventions}, volume = {10}, shorttitle = {Teacher recruitment and retention}, doi = {10.3390/educsci10100262}, number = {10}, journal = {Education Sciences}, author = {See, Beng Huat and Morris, Rebecca and Gorard, Stephen and Kokotsaki, Dimitra and Abdi, Sophia}, year = {2020}, note = {Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 2129771:ND7GI7XC 2129771:ULNMTEUF}, pages = {262}, } @article{soodmand_afshar_investigating_2020, title = {Investigating the {Barriers} to {Teachers}’ {Professional} {Development} in an {EFL} {Context}}, volume = {7}, number = {2}, journal = {Journal of Modern Research in English Language Studies}, author = {Soodmand Afshar, Hassan and Ghasemi, Shabnam}, year = {2020}, note = {Publisher: Imam Khomeini International University KerkoCite.ItemAlsoKnownAs: 2129771:S37LDJFA}, keywords = {\_C:China CHN, \_C:Iran IRN, \_C:Israel ISR, \_C:Lesotho LSO, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {101--122}, } @techreport{teaching_service_commission_teacher_2020, title = {Teacher {Management} {Policy} for {Sierra} {Leone}}, url = {https://tsc.gov.sl/policies/}, author = {Teaching Service Commission}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ILC2GGZX 2129771:XQMFH5JU 2339240:5QZ2N3GQ 2405685:M6F97ARN 4556019:49UIZ3SU}, keywords = {\_C:Sierra Leone SLE}, } @article{yahaya_acceptance_2020, title = {Acceptance on open and distance learning method amongst special education needs teachers during movement control order}, volume = {14}, number = {1}, journal = {Journal of Media and Information Warfare (JMIW)}, author = {Yahaya, Nasiha Hanis}, year = {2020}, note = {Publisher: Centre For Media And Information Warfare Studies}, keywords = {⛔ No DOI found}, pages = {68--79}, } @phdthesis{zubairi_district_2020, title = {A district level study on the deployment, allocation and utilisation of teachers between and within {Malawi}’s primary schools: an accountability and political settlements approach}, url = {https://www.repository.cam.ac.uk/bitstream/handle/1810/316497/Asma%20Zubairi_Thesis_January%202021_Confidential_Size.pdf?sequence=5&isAllowed=y}, urldate = {2021-02-12}, school = {University of Cambridge}, author = {Zubairi, Asma}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CSX7CQWJ}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Cambodia KHM, \_C:Chile CHL, \_C:China CHN, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Peru PER, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @misc{directorate_of_science_technology__innovation_sierra_leone_sierra_2019, title = {Sierra {Leone} designs online portal to take long wait out of teacher recruitment}, url = {https://www.dsti.gov.sl/sierra-leone-designs-online-portal-to-take-long-wait-out-of-teacher-recruitment/}, abstract = {A new teacher recruitment portal developed at the Directorate of Science, Technology, and Innovation (DSTI) will make it easier and faster for education administrators to hire teachers, and allocate teachersRead More}, language = {en-US}, urldate = {2020-06-25}, author = {Directorate of Science, Technology \& Innovation (Sierra Leone)}, month = dec, year = {2019}, note = {Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:CJS795T9 2405685:UWP4N7FT}, keywords = {\_C:Sierra Leone SLE}, } @book{bradley_mobile_2019, title = {Mobile {Literacy} among {Syrian} {Refugee} {Women} {Teachers}}, url = {https://eric.ed.gov/?q=teacher+learning+circles+refugee&id=ED600884}, abstract = {This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]}, language = {en}, urldate = {2021-02-11}, publisher = {Research-publishing}, author = {Bradley, Linda and Bahous, Rima and Albasa, Ali}, month = dec, year = {2019}, note = {Publication Title: Research-publishing.net KerkoCite.ItemAlsoKnownAs: 2129771:NU7RBXMI}, keywords = {Career Development, Cross Cultural Studies, Faculty Development, Females, Foreign Countries, Handheld Devices, Informal Education, Information Technology, Land Settlement, Literacy, Occupational Aspiration, Refugees, Second Language Instruction, Second Language Learning, Teacher Attitudes, Telecommunications, Videoconferencing, \_C:Australia AUS, \_C:Dominica DMA, \_C:France FRA, \_C:Jordan JOR, \_C:Lebanon LBN, \_C:Sweden SWE, \_C:Syrian Arab Republic SYR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @misc{noauthor_school_2019, title = {School clusters and teacher resource centres}, url = {http://www.iiep.unesco.org/en/publication/school-clusters-and-teacher-resource-centres}, abstract = {In the context of Education for All, teacher resource centres and school cluster strategies are increasingly incorporated into programmes to improve the quality of education. But what are they meant to achieve at the school level? School clusters and resource centres aim to channel education resources more effectively by making them available to groups of schools rather than individual schools.}, language = {en}, urldate = {2021-03-15}, journal = {IIEP-UNESCO}, month = nov, year = {2019}, } @article{plessis_teachers_2019, title = {Teachers for rural schools – a challenge for {South} {Africa}}, volume = {39}, copyright = {Copyright (c)}, issn = {2076-3433}, url = {https://www.ajol.info/index.php/saje/article/view/190868}, doi = {10.4314/saje.v39i4.}, abstract = {Poverty is rife in many African countries and this has serious implications for the provision of quality education. Rural schools face severe challenges that are unique to their environment. A lack of parental interest in children’s education, insufficient funding from the state, a lack of resources, underqualified teachers, and multi-grade teaching are some of the barriers to effective education. These challenges can be attributed to numerous sources, from within school structures and from the external environment, including local communities and education authorities. After 25 years of democracy, educational standards and learner performance in rural schooling has shown little improvement. This study illustrates the complexity and inter-connectedness of the problems faced by teachers in South African rural schools. Using qualitative research within the interpretivist paradigm, this article explores the perceptions and experiences of teachers in rural schools located in White River in the Mpumalanga province. This grounded-theory research focuses on effective teaching and learning. The findings reveal that most rural schools do not have water, sanitation, or electricity, and classrooms are in a terrible state. These issues have serious implications for effective teaching and learning.Keywords: deployment; education level; education quality; recruitment; rural schools}, language = {en}, urldate = {2021-03-07}, journal = {South African Journal of Education}, author = {Plessis, Pierre du and Mestry, Raj}, month = nov, year = {2019}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:France FRA, \_C:Ghana GHA, \_C:Malaysia MYS, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, deployment, education level, education quality, recruitment, rural schools, ⚠️ Invalid DOI}, } @article{yin_relationships_2019, title = {The relationships between teachers’ emotional labor and their burnout and satisfaction: {A} meta-analytic review}, volume = {28}, issn = {1747-938X}, shorttitle = {The relationships between teachers’ emotional labor and their burnout and satisfaction}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X18302458}, doi = {10.1016/j.edurev.2019.100283}, abstract = {Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development.}, language = {en}, urldate = {2021-03-07}, journal = {Educational Research Review}, author = {Yin, Hongbiao and Huang, Shenghua and Chen, Gaowei}, month = nov, year = {2019}, keywords = {Burnout, Emotional labor, Lebanon\_event\_2021, Meta-analysis, Satisfaction, Teacher, \_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:Germany DEU, \_C:Greece GRC, \_C:Iran IRN, \_C:Italy ITA, \_C:Korea, Republic KOR, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:Oman OMN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {100283}, } @techreport{hasler_synthesis_2019, address = {Cambridge, UK}, title = {Synthesis of {Reviews} on {Teacher} {Professional} {Development} in {Sub}-{Saharan} {Africa}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, language = {en-GB}, urldate = {2019-09-09}, institution = {Open Development \& Education}, author = {Haßler, Björn and D’Angelo, Sophia and Walker, Hannah and Marsden, Melissa}, month = oct, year = {2019}, doi = {10.5281/zenodo.3497271}, note = {EdTechHub.Source: 2405685:T7DTBWJB KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3497271 1867969:9DJZ34TL 2129771:5928ESGZ 2129771:5ZKPNFCC 2129771:SC8FTPC4 2339240:GJ83JMQA 2405685:T7DTBWJB 2486141:I239KQTI 503888:PI2HHQWG}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:i}, } @article{getenet_using_2019, title = {Using design-based research to bring partnership between researchers and practitioners}, volume = {61}, issn = {0013-1881}, url = {https://doi.org/10.1080/00131881.2019.1677168}, doi = {10.1080/00131881.2019.1677168}, abstract = {Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.}, number = {4}, urldate = {2019-12-10}, journal = {Educational Research}, author = {Getenet, Seyum}, month = oct, year = {2019}, note = {EdTechHub.Source: 2405685:SXE25TP7 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2019.1677168 2129771:XWT48UG5 2339240:FNGCAY8H 2405685:SXE25TP7}, keywords = {Design-based research, evidence-informed practice, practice, practitioners, professional development, teacher education}, pages = {482--494}, } @article{philipsen_improving_2019, title = {Improving teacher professional development for online and blended learning: a systematic meta-aggregative review}, volume = {67}, issn = {1556-6501}, shorttitle = {Improving teacher professional development for online and blended learning}, url = {https://www.researchgate.net/publication/330690661_Improving_teacher_professional_development_for_online_and_blended_learning_a_systematic_meta-aggregative_review}, doi = {10.1007/s11423-019-09645-8}, abstract = {In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.}, language = {en}, number = {5}, urldate = {2021-05-28}, journal = {Educational Technology Research and Development}, author = {Philipsen, Brent and Tondeur, Jo and Pareja Roblin, Natalie and Vanslambrouck, Silke and Zhu, Chang}, month = oct, year = {2019}, note = {Extra URL: https://doi.org/10.1007/s11423-019-09645-8 KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-019-09645-8 2405685:BVQU5XV8 2534378:4WR2J4Z5}, pages = {1145--1174}, } @misc{noauthor_teacher_2019, title = {Teacher absenteeism {\textbar} {Education} {\textbar} {IIEP} {Policy} {Toolbox}}, url = {https://policytoolbox.iiep.unesco.org/policy-option/teacher-absenteeism/}, abstract = {The reasons for teacher absenteeism can be encompassed in three main categories: authorized leaves, absences due to official duties, and those without reason.}, language = {en-GB}, urldate = {2022-01-11}, month = sep, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YGAQ9GK9 4556019:VS8KU4I7}, } @article{goodyear_social_2019, title = {Social media and teacher professional learning communities}, volume = {24}, issn = {1740-8989}, url = {https://doi.org/10.1080/17408989.2019.1617263}, doi = {10.1080/17408989.2019.1617263}, abstract = {Background: An extensive and international evidence base positions professional learning communities (PLCs) as an effective continued professional development (CPD) mechanism that can impact on teachers’ practices and, in turn, students’ learning. The landscape of teacher PLCs is continuously developing; notably through teachers’ uses of social media. Yet, there is limited robust evidence identifying the characteristics of social media PLCs that impact on teachers’ learning and practice.Purpose: This exploratory study examined the characteristics of a specific Twitter-based professional learning community – \#pechat. The research questions were: (i) what is the nature of a Twitter-based professional learning community? and (ii) what characteristics of a Twitter-based professional learning community develop learning and practice?Methods: Data were generated from 901 tweets between 100 participants; and 18 in-depth semi-structured elicitation interviews with participants and moderators of the Twitter-based professional learning community. Data were analysed through a process of deliberation, and a relativist approach informed quality.Findings: Two themes are reported to explain the nature of the Twitter-based professional learning community and the different types of characteristics of \#pechat that developed learning and practice. The first theme engagement shows how different participants of \#pechat engaged with discussions and how moderators played a key role in facilitating discussions between participants. The second theme shared practices shows how discussions between participants of \#pechat led to the development of new practices that some teachers were able to use to accomplish particular objectives in their physical education lessons.Conclusion: The analysis of the data provided evidence to suggest that \#pechat is a PLC and is representative of an established group of practitioners. These characteristics should be considered in the design of future online professional development experiences. Facilitator or moderator training could support the development of social media based PLCs that subsequently and positively impact on teachers’ practices.}, number = {5}, urldate = {2021-06-25}, journal = {Physical Education and Sport Pedagogy}, author = {Goodyear, Victoria A. and Parker, Melissa and Casey, Ashley}, month = sep, year = {2019}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17408989.2019.1617263}, keywords = {Communities of practice, constructivism, professional learning, situated learning}, pages = {421--433}, } @article{suppiah_insights_2019, title = {Insights on {ESL} student teachers reflecting collaboratively online}, volume = {48}, issn = {01287729}, url = {https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus}, abstract = {The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.}, language = {English}, number = {2}, journal = {The English Teacher}, author = {Suppiah, Shubashini and Wah, (PhD), Lee Kean and Swanto, (PhD), Suyansah and Lajium, (PhD), Denis Andrew}, month = aug, year = {2019}, note = {Place: Seri Kembangan Publisher: Malaysian English Language Teaching Association (MELTA) KerkoCite.ItemAlsoKnownAs: 2534378:DFCJXPJ2 2534378:VI3TK6EI 2534378:VWP4487Z}, keywords = {Collaboration, Distance learning, English as a second language--ESL, Linguistics, Malaysia, Problem solving, Professional development, Reflective practice, Researchers, Social research, Student teachers, Teacher education, Teaching, Web 2.0, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095770, \_\_finaldtb, ⛔ No DOI found}, pages = {82--99}, } @article{wolfenden_exploration_2019, title = {An exploration of agency in the localisation of open educational resources for teacher development}, volume = {44}, issn = {1743-9884}, url = {http://oro.open.ac.uk/62250/}, doi = {10.1080/17439884.2019.1628046}, abstract = {This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour.}, number = {3}, urldate = {2020-10-27}, journal = {Learning, Media and Technology}, author = {Wolfenden, Freda and Adinolfi, Lina}, month = jul, year = {2019}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/17439884.2019.1628046 Extra URL: https://doi.org/10.1080/17439884.2019.1628046 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1628046 2405685:D4SI9BWU 2534378:ALXXMXLY 2534378:ZPP9MH8V}, keywords = {India, Open educational resources (OER), \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2457357, \_\_finaldtb, localisation, professional agency}, pages = {327--344}, } @article{chibesakunda_challenges_2019, title = {Challenges of {Using} {Icibemba} in the {Learning} of {Initial} {Literacy} in {Selected} {Primary} {Schools} in {Serenje} {District} of {Zambia}: {An} {Analysis} of {Views} of {Teachers} and {Learners}}, volume = {2}, copyright = {Copyright (c)}, issn = {2664-083X}, shorttitle = {Challenges of {Using} {Icibemba} in the {Learning} of {Initial} {Literacy} in {Selected} {Primary} {Schools} in {Serenje} {District} of {Zambia}}, url = {https://medicine.unza.zm/index.php/mjlsse/article/view/114}, abstract = {The purpose of this study was to establish views and investigate challenges faced by teachers and learners in the use of Icibemba in teaching initial literacy in primary schools in Serenje district. A descriptive research design supported by qualitative data collection techniques was employed. A purposive sampling procedure was used to select all the participants giving the study a sample size of 56 comprising of 40 grade four learners and 16 of their teachers sampled from 10 primary schools. Researchers decided to have more learners in this study since they were the direct beneficiaries of the curriculum. And thus the need to have a wider view from them. This was also done so as to have enough participants from each school. Data was collected through interviews, focus group discussions and classroom observations of literacy lessons. Lesson observation was used to get first hand information on the learning experiences and helped the researchers to triangulate with what participants expressed during interviews and focus group discussions. Focus group discussions and interviews enabled participants to provide their detailed views of the exact situation learners and teachers encountered. Thematic analysis was used to analyze all the data. It involved organizing data through use of open, axial and selective coding before presenting the emerging themes. The findings revealed that although the Ministry of General Education zoned Serenje district under Icibemba instead of Icilala in teaching initial literacy, learners’ performance was low because the language used in school was unfamiliar to learners. Additionally, findings also showed that there was a lack of teacher’s guide books and learners’ text books to use in teaching initial literacy hence teacher’s delivery of lessons was negatively affected. Researchers concluded that learners performed poorly in literacy due to the fact that the zoned language was unfamiliar to learners in that area where it was used as a medium of teaching literacy. It is therefore recommended that the Ministry of General Education through the Curriclum Development Center should develop and produce and distribute learning materials for the teaching of literacy in grades one to four. Furthermore, lessons for literacy should be taught using concrete and real teaching and learning resources that can enhance learning. Additionally, there is a need to start thinking about the possibility of rezoning the whole country.}, language = {en}, number = {1}, urldate = {2023-12-05}, journal = {Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)}, author = {Chibesakunda, Mwimba and Mulenga, Innocent Mutale}, month = jun, year = {2019}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:856UQLBM 2129771:NU87YDL4 2129771:SUQ28UP5 2129771:SXYWSC5C}, keywords = {Familiar language, Initial literacy, Language of Instruction, Local language, ⛔ No DOI found}, pages = {143--167}, } @article{shaw_benefits_2019, title = {Benefits and {Challenges} of the {Freetown} {Teachers} {College} {Distance} {Education} {Programme} for {Serving} {Primary} and {Junior} {Secondary} {School} {Teachers} in {Sierra} {Leone}}, volume = {7}, url = {http://www.journalijar.com/article/27775/benefits-and-challenges-of-the-freetown-teachers-college-distance-education-programme-for-serving-primary-and-junior-secondary-school-teachers-in-sierra-leone/}, doi = {10.21474/IJAR01/8927}, language = {en}, number = {4}, urldate = {2020-07-16}, journal = {International Journal of Advanced Research}, author = {Shaw, Mohamed and Mansaray, Alpha Bassie}, month = apr, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.21474/IJAR01/8927 2129771:28RHNAHY 2129771:MMKKGGEB 2486141:8H5XVMWV 2601447:3CHX24MJ 4556019:8XKU7CKA}, keywords = {\_C:Sierra Leone SLE}, pages = {1093--1104}, } @techreport{abed_per1_2019, address = {Amman, Jordan}, type = {Programme {Evaluation} {Resource} ({PER})}, title = {{PER1}. {Toolkit} for discussion ({Technology}, {Resources} and {Learning}: {Productive} {Classroom} {Practices} and {Effective} {Teacher} {Professional} {Development}) [{English}, {Arabic}]}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {{PER1}. {Toolkit} for discussion ({Technology}, {Resources} and {Learning}}, url = {https://docs.etechhub.org/lib/QKTH39RC}, abstract = {Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Parallel text: English, Arabic This document is based on: Haßler, B. (2019). Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Cambridge: Open Development and Education Ltd. DOI: 10.5281/zenodo.2626545. Licence: Creative Commons Attribution 4.0 International. The Toolkit itself is an extract from:  Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., \& Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt. It is also available as a Google Document.}, language = {English}, number = {1}, urldate = {2019-12-31}, institution = {Activating EdTech}, author = {Abed, Reema and Khalayleh, Abdullah and Alawamleh, Nour and Metni, Eliane and Haßler, Björn}, month = apr, year = {2019}, doi = {10.5281/zenodo.3374429}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3374429 2129771:QKTH39RC 2292090:J4YXVZND}, keywords = {Author:Haßler, Author:OpenDevED, \_r:ImportedToMyEducationEvidence}, } @article{ewe_adhd_2019, title = {{ADHD} symptoms and the teacher–student relationship: a systematic literature review}, volume = {24}, issn = {1363-2752}, shorttitle = {{ADHD} symptoms and the teacher–student relationship}, url = {https://doi.org/10.1080/13632752.2019.1597562}, doi = {10.1080/13632752.2019.1597562}, abstract = {This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder (ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodical choices were considered in understanding the literature and considering possible research areas. The methods used in the reviewed literature show that investigations in this research field have predominantly used quantitative surveys. Several theoretical approaches have been used, with attachment theory the most-prominent. The findings indicate students with ADHD generally feel less close to their teacher than do their non-ADHD peers, which agrees with the teachers’ perceptions. Thus, teachers experience less emotional closeness, less co-operation and more conflicts in their relations with their students with ADHD than with other students. Teachers’ rejection of ADHD students poses a risk factor for not only school failure, but also peer exclusion and rejection, leading to low self-esteem and loneliness.}, number = {2}, urldate = {2022-04-07}, journal = {Emotional and Behavioural Difficulties}, author = {Ewe, Linda Plantin}, month = apr, year = {2019}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13632752.2019.1597562 KerkoCite.ItemAlsoKnownAs: 10.1080/13632752.2019.1597562 2129771:JJTPE64E}, keywords = {ADHD, school settings, systematic review, teacher–student relationship}, pages = {136--155}, } @article{hasler_toolkit_2019, title = {Toolkit for discussion ({Technology}, {Resources} and {Learning}: {Productive} {Classroom} {Practices} and {Effective} {Teacher} {Professional} {Development})}, shorttitle = {Toolkit for discussion ({Technology}, {Resources} and {Learning}}, url = {https://zenodo.org/record/2626545#.XV5JnR9fgrQ}, doi = {10.5281/zenodo.2626545}, abstract = {Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) The document is an extract from: Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., \& Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt.}, language = {eng}, urldate = {2019-08-22}, author = {Haßler, Björn}, month = apr, year = {2019}, doi = {10.5281/zenodo.2626545}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2626545 2129771:UB73CNWB 2292090:ULMJICL8}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_r:ImportedToMyEducationEvidence, \_yl:b}, } @inproceedings{nirwana_mapping_2019, title = {Mapping {Teacher} {Distribution} {Analysis} with {Digitation} {Technology} {Implementation} to {Improve} {Education} {Management} in {Bengkulu} {City}}, isbn = {978-94-6252-695-2}, url = {https://www.atlantis-press.com/proceedings/icetep-18/55915514}, doi = {10.2991/icetep-18.2019.49}, abstract = {Embedded technology in education management is one of the most important things as an aid for Education Department. Not only help in learning process, the use of technology has been also used in many part of education to improve learning process. In this paper, we proposed the idea of mapping the digitation of High School (SMA) in Bengkulu city to manage...}, language = {en}, urldate = {2021-03-07}, publisher = {Atlantis Press}, author = {Nirwana, Nirwana and Vatresia, Arie and Utama, F. P.}, month = apr, year = {2019}, note = {ISSN: 2352-5398}, keywords = {\_C:France FRA, \_C:India IND, \_C:Indonesia IDN, \_C:Italy ITA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {197--202}, } @article{ngware_assessing_2019, title = {Assessing learning: {How} can classroom-based teachers assess students’ competencies in numeracy?}, volume = {26}, issn = {0969-594X, 1465-329X}, shorttitle = {Assessing learning}, url = {https://www.tandfonline.com/doi/full/10.1080/0969594X.2018.1503156}, doi = {10.1080/0969594X.2018.1503156}, language = {en}, number = {2}, urldate = {2020-08-10}, journal = {Assessment in Education: Principles, Policy \& Practice}, author = {Ngware, Moses W. and Hungi, Njora and Mutisya, Maurice}, month = mar, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/0969594X.2018.1503156 2129771:4B97MTIP}, keywords = {\_\_C:filed:1}, pages = {222--244}, } @article{asim_moving_2019, title = {Moving teachers to {Malawi}’s remote communities: {A} data-driven approach to teacher deployment}, volume = {65}, issn = {0738-0593}, shorttitle = {Moving teachers to {Malawi}’s remote communities}, url = {https://www.sciencedirect.com/science/article/pii/S0738059318300555}, doi = {10.1016/j.ijedudev.2018.12.002}, abstract = {There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.}, language = {en}, urldate = {2021-03-07}, journal = {International Journal of Educational Development}, author = {Asim, Salman and Chimombo, Joseph and Chugunov, Dmitry and Gera, Ravinder}, month = mar, year = {2019}, keywords = {Data-driven model, Deployments, Lebanon\_event\_2021, Malawi, Political economy, Schools, Teachers, \_C:Brazil BRA, \_C:Gambia GMB, \_C:India IND, \_C:Indonesia IDN, \_C:Italy ITA, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Norway NOR, \_C:Philippines PHL, \_C:Singapore SGP, \_\_C:filed:1, \_\_C:scheme:1}, pages = {26--43}, } @article{ata_exploring_2019, title = {Exploring relationships between {Kolb}'s learning styles and mobile learning readiness of pre-service teachers: a mixed study}, volume = {24}, issn = {13602357}, url = {http://earsiv.kmu.edu.tr/xmlui/bitstream/handle/11492/2474/Ata,%20R%20dvan%202019.pdf;jsessionid=563B49FBF43DA923B5DDBD72C23AA087?sequence=1}, doi = {10.1007/s10639-018-9835-y}, abstract = {The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36\%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29\%) participants were with the diverging learning style, 73 (20.85\%) were with the converging learning style and 59 (16.85\%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR]}, number = {2}, journal = {Education and Information Technologies}, author = {Ata, Rıdvan and Cevik, Mustafa}, month = mar, year = {2019}, note = {Cam URL: KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9835-y 2405685:98J9QFGS 2534378:C5QGSSCL 2534378:GYJXUNMQ 2534378:JUQIJQKF 2534378:NDFQ6HKN 2534378:PPGAVAAJ 2534378:REYB4EAQ}, keywords = {COGNITIVE styles, Cognitive Style, Cognitive style, Computers--Information Science And Information Theory, Content Analysis, EDUCATIONAL programs, ERIC, Current Index to Journals in Education (CIJE), Educational Attainment, Foreign Countries, Gender Differences, Handheld Devices, Higher Education, Income, Independent Study, Independent study, Kolb's learning styles, Kolb’s learning styles, LEARNING readiness, Learning Readiness, Learning Style Inventory, MOBILE learning, Measures (Individuals), Mobile learning, Mothers, Positive Attitudes, Postsecondary Education, Pre-service teachers, Preservice Teachers, STUDENT teachers, Self Efficacy, Structural Equation Models, Structural equation modelling, Student Attitudes, Teacher Education Programs, Telecommunications, Turkey, Undergraduate Students, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095788, \_\_finaldtb}, pages = {1351--1377}, } @article{mulenga_teachers_2019, title = {Teacher’s {Voices} {Crying} in the {School} {Wilderness}: {Involvement} of {Secondary} {School} {Teachers} in {Curriculum} {Development} in {Zambia}}, volume = {8}, issn = {1927-2685, 1927-2677}, shorttitle = {Teacher’s {Voices} {Crying} in the {School} {Wilderness}}, url = {http://www.sciedupress.com/journal/index.php/jct/article/view/13785}, doi = {10.5430/jct.v8n1p32}, abstract = {In Zambia, curriculum development for primary and secondary schools is done centrally. The Curriculum Development Centre (CDC), the institution placed with the responsibility of facilitating curriculum development, claims that the Zambian school curriculum is developed through a consultative and participatory approach through course and subject panels where teachers and other stakeholders are represented. However, there has been no empirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, are required to play in the development process. This study therefore, sought to establish perceptions of secondary school teachers on their role in the curriculum development process in Zambia. The concurrent embedded design of the mixed methods approach was employed with the qualitative approach dominating the study while the quantitative was used to add detail. Data from secondary school teachers was collected using questionnaires while interview guides were used for Head teachers. Raw data collected from interviews and questionnaires was analyzed using themes and descriptive statistics and then arranged into significant patterns so as to easily interpret and understand the essence of the data. The findings of the study clearly suggested that the majority of secondary school teachers in Lusaka were willing to participate in the curriculum development process, especially in situational analysis, in the formulation of educational objectives, in setting up the curriculum project, and in the writing of curriculum materials such as textbooks. From the study it was concluded that teachers were aware of some of the roles that they could play in the curriculum development but were not adequately involved in the development process.}, language = {en}, number = {1}, urldate = {2023-11-28}, journal = {Journal of Curriculum and Teaching}, author = {Mulenga, Innocent Mutale and Mwanza, Christine}, month = feb, year = {2019}, pages = {32}, } @article{carpenter_broadening_2019, title = {Broadening borders to build better schools: {Virtual} professional learning communities}, volume = {34}, issn = {0951-354X}, shorttitle = {Broadening borders to build better schools}, url = {https://doi.org/10.1108/IJEM-09-2018-0296}, doi = {10.1108/IJEM-09-2018-0296}, abstract = {Purpose The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic. Design/methodology/approach A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013). Findings Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice. Research limitations/implications The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year. Practical implications The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model. Originality/value The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).}, language = {English}, number = {2}, urldate = {2021-06-25}, journal = {International Journal of Educational Management}, author = {Carpenter, Daniel and Munshower, Paul}, month = jan, year = {2019}, note = {Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/IJEM-09-2018-0296 2129771:JGK5NAFN 2405685:BXCJZXC3 2534378:9DM4HQE9 2534378:BDJAHBNX 2534378:EEJ2GZ6E}, keywords = {Collaboration, Communities of Practice, Computer Mediated Communication, ERIC, Current Index to Journals in Education (CIJE), Education, Educational technology, Faculty Development, Learning, Meetings, Preferences, Professional development, Professional learning communities, Rural Schools, Rural schools, School districts, Teacher Attitudes, Teacher Collaboration, Teacher collaboration, Teachers, Teaching, Virtual professional learning communities, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095794, \_\_finaldtb}, pages = {296--314}, } @article{francis_teacher_2019, title = {Teacher ‘quality’ and attainment grouping: {The} role of within-school teacher deployment in social and educational inequality}, volume = {77}, issn = {0742-051X}, shorttitle = {Teacher ‘quality’ and attainment grouping}, url = {https://www.sciencedirect.com/science/article/pii/S0742051X18300854}, doi = {10.1016/j.tate.2018.10.001}, abstract = {Prior research suggests that where pupils are 'tracked', better qualified, more experienced teachers tend to be deployed to higher attainment groups, at the expense of pupils in lower tracks. This is especially pertinent from a social justice perspective, given consistent findings in the UK that pupils from socially-disadvantaged backgrounds are over-represented in low attainment groups. This article draws on data from 380 teachers, drawn from 126 secondary schools in England, and interviews with 118 Year 7 students, to examine whether these findings from prior research in the US and elsewhere extend to the case of England in the present day. Findings show some evidence of these inequitable tendencies: those teachers highly qualified in their taught subject were less likely to be allocated to low sets. We also examine whether an intervention designed to encourage more equitable distribution had any impact on practice, and find tentative evidence that deployment in intervention schools had been impacted in relation to teacher subject qualifications. Pupils believed that teachers of higher sets had higher expectations and standards of behaviour, whereas those for low sets were seen to be unhelpfully indulgent, indicating a need for research attention to pedagogy and tracking. Findings are analysed from a social justice perspective, with interest in the consequences of inequitable distribution of teachers for the reproduction of social inequality.}, language = {en}, urldate = {2021-03-07}, journal = {Teaching and Teacher Education}, author = {Francis, Becky and Hodgen, Jeremy and Craig, Nicole and Taylor, Becky and Archer, Louise and Mazenod, Anna and Tereshchenko, Antonina and Connolly, Paul}, month = jan, year = {2019}, keywords = {\_C:Ireland IRL, \_C:Pakistan PAK, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {183--192}, } @article{acheampong_teacher_2019, title = {Teacher {Retention}: {A} {Review} of {Policies} for {Motivating} {Rural} {Basic} {School} {Teachers} in {Ghana}}, volume = {5}, issn = {2519-5387}, shorttitle = {Teacher {Retention}}, url = {https://eric.ed.gov/?id=EJ1203657}, doi = {10.20448/journal.522.2019.51.86.92}, abstract = {The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers? salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools.}, language = {en}, number = {1}, urldate = {2021-03-07}, journal = {Asian Journal of Education and Training}, author = {Acheampong, Phinihas and Gyasi, Juliana Fosua}, year = {2019}, note = {Publisher: Asian Online Journal Publishing Group}, keywords = {Administrator Attitudes, Disadvantaged, Educational Facilities, Faculty Development, Faculty Mobility, Foreign Countries, Housing, Incentives, Rural Schools, School Districts, Student Recruitment, Teacher Education, Teacher Motivation, Teacher Persistence, Teacher Salaries, Transportation, Water Quality, \_C:Botswana BWA, \_C:Canada CAN, \_C:China CHN, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {86--92}, } @article{atherton_bridging_2019, title = {Bridging the chasm - study of the realities of edtech use among trainee teachers}, volume = {11}, issn = {2054-5266}, number = {4}, journal = {Teacher Education Advancement Network Journal}, author = {Atherton, Pete}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MRVB3J27 4426965:V3B64NC7}, keywords = {Stefanie, ⛔ No DOI found}, pages = {80--95}, } @article{baas_teachers_2019, title = {Teachers' {Adoption} of {Open} {Educational} {Resources} in {Higher} {Education}.}, volume = {2019}, doi = {10.5334/jime.510}, number = {1}, journal = {Journal of Interactive Media in Education}, author = {Baas, Marjon and Admiraal, Wilfried and van den Berg, Ellen}, year = {2019}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.5334/jime.510 2129771:36F9DWH9}, keywords = {\_C:Netherlands NLD, \_C:Tanzania TZA, \_C:Turkey TUR, \_\_C:filed:1, \_\_C:scheme:1}, } @article{bai_preparing_2019, title = {Preparing teacher education students to integrate mobile learning into elementary education}, volume = {63}, issn = {8756-3894, 1559-7075}, url = {https://www.researchgate.net/publication/335106982_Preparing_Teacher_Education_Students_to_Integrate_Mobile_Learning_into_Elementary_Education}, doi = {10.1007/s11528-019-00424-z}, abstract = {The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues.}, language = {en}, number = {6}, urldate = {2021-06-10}, journal = {TechTrends}, author = {Bai, Hua}, month = nov, year = {2019}, note = {Extra URL: http://link.springer.com/10.1007/s11528-019-00424-z KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-019-00424-z 2405685:FGVRJWT3 2534378:9U8QNM9N}, pages = {723--733}, } @article{baker-henningham_evaluation_2019, title = {Evaluation of a {ViolencePrevention} {Programme} with {Jamaican} {Primary} {School} {Teachers}: {A} {Cluster} {Randomised} {Trial}.}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6696405/}, doi = {10.3390/ijerph16152797}, journal = {International Journal of Environmental Research and Public Health}, author = {Baker-Henningham, Helen and Scott, Yakeisha and Bowers, Marsha and Francis, Taja}, year = {2019}, pages = {2797}, } @article{banja_teacher_2019, title = {Teacher {Education} at the {University} of {Zambia} and {Teacher} {Quality} with {Specific} {Reference} to {English} {Language}}, volume = {10}, url = {https://www.ajol.info/index.php/majohe/article/view/188674}, doi = {10.4314/majohe.v10i2.13}, number = {2}, urldate = {2023-12-06}, journal = {Makerere Journal of Higher Education}, author = {Banja, Madalitso K. and Mulenga, Innocent Mutale}, year = {2019}, pages = {171--190}, } @article{batholmeus_enablers_2019, series = {Journal}, title = {Enablers of work-integrated learning in technical vocational education and training teacher education}, abstract = {© 2019 International Journal of Work-Integrated Learning. All rights reserved. The demand for relevant skills for the labor market constitutes one of the fundamental challenges facing the post-school system in South Africa. The South African government has therefore proposed a policy on professional development teacher education programs for Technical and Vocational Education and Training and the South African Department of Higher Education and Training lecturers to ensure that they understand the labor market demands and are able to produce graduates who meet these demands. This study examines factors that enable the successful integration of industry-based work-integrated learning (WIL) in professional development teacher education programs for TVET lecturers. The enabling factors were obtained from 28 academic staff in 14 South African universities responsible for developing WIL curricula in TVET teacher education programs. Some of the enabling factors that were considered when integrating WIL in TVET teacher education include higher education providers, students, industry, mentorship, the varied programs and learning outcomes as well as the community.}, journal = {International Journal of Work-Integrated Learning}, author = {Batholmeus, Petrina and Pop, Carver}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:22N8BQQW 2129771:AM78TIMW 2129771:QPE2Y5JS 2129771:WMF333NF}, keywords = {⛔ No DOI found}, } @article{beach_eye_2019, title = {Eye tracking methodology for studying teacher learning: {A} review of the research}, volume = {42}, shorttitle = {Eye tracking methodology for studying teacher learning}, doi = {10.1080/1743727X.2018.1496415}, number = {5}, journal = {International Journal of Research \& Method in Education}, author = {Beach, Pamela and McConnel, Jen}, year = {2019}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 2129771:4689M3EM 2129771:FGTBE56M}, pages = {485--501}, } @techreport{bertoni_teachers_2019, title = {Teachers' {Preferences} for {Proximity} and the {Implications} for {Staffing} {Schools}: {Evidence} from {Peru}}, shorttitle = {Teachers' {Preferences} for {Proximity} and the {Implications} for {Staffing} {Schools}}, url = {https://publications.iadb.org/en/teachers-preferences-proximity-and-implications-staffing-schools-evidence-peru}, urldate = {2022-01-26}, institution = {Inter-American Development Bank}, author = {Bertoni, Eleonora and Elacqua, Gregory and Hincapie, Diana and Méndez, Carolina and Paredes, Diana}, month = oct, year = {2019}, doi = {10.18235/0001977}, note = {KerkoCite.ItemAlsoKnownAs: 10.18235/0001977 2129771:L9UR6285 4556019:SVTALQW6}, keywords = {C:Peru, \_C:Peru PER}, } @inproceedings{bradley_mobile_2019, title = {Mobile literacy among {Syrian} refugee women teachers}, url = {https://research-publishing.net/manuscript?10.14705/rpnet.2019.38.986}, doi = {10.14705/rpnet.2019.38.986}, abstract = {This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]}, language = {English}, booktitle = {{CALL} and complexity – short papers from {EUROCALL} 2019}, publisher = {Research-publishing.net}, author = {Bradley, Linda and Bahous, Rima and Albasa, Ali}, year = {2019}, note = {Publisher: Research-publishing.net, La Grange des Noyes, 25110 Voillans, France KerkoCite.ItemAlsoKnownAs: 2534378:93K5R9FV 2534378:NR6VFNNC}, keywords = {Career Development, Cross Cultural Studies, ERIC, Resources in Education (RIE), Faculty Development, Females, Foreign Countries, Handheld Devices, Informal Education, Information Technology, Land Settlement, Lebanon, Literacy, Occupational Aspiration, Refugees, Second Language Instruction, Second Language Learning, Sweden, Syria, Teacher Attitudes, Telecommunications, Videoconferencing, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095768, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {57--62}, } @article{brodie_teacher_2019, title = {Teacher agency in professional learning communities}, doi = {10.1080/19415257.2019.1689523}, journal = {Professional development in education}, author = {Brodie, Karin}, year = {2019}, note = {ISBN: 1941-5257 Publisher: Taylor \& Francis}, pages = {1--14}, } @article{chen_visual_2019, title = {Visual learning analytics to support classroom discourse analysis for teacher professional learning and development}, doi = {10.4324/9780429441677-15}, journal = {The Routledge International Handbook of Research on Dialogic Education}, author = {Chen, Gaowei}, year = {2019}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.4324/9780429441677-15 2129771:GVLSGPDX}, keywords = {\_\_C:filed:1}, } @article{chinonso_okolie_improvement_2019, series = {Journal}, title = {Improvement needs of {Nigerian} technical college teachers in teaching vocational and technical subjects}, doi = {10.1080/14480220.2019.1602207}, abstract = {© 2019, © 2019 Informa UK Limited, trading as Taylor \& Francis Group. This study examined key areas in which Nigerian technical college teachers need improvements to effectively teach vocational and technical subjects to foster skills acquisition and improve the quality of graduates. The study was conducted in nine technical colleges in the south-eastern region of Nigeria. It adopted a mixed methods approach and data were collected through a structured questionnaire administered to 87 teachers and two focus groups with 14 of the teachers. The quantitative data were analysed using simple percentages, while the qualitative data were analysed thematically. Patterns of responses among respondents suggested that technical teachers need improvements in instructional planning, workshop management, student management, facilities and equipment management for effective teaching of vocational and technical subjects, and for improved learners’ experience to acquire relevant skills to be either paid or self-employed.}, journal = {International Journal of Training Research}, author = {Chinonso Okolie, Ugochukwu and Nwonu Elom, Elisha and Uchechukwu Osuji, Catherine and Agu Igwe, Paul}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/14480220.2019.1602207 2129771:EHUMSRNH}, } @phdthesis{dube_exploring_2019, type = {{PhD} {Thesis}}, title = {Exploring {Business} {Studies} teachers’ perspectives on teaching {Grade} 12 learners for {Entrepreneurship}.}, author = {Dube, Zinhle Thabisile Angeline}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9R4Z7MW4}, keywords = {\_C:Australia AUS, \_C:Botswana BWA, \_C:China CHN, \_C:Finland FIN, \_C:India IND, \_C:Kenya KEN, \_C:Mozambique MOZ, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Portugal PRT, \_C:Serbia SRB, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{dunst_metasynthesis_2019, title = {Metasynthesis of preservice professional preparation and teacher education research studies}, volume = {9}, url = {https://www.mdpi.com/2227-7102/9/1/50}, doi = {10.3390/educsci9010050}, number = {1}, urldate = {2023-11-01}, journal = {Education sciences}, author = {Dunst, Carl J. and Hamby, Deborah W. and Howse, Robin B. and Wilkie, Helen and Annas, Kimberly}, year = {2019}, note = {Publisher: MDPI}, pages = {50}, } @article{durley_social_2019, title = {Social {Discourse} {Influencing} {Elementary} {Teachers}' {Cognition} and {Metacognition} for {Problem} {Solving} in {Open}-{Ended} {Professional} {Development}.}, volume = {22}, number = {1}, journal = {New Waves-Educational Research and Development Journal}, author = {Durley, Hui-Chen K. and Ge, Xun}, year = {2019}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:FU3RQMRM}, keywords = {\_C:Mexico MEX, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {55--71}, } @article{erbil_sinif_2019, title = {Sınıf Öğretmenlerinin {Eğitimde} {Teknoloji} {Kullanımı}, {Tersine} Çevrilmiş {Sınıf} ve İşbirlikli Öğrenme {Hakkındaki} {Görüşleri} ({Primary} {Teachers}’ {Views} on {Using} {Technology} in {Education}, {Flipped} {Classroom} and {Cooperative} {Learning})}, volume = {18}, doi = {10.17051/ilkonline.2019.527150}, number = {1}, journal = {İlköğretim Online}, author = {Erbil, Deniz Gökçe and Kocabaş, Ayfer}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.17051/ilkonline.2019.527150 10/gf62jm 2129771:5NI8K99P 2129771:8GM28AHV 2129771:CTV6DZ4F 2129771:E8RACHNH 2129771:NAR6ZPPY 2129771:VTFNPSZ5}, keywords = {\_C:Australia AUS, \_C:Hungary HUN, \_C:Spain ESP, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {31--51}, } @article{gowon_kerter_eric_role_2019, title = {Role of {Technical} {Teachers} in {Public} {Relations} towards {Optimizing} {Students}’ {Enrollment} in {Technical} and {Vocational} {Education} {Training} in {Nigeria}}, doi = {10.23918/ijsses.v5i4p140}, abstract = {This study was undertaken to investigate the role of technical teachers in public relations towards optimizing students’ enrolment in TVET programmes in Nigeria. Two specific objectives and corresponding research questions were generated with a null hypothesis formulated respectively to guide the study. Descriptive survey design approach was adopted for the study. A 30 item questionnaire structured in a five point rating scale was used to collect data for the study. The instrument was face validated by three experts and a reliability coefficient of 0.79 was obtained with Cronbach’s Alpha coefficient method. The population of this study was 216 respondents made up of 36 technical teachers teaching in the three Government Science and Technical Colleges, Federal Science and Technical Colleges and a Vocational Centre within the study area, 180 NTC III and NVC III students of the colleges/centre. The population for this study was manageable; hence, there was no sampling and sampling techniques in this study. The entire population was used as sample in the study. Data were analyzed using mean and standard deviation to answer the research questions, while z-test statistics was used to test the hypothesis at 0.05 level of significance. The findings of this study revealed among others the public relation activities practiced by technical teachers in Adamawa State colleges/centre such as; granting audience to the press on TVET programmes; creating awareness of TVET through community organizations, reaching parents through newsletter and contacts of technical teachers with alumni members. Strategies such as technical teachers visiting religious and social gathering to create public awareness on the need for TVET enrollment with gender equity, exhibits departmental work displayed at stores, fairs and festivals were revealed as those public relation role which technical teachers can play to improve students’ enrollment. Consequently, it was recommended among others that technical teachers should be actively involved in public relations activities to inform the school and the larger community on the career viability of the range of TVET programmes offered, so men and women can make informed vocational selection.}, journal = {International Journal of Social Sciences \& Educational Studies}, author = {{Gowon Kerter Eric} and {Auta Mohammed Adamu} and {Ibeneme Ogochukwu}}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.23918/ijsses.v5i4p140 2129771:6VXUQU2R 2129771:VPI4SX3V}, } @article{hennessy_teacher_2019, title = {Teacher professional development to support classroom dialogue}, doi = {10.4324/9780429441677-21}, journal = {The Routledge International Handbook of Research on Dialogic Education}, author = {Hennessy, Sara and Davies, Maree}, year = {2019}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.4324/9780429441677-21 2129771:FWVFI2WU}, keywords = {\_\_C:filed:1}, } @article{hofmann_dialogue_2019, title = {Dialogue, {Teachers} and {Professional} {Development}}, doi = {10.4324/9780429441677-18}, journal = {The Routledge International Handbook of Research on Dialogic Education}, author = {Hofmann, Riikka}, year = {2019}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.4324/9780429441677-18 2129771:XW97RR8H 2129771:ZMF5N2Y9}, keywords = {\_\_C:filed:1}, pages = {213}, } @techreport{ibn_junaid_technology_2019, title = {Technology and {Teacher} {Professional} {Development} ({TPD}): the process and content of microlearning in a school-based integrated in-service teacher education ({INSET}) project}, url = {http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y}, urldate = {2020-07-15}, author = {Ibn Junaid, Muhammad and Ogange, Betty and Allela, Melissa}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BW8HGMRS 2486141:W9Y7PDI3 2601447:6FA6BKHG 4556019:7UK4KLTQ}, } @article{inayati_writing_2019, title = {{THE} {WRITING} {AND} {SUPERVISION} {OF} {BRIGHT} {ENGLISH} {TEXTBOOK} {DEVELOPMENT} {FOR} {PRIMARY} {SCHOOL} {TEACHERS} {IN} {INDONESIAN} {CONTEXT}}, volume = {7}, doi = {10.22373/ej.v7i1.5592}, number = {1}, journal = {Englisia: Journal of Language, Education, and Humanities}, author = {Inayati, Nina and Abidasari, Erlyna and WS, Kharisma Naidi}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.22373/ej.v7i1.5592 2129771:7RYD5BB9}, keywords = {\_C:Indonesia IDN, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {53--68}, } @article{kabombwe_implementation_2019, title = {Implementation of the competency-based curriculum by teachers of {History} in selected {Secondary} {Schools} in {Lusaka} district, {Zambia}}, url = {http://www.scielo.org.za/scielo.php?pid=S2223-03862019000200003&script=sci_arttext}, doi = {10.17159/2223-0386/2019/n22a2}, number = {22}, urldate = {2023-12-06}, journal = {Yesterday and today}, author = {Kabombwe, Yvonne Malambo and Mulenga, Innocent Mutale}, year = {2019}, note = {Publisher: The South African Society for History Teaching (SASHT)}, pages = {19--41}, } @article{kennedy_co-design_2019, title = {A {Co}-design {Methodology} for {Blended} {Teacher} {Professional} {Development} in {Contexts} of {Mass} {Displacement}}, volume = {2019}, journal = {NORRAG SPECIAL ISSUE 02: Data collection and evidence building to support education in emergencies}, author = {Kennedy, E. and Moghli, M. A. and Chase, E. and Pherali, T. and Laurillard, D.}, year = {2019}, keywords = {⛔ No DOI found}, } @article{kennedy_potential_2019, title = {The {Potential} of {MOOCs} for {Large}-{Scale} {Teacher} {Professional} {Development} in {Contexts} of {Mass} {Displacement}}, volume = {17}, issn = {1474-8479}, url = {https://eric.ed.gov/?q=teacher+learning+circles+displacement&id=EJ1222894}, abstract = {The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC.}, language = {en}, number = {2}, urldate = {2021-02-11}, journal = {London Review of Education}, author = {Kennedy, Eileen and Laurillard, Diana}, year = {2019}, note = {Publisher: UCL IOE Press KerkoCite.ItemAlsoKnownAs: 2129771:7VCJER7N}, keywords = {Access to Education, Blended Learning, Children, Developing Nations, Faculty Development, Foreign Countries, Handheld Devices, Instructional Design, Instructional Effectiveness, Internet, Online Courses, Public Schools, Refugees, Sustainability, Teacher Collaboration, Teacher Educators, Teachers, Telecommunications, Vocational Education, Workshops, \_\_C:filed:1, ⛔ No DOI found}, pages = {141--158}, } @article{khalid_use_2019, title = {Use of remedial teaching approaches for dyslexic students: {Experiences} of remedial teachers working in urban {Pakistan}}, volume = {6}, issn = {23311908 (ISSN)}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062606728&doi=10.1080%2f23311908.2019.1580181&partnerID=40&md5=60ee5e8974ef1e96d6f8fcea332afc05}, doi = {10.1080/23311908.2019.1580181}, abstract = {The purpose of this study was to examine the experiences of remedial teachers while teaching dyslexic students in the urban hub of Pakistan—Karachi. The study explored assessment related experiences, the effectiveness of these approaches, and the challenges incurred by the teachers. Semi-structured interviews were conducted with nine remedial teachers: Interpretive Phenomenological method was used for analysis of their experiences. Results yielded six major themes: Assessment process (Pre- and follow-up assessments), Effective Teaching Techniques (the Orton-Gillingham approach, Sequential approach, Technology-assisted learning, Integrative approach, and Play Therapy), Common challenges (stigma and denial, late diagnosis, behavioral problems, slow progress, and incongruence in teaching), and Role of family (role of parents, and role of other family members). Based on the interview responses, the most effective and popular approach used was the Orton-Gillingham approach, which incorporated multiple senses in the learning process, and was altered to meet the specific needs of a student. Results, implications, and directions for future research are also discussed. © 2019, © 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.}, language = {English}, number = {1}, journal = {Cogent Psychology}, author = {Khalid, M. and Anjum, G.}, year = {2019}, note = {Publisher: Cogent OA KerkoCite.ItemAlsoKnownAs: 10.1080/23311908.2019.1580181 2129771:SJUHF9HT 2339240:T39QY6L4 2486141:3RR5HUGL}, keywords = {LMIC, Orton-Gillingham approach, SEN, Special education and, \_AcademicRecoveryOECS, assessment and implementation, behavioral problems, challenges faced in remedial teaching, dyslexia in Pakistan, effective teaching approaches for dyslexia}, } @article{kim_teacher_2019, title = {Teacher {Experience} of {Integrating} {Tablets} in {One}-to-{One} {Environments}: {Implications} for {Orchestrating} {Learning}}, volume = {9}, shorttitle = {Teacher {Experience} of {Integrating} {Tablets} in {One}-to-{One} {Environments}}, doi = {10.3390/educsci9020087}, number = {2}, journal = {Education Sciences}, author = {Kim, Hye Jeong and Choi, Jiyoung and Lee, Suyoun}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3390/educsci9020087 10/gf62hh 2129771:8DHWXGFS 2129771:M6FZTK9A}, keywords = {\_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {87}, } @mastersthesis{kleiberg_relevance_2019, title = {The {Relevance} of {Teacher} {Autonomy}-{A} {Qualitative} {Case}-{Study} of {Malawi} {Unlocking} {Talent}: {Learning} {Through} {Technology}}, shorttitle = {The {Relevance} of {Teacher} {Autonomy}-{A} {Qualitative} {Case}-{Study} of {Malawi} {Unlocking} {Talent}}, author = {Kleiberg, Elisabeth Vestvik}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WVEDPC5F}, keywords = {\_C:Botswana BWA, \_C:Ethiopia ETH, \_C:Greece GRC, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Norway NOR, \_C:Portugal PRT, \_C:Senegal SEN, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{lai_development_2019, series = {Article}, title = {Development of {Competency} {Framework} for {Nigerian} {TVET} {Teachers} in {Tertiary} {TVET} {Institutions}}, doi = {10.30880/jtet.2019.11.01.002}, abstract = {Competency framework is a tool that determines the needed competencies for individuals in order to curtail the challenges that are existing currently and to uphold sustainable development. From the educational perspective, the competencies of TVET teachers are important as they might affect the teachers' implementation of tasks, career development and graduates' quality. Therefore, this research attempted to develop a competency framework for TVET teachers in Nigerian TVET tertiary institutions based on the Malaysian Human Resource Practitioners Development (MHRDP) Competency Model. The study adopted a survey design and 427 TVET teachers were identified as targeted sample. A set of questionnaire was developed based on the MHRDP Competency Model (alpha=0.61). A total of 218 questionnaires were distributed to five TVET tertiary institutions using stratified sampling technique and 205 questionnaires were successfully returned. Exploratory Factor Analysis was used to analyse the data. The findings revealed that 19 elements of competency were significantly relevant to Nigerian TVET teachers who work at tertiary institutions. The proposed competency framework is beneficial to be used as a guideline for the Nigerian TVET institutions and policy makers to plan the competency training and retraining courses for TVET teachers and staff development.{\textbackslash}n}, journal = {JOURNAL OF TECHNICAL EDUCATION AND TRAINING}, author = {Lai, Chee Sern and Hamisu, Mohammed Adamu and Salleh, Kahirol Mohd}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.30880/jtet.2019.11.01.002 2129771:2LTXKGP5 2129771:J9LRRY84}, } @article{lai_tvet_2019, series = {Journal}, title = {{TVET} teachers’ perceptions on competencies: {An} application of {Malaysian} human resource development practitioners competency model}, doi = {10.1504/IJEBR.2019.102729}, abstract = {Copyright © 2019 Inderscience Enterprises Ltd. Competency of TVET teacher is one of the major factors that influence the quality of TVET graduates and TVET system. This paper attempted to investigate the TVET teachers’ perceptions on the competency needs in Nigerian higher learning institutions based on the competency model of Malaysian human resource development practitioners (MHRDP) which focused on thinking competency, organisational competency, and application competency. This study employed a survey design in which a set of questionnaire was used for data collection. A total of 205 TVET teachers from universities, polytechnics, and colleges of education were involved in this research. Descriptive statistics which involved mean and standard deviation was utilised to analyse the data. The findings revealed that the Nigerian TVET teachers perceived that all elements related to thinking competency, organisational competency, and application competency are important for TVET teachers for higher learning institutions in Nigeria. Therefore, this research suggests that the Nigerian policy makers and the TVET higher learning institutions should provide training to the TVET teachers in order to equip those teachers with the competency elements that are important and relevant to TVET.}, journal = {International Journal of Economics and Business Research}, author = {Lai, Chee Sern and Hamisu, Mohammed Adamu and Salleh, Kahirol Mohd and Adamu, Babayo Yakubu}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1504/IJEBR.2019.102729 2129771:76JPIDBB 2129771:XUTA3KF9}, } @article{liebowitz_effect_2019, title = {The effect of principal behaviors on student, teacher, and school outcomes: {A} systematic review and meta-analysis of the empirical literature}, volume = {89}, shorttitle = {The effect of principal behaviors on student, teacher, and school outcomes}, doi = {10.3102/0034654319866133}, number = {5}, journal = {Review of Educational Research}, author = {Liebowitz, David D. and Porter, Lorna}, year = {2019}, note = {Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 2129771:L3GPGHVH 2129771:Q6Z2JW7C}, pages = {785--827}, } @article{lindvall_coherence_2019, title = {Coherence and the positioning of teachers in professional development programs. {A} systematic review}, volume = {27}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X18302641}, doi = {10.1016/j.edurev.2019.03.005}, journal = {Educational Research Review}, author = {Lindvall, Jannika and Ryve, Andreas}, year = {2019}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.03.005 2405685:UXEQSP6H 2534378:R7UFM8RT}, keywords = {Important, Read}, pages = {140--154}, } @article{loyalka_does_2019, title = {Does {Teacher} {Training} {Actually} {Work}? {Evidence} from a {Large}-{Scale} {Randomized} {Evaluation} of a {National} {Teacher} {Training} {Program}}, volume = {11}, issn = {1945-7782, 1945-7790}, shorttitle = {Does {Teacher} {Training} {Actually} {Work}?}, url = {https://pubs.aeaweb.org/doi/10.1257/app.20170226}, doi = {10.1257/app.20170226}, language = {en}, number = {3}, urldate = {2020-05-16}, journal = {American Economic Journal: Applied Economics}, author = {Loyalka, Prashant and Popova, Anna and Li, Guirong and Shi, Zhaolei}, month = jul, year = {2019}, note = {shortDOI: 10/ggx3rb KerkoCite.ItemAlsoKnownAs: 10.1257/app.20170226 10/ggx3rb 2129771:IHGY6ERV 2129771:SPWRX548 2405685:JMUTWKKB}, keywords = {C:China, \_genre:PR-primary\_research}, pages = {128--154}, } @article{masumba_teachers_2019, title = {Teachers’ pedagogical content knowledge for teaching computer studies in rural {Zambian} secondary schools of {North}-western province.}, url = {http://dspace.unza.zm/handle/123456789/6570}, urldate = {2023-12-06}, author = {Masumba, Collins Kasoka and Mulenga, Innocent Mutale}, year = {2019}, note = {Publisher: Zambia Journal of Library \& Information Science (ZAJLIS)}, keywords = {⛔ No DOI found}, } @inproceedings{mayer_physics_2019, title = {The {Physics} {Teachers} {Acceptance} of {Multimedia} {Applications}-{Adaptation} of the technology acceptance model to investigate the influence of {TPACK} on physics teachers acceptance behaviour of multimedia applications.}, volume = {4}, doi = {10.3389/feduc.2019.00073}, booktitle = {Frontiers in {Education}}, publisher = {Frontiers}, author = {Mayer, Peter and Girwidz, Raimund}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2019.00073 2129771:DUS8TME9}, keywords = {\_\_C:filed:1}, pages = {73}, } @article{mccarthy_transforming_2019, title = {Transforming mobile learning and digital pedagogies: {An} investigation of a customized professional development program for teachers in a hospital school}, volume = {19}, shorttitle = {Transforming mobile learning and digital pedagogies}, number = {3}, journal = {Contemporary Issues in Technology and Teacher Education}, author = {McCarthy, Aidan and Maor, Dorit and McConney, Andrew}, year = {2019}, note = {Publisher: Society for Information Technology \& Teacher Education KerkoCite.ItemAlsoKnownAs: 2129771:IZF5ZNRB}, keywords = {\_C:Australia AUS, \_C:New Zealand NZL, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {498--528}, } @article{mfaume_awareness_2019, title = {Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in {Tanzania}}, volume = {15}, url = {https://files.eric.ed.gov/fulltext/EJ1220754.pdf}, abstract = {The government of Tanzania through its ICT Policy for Basic Education, has indicated a commitment to use of mobile phones among other ICTs, as a strategy to enhance the quality of education. It is from this fact that this study determined teachers’ awareness of the educational benefits of the device, their use and barriers towards their educational use. The study was qualitative in nature, using a sample of twenty one (21) teachers who were purposefully selected from three secondary schools. Data were sought through semi-structured interviews and were thematically analysed. The findings revealed that teachers are well informed of the benefits, but they hardly utilize it for educational purposes. Lack of knowledge and skills, a negative attitude, lack of awareness of the ICT policy, age and low motivation emerged as key barriers. In light of the findings, the study concluded that the government’s commitment to integrate the device in the promotion of quality education has not yet moved beyond policy statements. Thus, a concerted effort is needed to train teachers on pedagogical utilization of the device.}, language = {en}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Mfaume, Hamisi}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NILQKHAU 2405685:RZS5MRR5 2405685:T44EMRPB 2534378:CWRHE7XH 2534378:HJAYR2JU Place: Bridgetown Publisher: University of the West Indies Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2255700979?accountid=9851}, keywords = {Bali, Bangkok Thailand, Cellular telephones, Education, Educational technology, Japan, Learning, Pedagogy, Secondary school teachers, Students, Tanzania, Teaching, United Kingdom--UK, United States--US, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096774, \_\_finaldtb, ⛔ No DOI found}, pages = {154--170}, } @article{mhakure_school-based_2019, title = {School-based mathematics teacher professional learning: {A} theoretical position on the lesson study approach}, volume = {39}, doi = {10.15700/saje.v39ns1a1754}, journal = {South African Journal of Education}, author = {Mhakure, Duncan}, year = {2019}, note = {ISBN: 2076-3433}, } @article{moodley_whatsapp_2019, title = {{WhatsApp}: {Creating} a virtual teacher community for supporting and monitoring after a professional development programme}, volume = {39}, number = {2}, journal = {South African Journal of Education}, author = {Moodley, Maglin}, year = {2019}, note = {ISBN: 0256-0100 Publisher: Education Association of South Africa (EASA)}, keywords = {❓ Multiple DOI}, pages = {1--10}, } @article{mulenga_teacher_2019, title = {{TEACHER} {EDUCATION} {CURRICULUM} {DESIGNING}: {THE} {IMPORTANCE} {OF} {CONNECTING} {UNIVERSITY} {CURRICULA} {TO} {SECONDARY} {SCHOOL} {KNOWLEDGE} {AND} {SKILLS} {CONTEXTS}}, volume = {33}, shorttitle = {{TEACHER} {EDUCATION} {CURRICULUM} {DESIGNING}}, url = {https://www.researchgate.net/profile/Innocent-Mutale-Mulenga-2/publication/355095853_TEACHER_EDUCATION_CURRICULUM_DESIGNING_THE_IMPORTANCE_OF_CONNECTING_UNIVERSITY_CURRICULA_TO_SECONDARY_SCHOOL_KNOWLEDGE_AND_SKILLS_CONTEXTS/links/615d5d7e50be55072888bb7d/TEACHER-EDUCATION-CURRICULUM-DESIGNING-THE-IMPORTANCE-OF-CONNECTING-UNIVERSITY-CURRICULA-TO-SECONDARY-SCHOOL-KNOWLEDGE-AND-SKILLS-CONTEXTS.pdf}, urldate = {2023-12-06}, journal = {ZANGO: Zambian Journal of Contemporary Issues}, author = {Mulenga, Innocent Mutale}, year = {2019}, keywords = {⛔ No DOI found}, pages = {14--28}, } @article{mulenga_teachers_2019, title = {Teachers present in school but absent in class: utilization and ‘silent erosion’of learning time in the implementation of the curriculum in {Mongu} district of {Zambia}.}, shorttitle = {Teachers present in school but absent in class}, url = {http://dspace.unza.zm/handle/123456789/6563}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale and Lubasi, Ireen Monde}, year = {2019}, note = {Publisher: European Journal of Education Studies}, keywords = {⛔ No DOI found}, } @article{mulenga_teachers_2019, title = {Teacher's {Voices} {Crying} in the {School} {Wilderness}: {Involvement} of {Secondary} {School} {Teachers} in {Curriculum} {Development} in {Zambia}.}, volume = {8}, shorttitle = {Teacher's {Voices} {Crying} in the {School} {Wilderness}}, url = {https://eric.ed.gov/?id=EJ1207328}, doi = {10.5430/jct.v8n1p32}, number = {1}, urldate = {2023-12-06}, journal = {Journal of Curriculum and teaching}, author = {Mulenga, Innocent Mutale and Mwanza, Christine}, year = {2019}, note = {Publisher: ERIC}, pages = {32--39}, } @article{mwapwele_teachers_2019, title = {Teachers' {ICT} {Adoption} in {South} {African} {Rural} {Schools}: {A} {Study} of {Technology} {Readiness} and {Implications} for the {South} {Africa} {Connect} {Broadband} {Policy}}, volume = {24}, shorttitle = {Teachers' {ICT} {Adoption} in {South} {African} {Rural} {Schools}}, doi = {10.23962/10539/28658}, journal = {The African Journal of Information and Communication}, author = {Mwapwele, Samwel Dick and Marais, Mario and Dlamini, Sifiso and Van Biljon, Judy}, year = {2019}, note = {Publisher: Authors KerkoCite.ItemAlsoKnownAs: 10.23962/10539/28658 2129771:D68VDM9X}, keywords = {\_\_C:filed:1}, pages = {1--21}, } @article{nwajiuba_evaluation_2019, title = {Evaluation of the extent school access programme assisted teachers to acquire {ICT} skills}, volume = {18}, issn = {16823915}, url = {http://www.medwelljournals.com/abstract/?doi=ajit.2019.67.71}, doi = {10.36478/ajit.2019.67.71}, abstract = {Evaluation of the Extent School Access Programme Assisted Teachers to Acquire ICT Skills}, number = {3}, urldate = {2019-11-08}, journal = {Asian Journal of Information Technology}, author = {Nwajiuba, Chinyere Augusta and Okoro, Kingsley O. and Edikpa, Edith}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.36478/ajit.2019.67.71 10/ggcmnh 2339240:WURRLWAG 2405685:SUTEI49U 2534378:2TFUSAV4 2534378:ENLRRMCY}, keywords = {\_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Education management, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2426072, \_\_finaldtb}, pages = {67--71}, } @article{oatis_digital_2019, title = {Digital {Literacy} {Among} {Teachers}: {Identifying} {Digital} {Divide} {Among} {Interactive} {Whiteboard} {Users} in {Public} {High} {Schools}}, shorttitle = {Digital {Literacy} {Among} {Teachers}}, author = {Oatis, Tammy}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:RYULW4BI}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:Georgia GEO, \_C:Greece GRC, \_C:Jordan JOR, \_C:Korea, Republic KOR, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{pombo_mobile_2019, title = {Mobile augmented reality game-based learning: teacher training using the {EduPARK} app}, volume = {9}, shorttitle = {Mobile augmented reality game-based learning}, number = {2}, journal = {Da Investigação às Práticas}, author = {Pombo, Lúcia and Marques, Margarida Morais and Carlos, Vânia}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HKWGA9QG}, keywords = {\_C:Jordan JOR, \_C:Portugal PRT, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {3--30}, } @incollection{power_approaches_2019, address = {London}, title = {Approaches to teacher professional development in low-to-middle-income countries}, url = {https://bit.ly/3r82ePY}, abstract = {This chapter begins by situating discussion of approaches to teacher development (TD) in the context of the grand societal challenge of Education for All (UNESCO 2014), as written into the earlier Millennium Development Goals (MDGs) and now Sustainable Development Goal (SDG) 4:‘to ensure inclusive and equitable quality education for all.’ This goal cannot be met without addressing the stark and urgent need for greater numbers of teachers who are adequately equipped with the knowledge and skills to enable effective student learning. Drawing upon personal experiences of work with teachers in LMICs over nearly two decades, the chapter argues against ‘blaming teachers’ for poor student learning outcomes, and advocates instead the development of better understandings of the often challenging contexts in which teachers practise. The chapter then critically examines common approaches to TD that have often failed adequately to equip teachers for classroom practice, outlining a broadly supported agenda for reform. Recent literature has begun to identify certain characteristics of TD programmes that are increasingly associated with effective student outcomes, in what may be an emerging consensus. These characteristics are briefly outlined, before the chapter closes with lessons learned from English in Action. EIA has both contributed to and benefitted from this emerging evidence base and Chapter 5 illustrates how the implementation of EIA exemplifies such characteristics through a cohesive programme design.}, booktitle = {Sustainable {English} language teacher development at scale: lessons from {Bangladesh}}, publisher = {Bloomsbury Academic}, author = {Power, Tom}, year = {2019}, note = {Extra URL: http://oro.open.ac.uk/57052/ KerkoCite.ItemAlsoKnownAs: 2405685:KJGDVY5F 2405685:5G9NIHEU 2405685:KJGDVY5F 2534378:3KFFQRC7 2405685:P8GU4VUJ 2534378:3KFFQRC7 2534378:RSWZTN7D}, keywords = {Important, Read}, pages = {47--65}, } @inproceedings{power_evidence-based_2019, title = {Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities}, copyright = {https://creativecommons.org/licenses/by-sa/4.0/}, url = {http://oasis.col.org/bitstream/handle/11599/3412/PCF9_Papers_paper_256.pdf?sequence=1&isAllowed=y}, language = {EN}, publisher = {Commonwealth of Learning (COL)}, author = {Power, Tom and Hedges, C and McCormick, R and Rahman, S}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7WRQ3XAW 2129771:GAUBXL6M 2339240:6ETY8HWG 2405685:26U2C9E5 2405685:FV3V5JDR 2405685:U22CW5TA 2534378:3GHKQTE7}, keywords = {C:Poor and marginalised communities, \_C:Bangladesh BGD, \_C:France FRA, \_C:India IND, \_C:Jordan JOR, \_C:Malawi MWI, \_C:Sierra Leone SLE, \_C:State of Palestine PSE, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{raymond_high_2019, title = {High {School} {Teacher} {Perceptions} of {Blended} {Learning}}, author = {Raymond, Stephen}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ITZPK2IN}, keywords = {\_C:France FRA, \_C:Greece GRC, \_C:Kuwait KWT, \_C:Malaysia MYS, \_C:Namibia NAM, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{scutt_teacher_2019, title = {Teacher {CPD}: {International} trends, opportunities and challenges}, url = {http://viscountnelson.net/wp/wp-content/uploads/2019/12/CCT-Publication-CPD-Report-.pdf#page=60}, urldate = {2020-08-19}, institution = {Chartered College of Teaching}, author = {Scutt, Cat and Baeyer, Sarah}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KMFUHVJ8 2405685:36UKQ92L}, keywords = {C:International}, } @article{sern_differences_2019, series = {Journal}, title = {Differences of {TVET} teachers’ perceptions on competency across different types of {TVET} institutions in nigeria}, abstract = {© BEIESP. Competency is regarded as one of the main elements related to human resource development because it supports the aims of an organisation and the capabilities of its employees. This paper aimed at finding out the differences of the TVET teachers’ perceptions on competency (Thinking, Organizational and Application Competencies) across the three categorises of Nigerian tertiary institutions (University, Polytechnics, and College of Education) based on Malaysian Human Resource Development Practitioners (MHRDP) Competency Model. The study was quantitative by nature and 218 questionnaires were distributed to TVET teachers in five tertiary institutions based on stratified sampling technique. A total of 205 questionnaires were retrieved and ANOVA was conducted for data analysis. The present findings revealed that there was no statistically significant differences of the TVET teachers’ perceptions across the three categorises of Nigerian tertiary institutions in terms of Thinking Competency, Organisational Competency, and Application Competency. This outcome reflects that the competency model (MHRDP) can be used by TVET teachers regardless of their affiliated TVET institutions.}, journal = {International Journal of Recent Technology and Engineering}, author = {Sern, Lai Chee and Hamisu, Mohammed Adamu and Salleh, Kahirol Mohd and Adamu, Babayo Yakubu}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3ELDF8JX}, keywords = {⛔ No DOI found}, } @phdthesis{stutchbury_teacher_2019, type = {{PhD} {Thesis}}, title = {Teacher educators as agents of change? {A} critical realist study of a group of teacher educators in a {Kenyan} university}, shorttitle = {Teacher educators as agents of change?}, school = {The Open University}, author = {Stutchbury, Kristina}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J4QKGXE7 2129771:UYJHRF48}, keywords = {\_C:Australia AUS, \_C:Botswana BWA, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Togo TGO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @inproceedings{terashima_professional_2019, title = {Professional {Development} for {Middle} {Leader} {Teachers}: {ICT} {Integration} in {Schools} in {Japan}}, shorttitle = {Professional {Development} for {Middle} {Leader} {Teachers}}, booktitle = {Society for {Information} {Technology} \& {Teacher} {Education} {International} {Conference}}, publisher = {Association for the Advancement of Computing in Education (AACE)}, author = {Terashima, Kosuke}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:97NGG3CK 2129771:I8JKDWIX}, keywords = {\_C:Canada CAN, \_C:Japan JPN, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {2543--2548}, } @article{terashima_technology_2019, title = {Technology {Integration} {Changes} over {Three} {Years}: {Teacher} {Technology} {Acceptance} in a {One}-to-{One} {Tablet} {PC} {Integration} {Across} {Cities}}, volume = {13}, shorttitle = {Technology {Integration} {Changes} over {Three} {Years}}, number = {1}, journal = {International Journal}, author = {Terashima, Kosuke and Nakagawa, Hitoshi and Kobayashi, Yuki and Murai, Masuo}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:STD8JYJA}, keywords = {\_C:Japan JPN, \_C:Turkey TUR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {17--26}, } @article{turvey_humanising_2019, title = {Humanising as innovation in a cold climate of [so-called-evidence-based] teacher education}, volume = {45}, doi = {10.1080/02607476.2019.1550603}, number = {1}, journal = {Journal of Education for Teaching}, author = {Turvey, Keith}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2019.1550603 10/gf62gr 2129771:BLA69P9U 2129771:YJFMTLN6}, keywords = {\_\_C:filed:1}, pages = {15--30}, } @phdthesis{valentyn_integrating_2019, type = {{PhD} {Thesis}}, title = {Integrating new technology in the language classroom: innovative teacher identities}, shorttitle = {Integrating new technology in the language classroom}, school = {Stellenbosch: Stellenbosch University}, author = {Valentyn, Gail}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:48JWYMGW}, keywords = {\_C:Australia AUS, \_C:China CHN, \_C:Estonia EST, \_C:Finland FIN, \_C:Mauritius MUS, \_C:Namibia NAM, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{wang_antecedents_2019, title = {Antecedents and {Consequences} of {Teachers}’ {Emotional} {Labor}: a {Systematic} {Review} and {Meta}-analytic {Investigation}}, volume = {31}, issn = {1040-726X, 1573-336X}, shorttitle = {Antecedents and {Consequences} of {Teachers}’ {Emotional} {Labor}}, url = {http://link.springer.com/10.1007/s10648-019-09475-3}, doi = {10.1007/s10648-019-09475-3}, abstract = {Emotional labor represents a long-standing area of research that since its initial development by Hochschild (1983) has been increasingly explored to understand why and how teachers manage and express their emotions in class. However, previous studies investigating teachers’ emotional labor have utilized varying conceptual frameworks and have often shown inconsistent effects, particularly concerning deep acting (i.e., the internalization of desired emotions such that expressed emotions are more consistent with experienced emotions). The current systematic review aimed to outline and summarize existing research findings on teachers’ emotional labor and is supplemented by a meta-analytic investigation on the connection between teachers’ emotional labor and psychological well-being. Practical implications, limitations, and directions for future research are discussed.}, language = {en}, number = {3}, urldate = {2021-03-07}, journal = {Educational Psychology Review}, author = {Wang, Hui and Hall, Nathan C. and Taxer, Jamie L.}, month = sep, year = {2019}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Poland POL, \_C:Romania ROU, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {663--698}, } @inproceedings{xu_talent_2019, title = {Talent leadership strategies enhance teacher’s professional competencies in 21st century education for sustainable development}, volume = {373}, doi = {10.1088/1755-1315/373/1/012003}, booktitle = {{IOP} {Conference} {Series}: {Earth} and {Environmental} {Science}}, publisher = {IOP Publishing}, author = {Xu, Ping and Yue, Xiaoyao}, year = {2019}, note = {Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1755-1315/373/1/012003 2129771:BNSNYXS8}, keywords = {\_C:Canada CAN, \_C:Norway NOR, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {012003}, } @article{zinn_analysing_2019, title = {Analysing training needs of {TVET} teachers in {South} {Africa}. {An} empirical study}, doi = {10.13152/IJRVET.6.2.4}, abstract = {Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions. Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted. Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of “Ambitions Goals” have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers’ basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers’ salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques. Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa.}, journal = {International Journal for Research in Vocational Education and Training}, author = {Zinn, Bernd and Raisch, Kevin and Reimann, Jennifer}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.13152/IJRVET.6.2.4 2129771:JW7R2TV6 2129771:TFSAE8MD}, } @article{zulu_teachers_2019, title = {Teachers’ pedagogical content knowledge, curriculum designing, and student’s comprehension of secondary school ordinary level physics in {Lusaka}, {Zambia}.}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6582/UJOE%20Article%20Jacqueline%20and%20Innocent.pdf?sequence=1}, urldate = {2023-12-06}, author = {Zulu, Jacqueline and Mulenga, Innocent Mutale}, year = {2019}, note = {Publisher: UNESWA Journal of Education}, keywords = {⛔ No DOI found}, } @article{bond_digital_2018, title = {Digital transformation in {German} higher education: student and teacher perceptions and usage of digital media}, volume = {15}, issn = {2365-9440}, shorttitle = {Digital transformation in {German} higher education}, url = {https://doi.org/10.1186/s41239-018-0130-1}, doi = {10.1186/s41239-018-0130-1}, abstract = {Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools. Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.}, number = {1}, urldate = {2021-03-07}, journal = {International Journal of Educational Technology in Higher Education}, author = {Bond, Melissa and Marín, Victoria I. and Dolch, Carina and Bedenlier, Svenja and Zawacki-Richter, Olaf}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s41239-018-0130-1 2129771:WU3RAAUR}, keywords = {Digital media usage, Digitalization, Educational technology, Germany, Higher education, Student perceptions, Teacher perceptions, University professors, University students, \_C:Australia AUS, \_C:Canada CAN, \_C:Finland FIN, \_C:Germany DEU, \_C:Israel ISR, \_C:Luxembourg LUX, \_C:New Zealand NZL, \_C:Spain ESP, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, \_genre:LR-literature\_review}, pages = {48}, } @article{bold_experimental_2018, title = {Experimental evidence on scaling up education reforms in {Kenya}}, volume = {168}, issn = {0047-2727}, url = {https://www.sciencedirect.com/science/article/pii/S0047272718301518}, doi = {10.1016/j.jpubeco.2018.08.007}, abstract = {What constraints arise when translating successful NGO programs to improve public services in developing countries into government policy? We report on a randomized trial embedded within a nationwide reform of teacher hiring in Kenyan government primary schools. New teachers offered a fixed-term contract by an international NGO significantly raised student test scores, while teachers offered identical contracts by the Kenyan government produced zero impact. Observable differences in teacher characteristics explain little of this gap. Instead, data suggests that bureaucratic and political opposition to the contract reform led to implementation delays and a differential interpretation of identical contract terms. Additionally, contract features that produced larger learning gains in both the NGO and government treatment arms were not adopted by the government outside of the experimental sample.}, urldate = {2023-10-26}, journal = {Journal of Public Economics}, author = {Bold, Tessa and Kimenyi, Mwangi and Mwabu, Germano and Ng’ang’a, Alice and Sandefur, Justin}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2018.08.007 2129771:E864862Q 2486141:IUMRYMT8}, keywords = {Contract teachers, Education, External validity, Kenya, Randomized evaluation, State capacity}, pages = {1--20}, } @article{james_teacher_2018, title = {Teacher {Motivation} in {Economic} {Crises}}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14177}, abstract = {This helpdesk review presents evidence of strategies and approaches that have worked to motivate teachers, with a focus on applications to contexts facing the sudden shock of economic crisis. It begins by presenting an overview of the ways in which economic crisis can impact education systems, drawing on recent relevant examples and presenting a detailed case study of Greece. It then moves on to review frameworks to understand teacher motivation, identifying the different factors that may be important in improving teacher motivation. Finally it presents evidence of strategies and approaches to improve teacher motivation. Evidence of strategies and approaches taken to explicitly improve teacher motivation in the context of the sudden shock of economic crisis is minimal. The examples of Greece, Indonesia, Venezuela, Argentina, Russia and beyond were consulted, and whilst there was some documentation of the impact of economic crisis in these contexts, there was very limited documentation of strategies and approaches taken to mitigate the effects of crisis on teachers. Evidence of strategies and approaches beyond financial incentives was also limited, even when considering a broader set of contexts. The focus of this review is therefore on strategies and approaches that have worked in resource-constrained LMIC contexts, whilst situating the discussion in the context of the ways in which economic crisis can (and has) impacted on education systems.}, language = {en}, urldate = {2022-12-18}, author = {James, Zoe}, month = nov, year = {2018}, note = {Accepted: 2018-12-13T13:25:39Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GKQFPFN9 4869029:V47QB3MJ}, keywords = {⛔ No DOI found}, } @article{mwanza_voices_2018, title = {Voices {Confined} to {Classrooms}: {The} {Marginalised} {Status} of {Teachers} in {Curriculum} {Development} in {Lusaka}, {Zambia}}, volume = {1}, url = {https://www.researchgate.net/publication/332797887_Voices_Confined_to_Classrooms_The_Marginalised_Status_of_Teachers_in_Curriculum_Development_in_Lusaka_Zambia}, language = {en}, author = {Mwanza, Christine}, month = nov, year = {2018}, } @article{corry_teacher_2018, title = {Teacher self-efficacy in online education: a review of the literature}, copyright = {http://creativecommons.org/licenses/by/3.0/us/}, shorttitle = {Teacher self-efficacy in online education}, url = {https://scholarworks.iupui.edu/handle/1805/21251}, doi = {10.25304/rlt.v26.2047}, abstract = {Although empirical validation of teacher self-efficacy in face-to-face environments continues, it remains a relatively new construct in online education. This literature review, which was conducted over academic databases and which examined work published in the past 15 years, explores three areas of research about teacher self-efficacy in online education: (1) ease of adopting online teaching, (2) online teaching self-efficacy in comparison to demographic and experience variables and (3) changes in teacher self-efficacy in professional development scenarios where self-efficacy was measured before and after treatment. Research studies demonstrate agreement (or no discernible disagreement) in the importance of system/curriculum quality in the implementation of online learning and the recognition that a measure of self-efficacy in online pedagogy has not yet been empirically derived. Researchers continue to examine the balance of technological and pedagogical knowledge that supports the development of teacher self-efficacy, the role of learner self-efficacy in teacher self-efficacy and whether teacher self-efficacy differs fundamentally in online education. In addition, it seems clear that empirical validation of the association of teacher self-efficacy and student success has yet to occur in online education with the rigour seen in face-to-face modes of delivery.}, language = {en\_US}, urldate = {2021-03-07}, journal = {Publisher}, author = {Corry, Michael and Stella, Julie}, month = oct, year = {2018}, note = {Accepted: 2019-10-24T21:25:08Z Publisher: Association for Learning Technology KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v26.2047 2129771:AEFZ3LCT 2129771:BAZAG7DZ 2129771:RRNDFXUH}, keywords = {\_C:State of Palestine PSE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{evens_promoting_2018, title = {Promoting the development of teacher professional knowledge: {Integrating} content and pedagogy in teacher education}, volume = {75}, issn = {0742-051X}, shorttitle = {Promoting the development of teacher professional knowledge}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X17315640}, doi = {10.1016/j.tate.2018.07.001}, abstract = {The study investigates the explicit and integrated presentation of pedagogical content knowledge (PCK), pedagogical knowledge (PK), and content knowledge (CK) in teacher education. We compare learning environments to study whether only presenting PK and CK is sufficient for PCK development, whether only presenting PCK is sufficient for PK and CK development, and whether PCK development is affected by integrating PCK, PK and CK. We find that only presenting two knowledge domains to students is insufficient to develop the third one, and integrating knowledge domains does not impact PCK development.}, language = {en}, urldate = {2020-09-11}, journal = {Teaching and Teacher Education}, author = {Evens, Marie and Elen, Jan and Larmuseau, Charlotte and Depaepe, Fien}, month = oct, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2018.07.001 2129771:P46BY82T 2486141:CHVQTFG5}, keywords = {Digital learning environment, Instructional design, Knowledge integration, Pedagogical content knowledge, Teacher professional knowledge}, pages = {244--258}, } @article{lantz-andersson_twenty_2018, title = {Twenty years of online teacher communities: {A} systematic review of formally-organized and informally-developed professional learning groups}, volume = {75}, issn = {0742-051X}, shorttitle = {Twenty years of online teacher communities}, url = {https://www.sciencedirect.com/science/article/pii/S0742051X18300908}, doi = {10.1016/j.tate.2018.07.008}, abstract = {This paper presents a systematic review of 52 empirical studies of formally-organized and informally-developed online teacher communities from the early 2000s to the present time. Focusing on the social as well as technological aspects of online participation, the review explores how teacher communities are shaped by broader contexts of teaching. The review shows that while formally-organized and informally-developed communities address different needs amongst teachers and support different outcomes, they also share several common characteristics. Indeed, regardless of type, online communities can be a valuable means of developing supportive and collegial professional practices. That said, more evidence is required on the specific collaborative merits of teachers' online interactions.}, language = {en}, urldate = {2021-03-07}, journal = {Teaching and Teacher Education}, author = {Lantz-Andersson, Annika and Lundin, Mona and Selwyn, Neil}, month = oct, year = {2018}, pages = {302--315}, } @article{zengin_incorporating_2018, title = {Incorporating the dynamic mathematics software {GeoGebra} into a history of mathematics course}, volume = {49}, issn = {0020739X}, url = {https://www.researchgate.net/publication/323024598_Incorporating_the_dynamic_mathematics_software_GeoGebra_into_a_history_of_mathematics_course}, doi = {10.1080/0020739X.2018.1431850}, abstract = {The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.}, language = {English}, number = {7}, journal = {International Journal of Mathematical Education in Science and Technology}, author = {Zengin, Yilmaz}, month = oct, year = {2018}, note = {Place: London Publisher: Taylor \& Francis Ltd. KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2018.1431850 2534378:4Q558XJM 2534378:5DFZ3ICN 2534378:IACQXPAX Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2081325301?accountid=9851}, keywords = {Colleges \& universities, Computer Software, Content analysis, Data acquisition, ERIC, Current Index to Journals in Education (CIJE), Foreign Countries, GeoGebra, Geometry, Higher Education, History, History of mathematics, Mathematical Concepts, Mathematical Logic, Mathematical analysis, Mathematics, Mathematics Instruction, Mathematics Teachers, Preservice Teachers, Qualitative analysis, Qualitative research, Software, Student Attitudes, Teachers, Turkey, Validity, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098800, \_\_finaldtb, dynamic mathematics software, pre-service teachers' views}, pages = {1083--1098}, } @book{pouezevara_cultivating_2018, title = {Cultivating {Dynamic} {Educators}: {Case} {Studies} in {Teacher} {Behavior} {Change} in {Africa} and {Asia}}, isbn = {978-1-934831-22-9}, shorttitle = {Cultivating {Dynamic} {Educators}}, url = {https://www.rti.org/rti-press-publication/cultivating-dynamic-educators}, language = {en}, urldate = {2020-08-12}, publisher = {RTI Press}, editor = {Pouezevara, Sarah}, month = sep, year = {2018}, doi = {10.3768/rtipress.2018.bk.0022.1809}, note = {KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.bk.0022.1809 2129771:69X6P654}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Congo XCO, \_C:Cuba CUB, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gambia GMB, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Haiti HTI, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Liberia LBR, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Morocco MAR, \_C:Namibia NAM, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Singapore SGP, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{nami_interaction_2018, title = {Interaction in a discussion list: an exploration of cognitive, social, and teaching presence in teachers’ online collaborations}, volume = {30}, issn = {09583440}, url = {https://www.researchgate.net/publication/325322528_Interaction_in_a_discussion_list_An_exploration_of_cognitive_social_and_teaching_presence_in_teachers'_online_collaborations}, doi = {10.1017/S0958344017000349}, abstract = {Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education.}, language = {English}, number = {3}, journal = {ReCALL: the Journal of EUROCALL}, author = {Nami, Fatemeh and Marandi, S Susan and Sotoudehnama, Elaheh}, month = sep, year = {2018}, note = {Place: Cambridge Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 2534378:59HFNMGI 2534378:A5Y5932K 2534378:EEFLCSXC 2534378:G3TW72LP Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2084810389?accountid=9851}, keywords = {Asynchronous Communication, Blended Learning, CALL teacher education, CASE studies, COMPUTER assisted language instruction, Cognitive processes, Collaborative learning, Colleges \& universities, Computer Mediated Communication, Computer assisted instruction--CAI, Computer assisted language learning, Critical thinking, Curriculum development, Data analysis, Discourse Analysis, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Educational technology, English (Second Language), English as a second language instruction, Faculty Development, Foreign Countries, Foreign languages, Group Discussion, Higher Education, Higher education, Hybrid computers, Interactive learning, Iran, LANGUAGE \& languages, Language Teachers, Linguistics--Computer Applications, PROFESSIONAL education, Professional development, School environment, Second Language Instruction, Second language teachers, Social factors, TEACHERS, Teacher Education Programs, Teacher education, Teachers, Teaching, Technology Uses in Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095858, \_\_finaldtb, asynchronous interaction, cognitive presence, online collaboration, social presence, teaching presence}, pages = {375--398}, } @inproceedings{golding_j_collaborative_2018, address = {Aga Khan University, Dar es Salaam, Tanzania}, title = {Collaborative workshops for sustainable teacher development. {In} {Proceedings} of {AFRICME5}}, url = {https://www.aku.edu/events/africme/Documents/AFRICME%205%20Proceedings.pdf}, author = {{Golding J.}}, month = aug, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:45RZIPJS}, pages = {173 -- 177}, } @techreport{popova_teacher_2018, title = {Teacher {Professional} {Development} around the {World}: {The} {Gap} between {Evidence} and {Practice}}, shorttitle = {Teacher {Professional} {Development} around the {World}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-8572}, language = {EN}, urldate = {2020-05-15}, institution = {World Bank}, author = {Popova, Anna and Evans, David K. and Breeding, Mary E. and Arancibia, Violeta}, month = aug, year = {2018}, doi = {10.1596/1813-9450-8572}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8572 10/ghgngf 2129771:5RGFDRNB 2129771:ALHBEW23 2129771:U6VRSXQ6 2129771:VTDHPK39 2339240:XS7TPHW4 2405685:RJX4M8AM 2405685:SQ5CWK8Q 2486141:U6AFHNPF}, keywords = {C:Low- and middle-income countries, STC-TLC, \_\_C:filed:1, \_genre:LR-literature\_review}, } @article{andriani_influence_2018, title = {The {Influence} of {The} {Transformational} {Leadership} and {Work} {Motivation} on {Teachers} {Performance}}, volume = {7}, abstract = {This study aimed at determing the effect of transformational leadership and work motivation on teachers performance. This research used quantitative method with correlational research type. The research population were 790 teachers of SMK Negeri in Palembang. The sample of research were 193 teachers. Sampling technique in this research was cluster sampling (area sampling). Data collection technique was questionnaires. Data were analyzed using correlation and multiple regression analysis technique. The results showed that (1) transformational leadership has a positive and significant effect on the teachers performance SMK Negeri in Palembang; (2) work motivation has a positive and significant effect on the teachers performance of SMK Negeri in Palembang; and (3) transformational leadership and work motivation have a positive and significant influence on the teachers performance of SMK Negeri in Palembang.}, journal = {International Journal of Scientific \& Technology Research}, author = {Andriani, Septi and Kesumawati, Nila and Kristiawan, Muhammad}, month = jul, year = {2018}, keywords = {⛔ No DOI found}, pages = {19--29}, } @article{basma_teacher_2018, title = {Teacher {Professional} {Development} and {Student} {Literacy} {Growth}: a {Systematic} {Review} and {Meta}-analysis}, volume = {30}, issn = {1573-336X}, shorttitle = {Teacher {Professional} {Development} and {Student} {Literacy} {Growth}}, url = {https://doi.org/10.1007/s10648-017-9416-4}, doi = {10.1007/s10648-017-9416-4}, abstract = {This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p {\textless} 0.001) but more than 30 PD hours was not significant (g = 0.143, p {\textgreater} .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p {\textless} 0.001 for high-quality studies, g = 0.077, p {\textgreater} 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.}, language = {en}, number = {2}, urldate = {2020-08-26}, journal = {Educational Psychology Review}, author = {Basma, Badriah and Savage, Robert}, month = jun, year = {2018}, note = {shortDOI: 10/ghgn5t KerkoCite.ItemAlsoKnownAs: 10.1007/s10648-017-9416-4 10/ghgn5t 2129771:SYY4I2JS 2405685:9XT28XJI}, keywords = {C: International}, pages = {457--481}, } @article{chinedu_cc_systematic_2018, title = {A {Systematic} {Review} {On} {Education} for {Sustainable} {Development}: {Enhancing} {TVE} {Teacher} {Training} {Programme}}, volume = {10}, issn = {22298932, 26007932}, shorttitle = {A {Systematic} {Review} {On} {Education} for {Sustainable} {Development}}, url = {http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1678/1526}, doi = {10.30880/jtet.2018.10.01.009}, abstract = {As the call for the advancement of TVET deepens, and as skill requirement for vocations transcends traditional job requirements due to technological advancement and innovation. It becomes imperative that workers in the industrial and vocational ambits of nations develop the requisite skills and capacities for work in the 21st century that adheres to sustainable standards and meets market needs also. Thereby, contributing to societal wellbeing and community development. To achieve this goal, teachers in Technical and Vocational Education (TVE) have a crucial to play as they will be responsible for the training of workers and developing their skills and capacities for work necessary to improving societal well-being and community development. The challenge is that technical and vocational teachers are not being trained to develop capabilities for Sustainability. Using a systematic literature review, this paper critically examines the extant literature on education for sustainable development and provides a synthesis of the literature in identifying the shared message that SD and ESD models attempt to represent. Furthermore, the paper discusses the factors that foster societal well-being and community development through an ESD perspective. Conclusively emphasis is paid on the unique and significant role that technical and Vocational teachers can play in contributing towards the transition to sustainable development. Consequently, this paper culminates with an analysis of the various ways TVE can help contribute towards societal wellbeing and community development if SD is rightly integrated within TVE teacher training programs.}, language = {en}, number = {1}, urldate = {2022-04-05}, journal = {Journal of Technical Education and Training}, author = {{Chinedu C.C.} and {Wan Mohamed W.A.} and {Ajah A.O.}}, month = jun, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.30880/jtet.2018.10.01.009 2129771:JWQTMFDN}, keywords = {\_genre:LR-literature\_review}, pages = {109--125}, } @article{mason_closing_2018, title = {Closing the {Attainment} {Gap}: {Collaboration} between {Schools} in {Sierra} {Leone}}, volume = {35}, shorttitle = {Closing the {Attainment} {Gap}}, url = {https://shop.bps.org.uk/educational-child-psychology-vol-35-no-1-june-2018-closing-the-attainment-gap-what-gap}, abstract = {Background: UK government policy views collaboration with outstanding schools as a way of helping apparently less successful schools to close the attainment gap. However, there has been little debate about criteria for defining a school's success or failure. Moreover it is unclear which aspects of outstanding schools could readily transfer to other schools. These questions applied when EducAid, an NGO with schools for disadvantaged children in Sierra Leone, was asked to provide a programme of workshops for teachers in neighbouring schools. Aims: (i) To establish whether EducAid's results justified agreeing to the request; (ii) To identify key features of EducAid schools that could be transferable to neighbouring schools; (iii) To propose key features of an evaluation. Methods: Collection of national and local data and analysis of key features of EducAid schools that could, and could not, transfer to other schools. Findings: The limited available data supported a decision that EducAid schools should offer workshops for other schools. Key components of the programme are identified, with a design including an ambitious evaluation framework. Conclusions: To our knowledge, this is the first time that teachers in successful schools have been asked to provide a structured programme of workshops for teachers in neighbouring schools. Discussion focuses on the challenge of inter-school collaboration in a low-income country. This includes the tension between the models of pedagogy and interpersonal relations promoted in the CPD and the constraints imposed by the public examination system.}, language = {en}, number = {1}, urldate = {2022-12-24}, journal = {Educational \& Child Psychology}, author = {Mason, Miriam and Galloway, David and Joyce-Gibbons, Andrew}, month = jun, year = {2018}, note = {Publisher: British Psychological Society ERIC Number: EJ1247348 KerkoCite.ItemAlsoKnownAs: 4869029:P8HC3J4Z 4869029:V2897MQ4}, keywords = {Achievement Gap, Data Collection, Developing Nations, Disadvantaged Youth, Elementary School Teachers, Exit Examinations, Foreign Countries, Institutional Cooperation, Nongovernmental Organizations, Outcomes of Education, Professional Continuing Education, Program Design, Replication (Evaluation), School Closing, School Effectiveness, Workshops, ⛔ No DOI found}, pages = {27--39}, } @article{dogan_meeting_2018, title = {Meeting agenda matters: promoting reflective dialogue in teacher communities}, issn = {10.1080/19415257.2018.1474484}, shorttitle = {Meeting agenda matters}, url = {https://www.tandfonline.com/doi/abs/10.1080/19415257.2018.1474484}, abstract = {(2018). Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education. Ahead of Print.}, language = {en}, urldate = {2018-06-08}, journal = {Professional Development in Education}, author = {Dogan, Selcuk and Yurtseven, Nihal and Tatık, Ramazan Şamil}, month = may, year = {2018}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:ZJJHS979}, keywords = {\_C:Australia AUS, \_C:Lebanon LBN, \_C:Pakistan PAK, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{perry_building_2018, title = {Building capacity for professional development: the development of teachers as facilitators in {Ghana}}, volume = {0}, issn = {1941-5257}, shorttitle = {Building capacity for professional development}, url = {https://doi.org/10.1080/19415257.2018.1474489}, doi = {10.1080/19415257.2018.1474489}, abstract = {In low- and middle-income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development, which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development, particularly in low- and middle-income countries. In this study, we report on a model of capacity building for professional development in Ghana. In the context of a large-scale programme of science teacher professional development, a group of Ghanaian teachers gradually assumed responsibility for professional development facilitation, working alongside experienced facilitators from the UK. Using interviews focussed on a storyline technique, we explore the experiences of the Ghanaian teachers as they reflected on their roles. We found the teachers’ epistemological beliefs about teaching were coherent with those of the programme and suggest that this may be an important factor in the success of cascade models of professional development. The teachers gained self-confidence and improved their knowledge and skills of teaching and of professional development facilitation. We propose that this is useful learning for all facilitators and that the model described here is one which is potentially useful for capacity building in other contexts.}, number = {0}, urldate = {2018-06-08}, journal = {Professional Development in Education}, author = {Perry, Emily and Bevins, Stuart}, month = may, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2018.1474489 10/gf62g8 2129771:ZSW9GMBF}, keywords = {CPD, Ghana, Professional development, \_C:Benin BEN, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Singapore SGP, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, capacity building, facilitation, professional learning, science education}, pages = {1--15}, } @techreport{piper_effectiveness_2018, title = {Effectiveness of {Teachers}’ {Guides} in the {Global} {South}: {Scripting}, {Learning} {Outcomes}, and {Classroom} {Utilization}}, shorttitle = {Effectiveness of {Teachers}’ {Guides} in the {Global} {South}}, url = {https://www.rti.org/rti-press-publication/effectiveness-teachers-guides-global-south}, abstract = {This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.}, language = {en}, urldate = {2020-05-17}, institution = {RTI Press}, author = {Piper, Benjamin and Sitabkhan, Yasmin and Mejia, Jessica and Betts, Kellie}, month = may, year = {2018}, doi = {10.3768/rtipress.2018.op.0053.1805}, note = {shortDOI: 10/ggjrfk KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.op.0053.1805 10/ggjrfk 2339240:G6QUKYB2 2405685:8N3DSXF9 2405685:BX25H7CF 2405685:NLYSQ2ZG 2534378:AJ5Q28IL}, } @article{piper_effectiveness_2018, title = {Effectiveness of teachers' guides in the {Global} {South}: {Scripting}, learning outcomes, and classroom utilization}, shorttitle = {Effectiveness of teachers' guides in the {Global} {South}}, url = {https://doi.org/10.3768/rtipress.2018.op.0053.1805}, doi = {10.3768/rtipress.2018.op.0053.1805}, abstract = {This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects.}, language = {en}, urldate = {2020-09-09}, journal = {Research Triangle Park}, author = {Piper, Benjamin and Sitabkhan, Yasmin and Mejia, Jessica and Betts, Kellie}, month = may, year = {2018}, note = {Publisher: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.op.0053.1805 2129771:P8SHVBPP 2129771:T2KAIHB7}, keywords = {\_genre:PR-primary\_research, \_yl:b}, } @article{barquero_mathematical_2018, title = {Mathematical modelling in teacher education: dealing with institutional constraints}, volume = {50}, issn = {1863-9690, 1863-9690}, url = {https://www.researchgate.net/publication/322397290_Mathematical_modelling_in_teacher_education_Dealing_with_institutional_constraints}, doi = {10.1007/s11858-017-0907-z}, abstract = {Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem--the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity--and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints--most of them beyond the scope of action of teachers and students and not approached by previous research--hindering the integration of mathematical modelling in current secondary schools.}, language = {English}, number = {1-2}, journal = {ZDM: The International Journal on Mathematics Education}, author = {Barquero, Berta and Bosch, Marianna and Romo, Avenilde}, month = apr, year = {2018}, note = {Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101593199?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-017-0907-z 2405685:6B4BREQ8 2534378:8BWRCH2S 2534378:RTGC7399}, keywords = {Barriers, Case Studies, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Ecological Factors, Foreign Countries, Inservice Teacher Education, Instructional Design, Mathematical Models, Mathematics Teachers, Mexico, Online Courses, Prediction, Regression (Statistics), Social Media, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095891, \_\_finaldtb}, pages = {31--43}, } @article{lok_investigating_2018, title = {Investigating effects of using digital video in teacher training in {Cambodia}}, volume = {26}, issn = {1059-7069, 1059-7069}, url = {https://www.learntechlib.org/primary/p/178451/}, abstract = {While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions.}, language = {English}, number = {2}, journal = {Journal of Technology and Teacher Education}, author = {Lok, Leandra and Schellings, Gonny and Brouwer, Niels and Den Brok, Perry}, month = apr, year = {2018}, note = {Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 KerkoCite.ItemAlsoKnownAs: 2534378:5IAKXKPQ 2534378:INDI72PC 2534378:W5INGKSD 2534378:ZPX4ANVW}, keywords = {Active Learning, Behavior Change, Cambodia, Cultural Context, ERIC, Current Index to Journals in Education (CIJE), Education--Computer Applications, Faculty Development, Foreign Countries, Instructional Effectiveness, Knowledge Base for Teaching, Learning, Mixed Methods Research, Questionnaires, Student Centered Learning, Studies, Teacher Attitudes, Teacher Behavior, Teacher education, Teachers, Teaching, Teaching Methods, Training, Video, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095890, \_\_finaldtb, ⛔ No DOI found}, pages = {275--298}, } @inproceedings{an_classbeacons_2018, address = {New York, NY, USA}, series = {{TEI} '18}, title = {{ClassBeacons}: {Designing} {Distributed} {Visualization} of {Teachers}' {Physical} {Proximity} in the {Classroom}}, isbn = {978-1-4503-5568-1}, shorttitle = {{ClassBeacons}}, url = {https://doi.org/10.1145/3173225.3173243}, doi = {10.1145/3173225.3173243}, abstract = {As necessary for creating a learner-centered environment, nowadays teachers are expected to be more mindful about their proximity distribution: how to spend time in different locations of the classroom with individual learners. However feedback on this is only given to teachers by experts after classroom observation. In this paper we present the design and evaluation of ClassBeacons, a novel ambient information system that visualizes teachers' physical proximity through tangible devices distributed over the classroom. An expert review and a field evaluation with eight secondary school teachers were conducted to explore potential values of such a system and gather user experiences. Results revealed rich insights into how the system could influence teaching and learning, as well as how a distributed display can be seamlessly integrated into teachers' routines.}, urldate = {2021-03-07}, booktitle = {Proceedings of the {Twelfth} {International} {Conference} on {Tangible}, {Embedded}, and {Embodied} {Interaction}}, publisher = {Association for Computing Machinery}, author = {An, Pengcheng and Bakker, Saskia and Ordanovski, Sara and Taconis, Ruurd and Eggen, Berry}, month = mar, year = {2018}, keywords = {ambient information system, classroom, distributed display, learner-centered education, teacher proximity}, pages = {357--367}, } @article{sun_tale_2018, title = {A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning}, volume = {49}, issn = {0007-1013, 0007-1013}, url = {https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571}, doi = {10.1111/bjet.12571}, abstract = {Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.}, language = {English}, number = {2}, journal = {British Journal of Educational Technology}, author = {Sun, Zhong and Lin, Chin-Hsi and Wu, Minhua and Zhou, Jianshe and Luo, Liming}, month = mar, year = {2018}, note = {Publisher: Wiley-Blackwell, 350 Main Street, Malden, MA 02148 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013524047?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12571 2339240:PKJIVPW8 2405685:EPP6N37E 2405685:IARRK6UB 2534378:L8X5Q62N 2534378:UH8EAVTI 2534378:UIYLRWUW}, keywords = {Applications programs, China, Collaborative learning, Collaborative virtual environments, Communication, Computer Mediated Communication, Computer Software, Computer assisted instruction--CAI, Content Analysis, Content analysis, Cooperative Learning, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational technology, Foreign Countries, Handheld Devices, Higher Education, Learning, Network Analysis, Network analysis, Preferences, Preservice Teachers, Social Networks, Social factors, Student Attitudes, Student Surveys, Synchronous Communication, Telecommunications, Tools, Undergraduate Students, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096807, \_\_finaldtb}, pages = {248--261}, } @techreport{teaching_service_commission_comprehensive_2018, title = {A {Comprehensive} {Situation} {Analysis} of {Teachers} and the {Teaching} {Profession} in {Sierra} {Leone}: {Final} report presented to the {Teaching} {Service} {Commission}}, url = {https://tsc.gov.sl/wp-content/uploads/2020/11/18-448-Sierra-Leone-Teaching-report-web.pdf}, urldate = {2020-12-15}, institution = {Global Partnership for Education; World Bank}, author = {{Teaching Service Commission} and Wright, Dr. Cream}, month = feb, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:65LTW8QP 2129771:MVHKYSFP 2339240:9VRVIUE6 2405685:CFRE6D4Q 2405685:UU3R28HB}, keywords = {\_C:Sierra Leone SLE}, pages = {en}, } @article{habibi_building_2018, title = {Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program}, volume = {19}, url = {https://www.researchgate.net/publication/322129440_Building_an_Online_Community_Student_Teachers'_Perceptions_on_the_Advantages_of_Using_Social_Networking_Services_in_A_Teacher_Education_Program}, doi = {10.17718/tojde.382663}, abstract = {This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.}, language = {English}, number = {1}, journal = {Turkish Online Journal of Distance Education}, author = {Habibi, Akhmad and Mukinin, Amirul and Riyanto, Yatim and Prasohjo, Lantip Diat and Sulistiyo, Urip and Sofwan, Muhammad and Saudagar, Ferdiaz}, month = jan, year = {2018}, note = {Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2405685:J6BE7A45 2534378:E9ZSB7L9 2534378:MCTX9ZFS}, keywords = {Case Studies, College Students, Computer Mediated Communication, Critical Thinking, Data Analysis, ERIC, Current Index to Journals in Education (CIJE), Educational Benefits, Focus Groups, Foreign Countries, Group Discussion, Higher Education, Independent Study, Indonesia, Interpersonal Communication, Learner Engagement, Learning Motivation, Practicums, Preservice Teacher Education, Qualitative Research, Social Networks, Student Teacher Attitudes, Teacher Education Programs, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097353, \_\_finaldtb}, pages = {46--61}, } @article{nedungadi_improving_2018, title = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsApp}: findings from rural {India}}, volume = {23}, issn = {1360-2357, 1360-2357}, shorttitle = {Improving educational outcomes \& reducing absenteeism at remote villages with mobile technology and {WhatsAPP}}, url = {https://www.researchgate.net/publication/315112660_Improving_educational_outcomes_reducing_absenteeism_at_remote_villages_with_mobile_technology_and_WhatsAPP_Findings_from_rural_India}, doi = {10.1007/s10639-017-9588-z}, abstract = {Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.}, language = {English}, number = {1}, journal = {Education and Information Technologies}, author = {Nedungadi, Prema and Mulki, Karunya and Raman, Raghu}, month = jan, year = {2018}, note = {Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013521521?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9588-z 2129771:FUJHTZ2D 2405685:6WP3TDP7 2534378:9HNTLUFX 2534378:H8CJ8ZGT 2534378:V4VN2T5H 4556019:7XRZPBHX}, keywords = {Absenteeism, Academic Achievement, Attendance, Attendance Patterns, Computer Oriented Programs, Computers--Information Science And Information Theory, ERIC, Current Index to Journals in Education (CIJE), Educational Opportunities, Educational Quality, Educational technology, Foreign Countries, ICT, India, Monitoring, Quality of education, Rural Areas, Rural areas, Rural education, School education, Software, Students, Teacher Effectiveness, Teacher absence, Teacher monitoring, Teachers, Tele-education, WhatsApp, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097863, \_\_finaldtb}, pages = {113--127}, } @article{agufana_assessment_2018, title = {Assessment of {Perceived} {Ease} of {Use} and {Instructional} {Use} of {ICT} by {Lecturers} in {Technical} {Training} {Institutions} in {Kenya}}, url = {http://repository.mut.ac.ke:8080/xmlui/handle/123456789/3028}, abstract = {In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational Institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Ease of Use and instructional use of ICT by Lecturers in Technical Training Institutions in Kenya. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training Institutions in Kenya. Data were collected using questionnaires. The quantitative data obtained from the administrated questionnaires were analyzed using descriptive statistics. The findings indicated that use of ICT by lecturers’ is perceived to greatly improve instruction. The study recommends that lecturers be encouraged to use ICT for instructional purposes because it greatly improves the passage of instruction.}, language = {en}, journal = {African Journal of Education, Science and Technology}, author = {Agufana, PB and Too, JK and Mukwa, CW}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:89J6L33G 2317526:ZRG8DS9N}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Kenya, C:Rwanda, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:assessment, F:attitude, P:culture, P:school teacher, Q:ICT, Q:lifelong learning, Q:open learning, T:TVET, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @article{ajibade_challenges_2018, title = {Challenges {Experienced} in {Implementing} {School}-based {Continuing} {Professional} {Teacher} {Development} in {Fort} {Beaufort} {Education} {District} in {South} {Africa}}, volume = {33}, doi = {10.31901/24566802.2018/33.1-3.1887}, number = {1-3}, journal = {Anthropologist}, author = {Ajibade, Benedicta A. and Rembe, Symphorosa}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.31901/24566802.2018/33.1-3.1887 2129771:SNGC8MTK}, keywords = {\_\_C:filed:1}, pages = {1--7}, } @article{ayodele_ajani_needs_2018, title = {Needs for {In}-service {Professional} {Development} of {Teachers} to {Improve} {Students}’ {Academic} {Performance} in {Sub}-{Saharan} {Africa}}, volume = {09}, issn = {21516200}, url = {https://www.omicsonline.org/open-access/needs-for-inservice-professional-development-of-teachers-to-improve-students8217-academic-performance-in-subsaharan-africa-2151-6200-1000330-99235.html}, doi = {10.4172/2151-6200.1000330}, number = {02}, urldate = {2023-03-11}, journal = {Arts and Social Sciences Journal}, author = {Ayodele Ajani, Oluwatoyin}, year = {2018}, } @article{bennett_towards_2018, title = {Towards sustainable technology-enhanced innovation in higher education: {Advancing} learning design by understanding and supporting teacher design practice}, volume = {49}, shorttitle = {Towards sustainable technology-enhanced innovation in higher education}, doi = {10.1111/bjet.12683}, number = {6}, journal = {British Journal of Educational Technology}, author = {Bennett, Sue and Lockyer, Lori and Agostinho, Shirley}, year = {2018}, note = {Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 2129771:BDBNETQY 2129771:TSQR3UF8}, pages = {1014--1026}, } @article{bruns_through_2018, title = {Through the {Looking} {Glass}: {Can} {Classroom} {Observation} and {Coaching} {Improve} {Teacher} {Performance} in {Brazil}?}, doi = {10.1016/j.econedurev.2018.03.003}, language = {en}, author = {Bruns, Barbara and Costa, Leandro and Cunha, Nina}, year = {2018}, note = {shortDOI: 10/ggft3x KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.003 10/ggft3x 2129771:PXEQ493U 2405685:7A2ZCMGH}, keywords = {\_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Ethiopia ETH, \_C:Guatemala GTM, \_C:Honduras HND, \_C:India IND, \_C:Japan JPN, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Nepal NPL, \_C:Peru PER, \_C:Philippines PHL, \_C:Portugal PRT, \_C:Singapore SGP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, \_yl:a}, pages = {44}, } @article{burns_achieving_2018, title = {Achieving quality in early childhood education in the {Eastern} {Caribbean} depends on teacher preparation}, volume = {188}, doi = {10.1080/03004430.2017.1310723}, number = {9}, journal = {Early Child Development and Care}, author = {Burns, Sheron C.}, year = {2018}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/03004430.2017.1310723 2129771:JFDI73T9}, pages = {1246--1259}, } @article{changwe_mathematics_2018, title = {Mathematics teacher education curriculum at a university in {Zambia}: student teachers’ acquisition of appropriate competencies for teaching mathematics in secondary school.}, shorttitle = {Mathematics teacher education curriculum at a university in {Zambia}}, url = {http://dspace.unza.zm/handle/123456789/6588}, urldate = {2023-12-06}, author = {Changwe, Robert and Mulenga, Innocent Mutale}, year = {2018}, note = {Publisher: Multidisciplinary Journal of Language and Social Sciences Education}, keywords = {⛔ No DOI found}, } @techreport{dolton_global_2018, title = {Global {Teacher} {Status} {Index} 2018}, url = {https://www.varkeyfoundation.org/media/4867/gts-index-13-11-2018.pdf}, urldate = {2021-08-03}, institution = {Varkey Foundation}, author = {Dolton, Peter and Marcenaro, Oscar and De Vries, Robert and She, Po-Wen}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2WNEVKAW 2534378:5DF2C2QB}, } @article{donkor_community_2018, title = {Community {Involvement} and {Teacher} {Attendance} in {Basic} {Schools}: {The} {Case} of {East} {Mamprusi} {District} in {Ghana}}, volume = {6}, issn = {23116897, 23103868}, shorttitle = {Community {Involvement} and {Teacher} {Attendance} in {Basic} {Schools}}, url = {https://archive.conscientiabeam.com/index.php/61/article/view/561}, doi = {10.18488/journal.61.2018.62.50.63}, number = {2}, urldate = {2022-01-06}, journal = {International Journal of Education and Practice}, author = {Donkor, Anthony Kudjo and Waek, Biliman Izal}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.18488/journal.61.2018.62.50.63 2129771:E9APLJTI 4556019:EPP8DR5S}, pages = {50--63}, } @article{drennan_conceptual_2018, title = {A {Conceptual} {Understanding} of {How} {Educational} {Technology} {Coaches} {Help} {Teachers} {Integrate} {iPad} {Affordances} into {Their} {Teaching}.}, volume = {16}, number = {2}, journal = {Electronic Journal of e-Learning}, author = {Drennan, Gail and Moll, Ian}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:Y995CDCJ}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {122--133}, } @article{dreyer_impact_2018, title = {The {Impact} of {Using} {Geography} {Open} {Education} {Resources} ({OER}) to {Capacitate} {Natural} {Science} {Teachers} {Teaching} the {Earth} and {Beyond} {Strand} in {South} {African} {Schools}}, volume = {SP}, issn = {10231757, 25195476}, shorttitle = {{AlternationSpecial} {Edition} 21 (2018) 159–{184159Print} {ISSN} 1023-1757; {Electronic} {ISSN}}, url = {http://alternation.ukzn.ac.za/Files/articles/volume-25/special-edition/21/08-Dreyer-F.pdf}, doi = {10.29086/2519-5476/2018/sp21a8}, number = {21}, urldate = {2021-05-08}, journal = {Alternation Journal}, author = {Dreyer, J. M. and Dreyer, J.M.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.29086/2519-5476/2018/sp21a8 2129771:57HG7SR2 2129771:VMT75YCL 2129771:YDKM3FPZ}, keywords = {\_C:Australia AUS, \_C:China CHN, \_C:India IND, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {159--184}, } @article{fallon_promoting_2018, title = {Promoting teachers’ implementation of culturally and contextually relevant class-wide behavior plans}, volume = {55}, issn = {1520-6807}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.22107}, doi = {10.1002/pits.22107}, abstract = {Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self-assessed their own use of culturally and contextually relevant practices would implement a class-wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self-assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan.}, language = {en}, number = {3}, urldate = {2022-11-23}, journal = {Psychology in the Schools}, author = {Fallon, Lindsay M. and Cathcart, Sadie C. and DeFouw, Emily R. and O'Keeffe, Breda V. and Sugai, George}, year = {2018}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22107}, keywords = {diverse learners, implementation fidelity, single-case design}, pages = {278--294}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://docs.opendeved.net/lib/D2GQYC5S}, abstract = {Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.}, number = {1}, journal = {Journal of Learning for Development}, author = {Haßler, Björn and Hennessy, Sara and Hofmann, Riikka}, year = {2018}, note = {00000 EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:65GDUID3 2129771:AAT7FR3H 2129771:AS7MJJEC 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2129771:NITLC7K7 2129771:ULKWW8ZY 2249382:CS9PALG8 2292090:LR6L7S7U 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:HGHAYJ5G 2339240:HR2YGWX3 2405685:NZ3GKZCR 2405685:ZFJ79LQS 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI}, keywords = {AWP2, Active Learning, Africa, Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, CitedIn:DFID\_SRF, CitedIn:OER4S-TPE-Anon, CitedIn:OER4Schools-2012-HHH1-anon, CitedIn:PhD\_Thesis, DIAL-RDO, Developing Nations, Educational Technology, Elementary Secondary Education, Faculty Development, Foreign Countries, Handheld Devices, IMPORT\_FROM\_DFID\_RITE, InPrep, Inservice Teacher Education, Low Income Groups, Monday, Motivation, OER4Schools, Open Educational Resources, Peer Teaching, RPF-May-2016, Resource Allocation, Rural Schools, STC-TLC, Scaffolding (Teaching Technique), Scheduling, Shared Resources and Services, Sustainable Development, Sustainable Development Goal 4, TL:Arabic, TL:English, TL:Translated, Teacher Professional Development, Technology Uses in Education, Telecommunications, TranslationGoingAhead, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:China CHN, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:India IND, \_C:Japan JPN, \_C:Kenya KEN, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:a, missingHU, peer-facilitation, school-based active learning, sub-Saharan Africa, ⛔ No DOI found}, } @article{khan_pakistani_2018, title = {Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning}, volume = {29}, issn = {0215-773X, 0215-773X}, url = {https://www.researchgate.net/publication/331731028_Pakistani_teachers'_professional_learning_experiences_Comparing_face-to-face_versus_online_learning}, doi = {10.15639/teflinjournal.v29i1/72-89}, abstract = {This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.}, language = {English}, number = {1}, journal = {TEFLIN Journal}, author = {Khan, Asma}, year = {2018}, note = {Publisher: Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN), Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, KerkoCite.ItemAlsoKnownAs: 10.15639/teflinjournal.v29i1/72-89 2534378:HL4Q7FGA 2534378:ML6MLI5W 2534378:SQISWDJS Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101887305?accountid=9851}, keywords = {Collaboration, College Faculty, Communities of Practice, Comparative Analysis, Computer assisted language learning, Computer mediated communication, Conventional Instruction, Cooperative Learning, Cooperative learning, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Educational technology, Electronic Learning, English Teachers, English as a second language--ESL, English teachers, Faculty Development, Foreign Countries, Grounded Theory, Higher Education, Interaction, Learning Experience, Linguistics, Pakistan, Professional development, Teacher Attitudes, Teacher education, Teaching, Technology Uses in Education, Web Based Instruction, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095920, \_\_\_working\_potential\_duplicate}, pages = {72--89}, } @inproceedings{kotze_moving_2018, title = {Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in {South} {Africa}}, url = {https://riseprogramme.org/sites/default/files/inline-files/Kotze.pdf}, abstract = {Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies.}, author = {Kotze, Janeli and Taylor, Stephen and Fleisch, Brahm}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A58ENCQR 2405685:PLJ4WN63 2534378:4AZ7VHMD 2534378:U88KUB3W}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425920, \_\_finaldtb, ⛔ No DOI found}, } @article{kraft_effect_2018, title = {The {Effect} of {Teacher} {Coaching} on {Instruction} and {Achievement}: {A} {Meta}-{Analysis} of the {Causal} {Effect}}, volume = {88}, issn = {0034-6543, 1935-1046}, url = {https://scholar.harvard.edu/files/mkraft/files/kraft_blazar_hogan_2018_teacher_coaching.pdf}, doi = {10.3102/0034654318759268}, abstract = {Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies.}, language = {EN}, number = {4}, journal = {Review of Educational Research}, author = {Kraft, Matthew A. and Blazar, David and Hogan, Dylan}, year = {2018}, note = {shortDOI: 10/ggjrhd KerkoCite.ItemAlsoKnownAs: 10.3102/0034654318759268 10/ggjrhd 2129771:LDC8KF8W 2129771:LG2AFWED 2339240:Y3AHBV5R 2405685:2CWW72YN 2405685:6L7LJIMQ 2405685:JXICF3W3 2534378:9LCRTTXK}, keywords = {C:High-income countries, C:United States, \_\_C:filed:1}, pages = {547--588}, } @phdthesis{lawrent_secondary_2018, type = {{PhD} {Thesis}}, title = {Secondary education expansion in {Tanzania}: {Policy} and practice implications for teachers’ sense of efficacy}, shorttitle = {Secondary education expansion in {Tanzania}}, school = {The University of Waikato}, author = {Lawrent, Godlove}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H62WXHNT}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Belgium BEL, \_C:Belize BLZ, \_C:Benin BEN, \_C:Burundi BDI, \_C:Canada CAN, \_C:China CHN, \_C:Congo XCO, \_C:Czech Republic CZE, \_C:Dominican Republic DOM, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Singapore SGP, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Trinidad and Tobago TTO, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{major_using_2018, title = {Using video to support in-service teacher professional development: the state of the field, limitations and possibilities}, volume = {27}, shorttitle = {Using video to support in-service teacher professional development}, url = {https://www.researchgate.net/publication/319423259_Using_video_to_support_in-service_teacher_professional_development_the_state_of_the_field_limitations_and_possibilities}, doi = {10.1080/1475939x.2017.1361469}, language = {en}, number = {1}, journal = {Technology, Pedagogy and Education}, author = {Major, Louis and Watson, Steven}, year = {2018}, note = {00005 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939x.2017.1361469 10/gdm2s8 2129771:49FQ6HGA 2129771:9TRYMUCV 2129771:L8SBAZPU 2129771:ZHFHJZTT 2405685:TKGRWCS3}, keywords = {C: International, \_\_C:filed:1}, pages = {49--68}, } @phdthesis{mansour_travel_2018, type = {{PhD} {Thesis}}, title = {Travel without visas: teacher perception of a technology intervention in the {Dadaab} refugee camp}, shorttitle = {Travel without visas}, school = {University of Leicester}, author = {Mansour, Rebecca Grace Telford}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SEYEF9IQ}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Cuba CUB, \_C:Djibouti DJI, \_C:Ethiopia ETH, \_C:Germany DEU, \_C:Greece GRC, \_C:Guinea GIN, \_C:India IND, \_C:Indonesia IDN, \_C:Israel ISR, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Myanmar MMR, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Singapore SGP, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Sudan SSD, \_C:Spain ESP, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Yemen YEM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @inproceedings{marz_evaluation_2018, title = {Evaluation of professional learning communities in {TVET}: {Implications} for leadership development and teacher motivation in {Ecuador}}, booktitle = {Comparative and {International} {Education} {Society} {Annual} {Conference}}, author = {März, Virginie and Lauwers, Ingrid and Moreno, Oscar and Patiño, Isabel and Frenay, Mariane}, year = {2018}, keywords = {⛔ No DOI found}, } @techreport{mcaleavy_technology-supported_2018, title = {Technology-{Supported} {Professional} {Development} for {Teachers}: {Lessons} from {Developing} {Countries}.}, shorttitle = {Technology-{Supported} {Professional} {Development} for {Teachers}}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for-}, institution = {Education Development Trust}, author = {McAleavy, Tony and Hall-Chen, Alex and Horrocks, Sarah and Riggall, Anna}, year = {2018}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:3ME55RD5 2129771:AFSMJQ39 2129771:EMRI49IG 2129771:FBX8S8GL 2129771:P7FKHCWL 2339240:CNU2GKRL 2405685:FXXS4882}, keywords = {C:Low- and middle-income countries, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:China CHN, \_C:France FRA, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{mendenhall_expanding_2018, title = {Expanding {Teacher} {Support} through {Mobile} {Mentoring} in {Kakuma} {Refugee} {Camp}: {Benefits} and {Challenges}.}, volume = {20}, url = {https://files.eric.ed.gov/fulltext/EJ1205676.pdf}, language = {en}, number = {2}, journal = {Current Issues in Comparative Education}, author = {Mendenhall, Mary and Skinner, Makala and Collas, Sophia and French, Sarah}, year = {2018}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:QY9SRGKS 2405685:D5DWS5VN 2534378:2UDLI6HN 2534378:WARY35X2}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425895, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {9--23}, } @article{merchie_evaluating_2018, title = {Evaluating teachers’ professional development initiatives: towards an extended evaluative framework}, volume = {33}, doi = {10.1080/02671522.2016.1271003}, number = {2}, journal = {Research papers in education}, author = {Merchie, Emmelien and Tuytens, Melissa and Devos, Geert and Vanderlinde, Ruben}, year = {2018}, note = {ISBN: 0267-1522 Publisher: Taylor \& Francis}, pages = {143--168}, } @phdthesis{minaz_effect_2018, type = {{PhD} {Thesis}}, title = {Effect of {Flipped} {Classroom} {Strategy} on {The} {Performance} of {Prospective} {Teachers} of {Khyber} {Pakhtunkhwa}}, school = {Northern University Nowshera}, author = {Minaz, Maksal}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JJ33TDMP}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:Egypt EGY, \_C:Finland FIN, \_C:Greece GRC, \_C:India IND, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Saudi Arabia SAU, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @inproceedings{montrieux_didactical_2018, title = {The didactical use of tablets: a balancing act between teacher-centred and learner-centred education}, shorttitle = {The didactical use of tablets}, doi = {10.21125/inted.2018.1005}, booktitle = {12th {International} {Technology}, {Education} and {Development} {Conference} ({INTED})}, author = {Montrieux, Hannelore and Schellens, Tammy}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.21125/inted.2018.1005 10/gf62hq 2129771:AVWSVW3N}, keywords = {\_C:Belgium BEL, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {37--44}, } @article{morgana_investigating_2018, title = {Investigating {Students}' and {Teachers}' {Perceptions} of {Using} the {iPad} in an {Italian} {English} as a {Foreign} {Language} {Classroom}}, volume = {8}, doi = {10.4018/ijcallt.2018070102}, number = {3}, journal = {International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)}, author = {Morgana, Valentina and Shrestha, Prithvi N.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/ijcallt.2018070102 10/gf62jp 2129771:VHGTGPID}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Canada CAN, \_C:China CHN, \_C:Cuba CUB, \_C:France FRA, \_C:Italy ITA, \_C:Malaysia MYS, \_C:Sweden SWE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {29--49}, } @article{muianga_teacher_2018, title = {From teacher oriented to student centered learning, developing an {ICT} supported learning approach at the {Eduardo} {Mondlane} {University}, {Mozambique}}, volume = {17}, url = {http://www.tojet.net/articles/v17i3/1735.pdf}, abstract = {Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored - using action research strategy - to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students’ information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills.}, language = {English}, number = {3}, journal = {TOJET: The Turkish Online Journal of Educational Technology}, author = {Muianga, Xavier and Klomsri, Tina and Tedre, Matti and Mutimucuio, Inocente}, year = {2018}, note = {Place: Adapazari Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2071526082?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:CSQNR7VP 2534378:4GPZLTRP 2534378:8TQDH5CL 2534378:DBJAFQ3G 2534378:JCZ7J9WU 2534378:XPGZVM9Y}, keywords = {Action Research, Action research, Classroom communication, College Students, College students, Colleges \& universities, Content Analysis, Content analysis, Cooperative Learning, Cooperative learning, Distance learning, ERIC, Current Index to Journals in Education (CIJE), Education, Education--Teaching Methods And Curriculum, Educational Change, Electronic Learning, Environmental Education, Foreign Countries, Higher Education, Independent Study, Information Management, Information Technology, Information management, Information technology, Integrated Learning Systems, Interviews, Knowledge management, Learning, Learning Strategies, Literacy, Management Systems, Metacognition, Modernization, Motivation, Mozambique, Observation, Online instruction, Outcomes of Education, Pedagogy, Pilot Projects, Problem Solving, Problem based learning, Problem solving, Semi Structured Interviews, Skill Development, Skills, Student Attitudes, Student Centered Learning, Student Motivation, Students, Teachers, Teaching, Teaching Methods, Teaching methods, Technological Literacy, Universities, Web 2.0, Web 2.0 Technologies, Webs, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097827, \_\_finaldtb, ⛔ No DOI found}, pages = {47--53}, } @article{mulenga_policy_2018, title = {Policy and practice: roles of the guidance and counseling teachers in the implementation of the girls’ reentry policy in selected schools in {Lusaka}, {Zambia}.}, shorttitle = {Policy and practice}, url = {http://dspace.unza.zm/handle/123456789/6587}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale and Mukaba, Brenda}, year = {2018}, note = {Publisher: Journal of Education and Practice KerkoCite.ItemAlsoKnownAs: 2129771:PBND6QHC 2129771:XH36HK83}, keywords = {⛔ No DOI found}, } @phdthesis{mwakabenga_developing_2018, type = {{PhD} {Thesis}}, title = {Developing teacher-led professional learning in a {Tanzanian} secondary school: a thesis presented in partial fulfilment of the requirements for the degree of {Doctor} of {Philosophy} in {Education} at {Massey} {University}, {Manawatū}, {New} {Zealand}}, shorttitle = {Developing teacher-led professional learning in a {Tanzanian} secondary school}, school = {Massey University}, author = {Mwakabenga, Rehema Japhet}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EJLIILMC 2129771:NIA5JA3I 2129771:ULPHVD3Y}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Bhutan BTN, \_C:Botswana BWA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Central African Republic CAF, \_C:China CHN, \_C:Czech Republic CZE, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Iceland ISL, \_C:India IND, \_C:Iran IRN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Lithuania LTU, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @book{naveed_importance_2018, title = {The {Importance} of {Educating} {Girls} in the {Newly} {Merged} {Districts} of {Khyber} {Pakhtunkhwa}, {Pakistan}: {Policy} {Paper}}, url = {https://eric.ed.gov/?id=ED592792}, abstract = {The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life.}, language = {en}, urldate = {2020-12-01}, publisher = {Center for Universal Education at The Brookings Institution}, author = {Naveed, Sumbal}, year = {2018}, note = {Publication Title: Center for Universal Education at The Brookings Institution KerkoCite.ItemAlsoKnownAs: 2339240:PD3LB7X3 2405685:L554ELH5}, keywords = {Access to Education, Attitude Change, Barriers, Community Involvement, Cultural Influences, Educational Finance, Educational Planning, Educational Quality, Equal Education, Equal Opportunities (Jobs), Females, Foreign Countries, Gender Bias, Governance, Government Role, Males, Political Issues, Single Sex Schools, Social Attitudes, Teacher Competencies, Transportation, War, Women Faculty}, } @inproceedings{ndlovu_themes_2018, title = {Themes in mathematics teacher professional learning research in {South} {Africa}: {A} review of the period 2006–2015}, doi = {10.1007/978-3-319-72170-5_22}, booktitle = {Invited {Lectures} from the 13th {International} {Congress} on {Mathematical} {Education}}, publisher = {Springer, Cham}, author = {Ndlovu, Mdutshekelwa}, year = {2018}, pages = {385--399}, } @article{pareja_roblin_practical_2018, title = {Practical considerations informing teachers’ technology integration decisions: the case of tablet {PCs}}, shorttitle = {Practical considerations informing teachers’ technology integration decisions}, doi = {10.1080/1475939x.2017.1414714}, journal = {Technology, Pedagogy and Education}, author = {Pareja Roblin, Natalie and Tondeur, Jo and Voogt, Joke and Bruggeman, Bram and Mathieu, Griet and van Braak, Johan}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939x.2017.1414714 10/gdm2tp 2129771:N8DNEMV8 2129771:TEGRQGJW}, keywords = {\_\_C:filed:1}, pages = {1--17}, } @article{piper_identifying_2018, title = {Identifying the essential ingredients to literacy and numeracy improvement: {Teacher} professional development and coaching, student textbooks, and structured teachers’ guides}, volume = {106}, issn = {0305750X}, shorttitle = {Identifying the essential ingredients to literacy and numeracy improvement}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0305750X18300287}, doi = {10.1016/j.worlddev.2018.01.018}, abstract = {Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or technology are required for program impact. The Kenya Primary Math and Reading Initiative was a randomized controlled trial that compared three treatment groups with specific ingredients and a control group. Using literacy and numeracy outcome measures for grades 1 and 2, we evaluated the benefits of the following ingredients: (1) teacher PD and teacher instructional support and coaching; (2) revised student books in literacy and numeracy, at a 1:1 ratio, added to PD and instructional support; and (3) structured teacher lesson plans added to student books, PD, and instructional support. We found that two of the three combinations of ingredients had statistically significant positive impacts on learning outcomes. The results showed that the third combination—PD, teacher instructional support and coaching, 1:1 student books, and structured teacher lesson plans—was most effective. A cost-effectiveness analysis on the ingredients showed that the option of PD and instructional support, 1:1 revised books, and teachers’ guides was the most expensive, but that the additional impact on learning made this the most cost-effective intervention. This study rigorously analyzes which ingredients for literacy and numeracy improvement would be most effective for overall impact, and suggests to policy makers that careful decisions regarding program ingredients will lead to more effectively designed and implemented interventions to improve learning in developing countries.}, language = {en}, urldate = {2019-10-03}, journal = {World Development}, author = {Piper, Benjamin and Simmons Zuilkowski, Stephanie and Dubeck, Margaret and Jepkemei, Evelyn and King, Simon J.}, month = jun, year = {2018}, note = {EdTechHub.Source: 2405685:5LADY8ET KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2018.01.018 10/gftrqf 2129771:33CKNBHY 2129771:3IIW96ZB 2129771:5IBWLA7Z 2129771:7U8IX8AM 2129771:94WMN93F 2129771:HXGME4VR 2129771:U59MFDNU 2339240:AUEREUTT 2339240:NNWXI67C 2339240:QWI89XDJ 2339240:X37484JK 2405685:37II7RPP 2405685:4PBTS4CP 2405685:5LADY8ET 2405685:L36BGXMK 2405685:PT6BTPEC 2405685:RIK9NWV4 2486141:N4TQS2MG 2534378:E5TCHLS4 2534378:QFTE8W6H 503888:J7J64Z2I}, keywords = {Africa, C:Kenya, Literacy, Numeracy, Program Evaluation, Program evaluation, Quantitative, Randomized controlled trial, Reading, Teacher Professional Development, \_\_C:filed:1, \_\_\_duplicate\_item, \_\_\_working\_potential\_duplicate, \_genre:PR-primary\_research, \_yl:a, interesting, numeracy, randomized control trial}, pages = {324--336}, } @article{popova_global_2018, title = {Global {Landscape} of {Teacher} {Professional} {Development} {Programs}: {The} {Gap} between {Evidence} and {Practice}}, volume = {1}, number = {117}, journal = {Population and Development Review}, author = {Popova, Anna and Evans, David K. and Breeding, Mary E. and Arancibia, Violeta}, year = {2018}, keywords = {⛔ No DOI found}, pages = {42}, } @article{postholm_teachers_2018, title = {Teachers’ professional development in school: {A} review study}, volume = {5}, shorttitle = {Teachers’ professional development in school}, doi = {10.1080/2331186X.2018.1522781}, number = {1}, journal = {Cogent education}, author = {Postholm, May Britt}, year = {2018}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/2331186X.2018.1522781 2129771:35AC89A9 2129771:XJ3G444D}, keywords = {\_\_C:filed:1}, pages = {1522781}, } @phdthesis{ramsey_qualitative_2018, type = {{PhD} {Thesis}}, title = {A {Qualitative} {Study}: {Perception} of {Preschool} {Teachers} {Use} of {Technology} in {Preparing} for {School} {Readiness}}, shorttitle = {A {Qualitative} {Study}}, school = {Northcentral University}, author = {Ramsey, Lesley C.}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:PTT8PSY5}, keywords = {\_\_C:filed:1}, } @article{rana_shift_2018, title = {A shift from traditional pedagogy in {Nepali} rural primary schools? {Rural} teachers' capacity to reflect {ICT} policy in their practice}, volume = {14}, issn = {1814-0556, 1814-0556}, url = {https://www.researchgate.net/publication/330181660_A_shift_from_traditional_pedagogy_in_Nepali_Rural_Primary_Schools_Rural_teachers'_capacity_to_reflect_ICT_policy_in_their_practice}, abstract = {Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can access and the training they received. Teachers' accounts of their experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). The article argues that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.}, language = {English}, number = {3}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Rana, Karna and Greenwood, Janinka and Fox-Turnbull, Wendy and Wise, Stuart}, year = {2018}, note = {Publisher: International Journal of Education and Development using Information and Communication Technology, University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados KerkoCite.ItemAlsoKnownAs: 2405685:T6EJ9BDE 2534378:H2JFVWZQ 2534378:P4PFEH9F 2534378:RWLKMDIV 2534378:SYALBK7W 2534378:YJFPUL5N}, keywords = {Computer Uses in Education, Conventional Instruction, Curricula, ERIC, Current Index to Journals in Education (CIJE), Education, Educational Change, Educational technology, Elementary Education, Elementary School Teachers, Elementary Schools, Elementary schools, Foreign Countries, Learning, Nepal, Pedagogy, Rural Schools, Rural areas, Rural schools, School environment, Teacher Attitudes, Teacher education, Teaching, Teaching Experience, Technology Integration, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095916, \_\_finaldtb, ⛔ No DOI found}, pages = {149--166}, } @article{reichert_teacher_2018, title = {Teacher practices during {Y} ear 4 of a one-to-one mobile learning initiative}, volume = {34}, doi = {10.1111/jcal.12283}, number = {6}, journal = {Journal of Computer Assisted Learning}, author = {Reichert, Michael and Mouza, Chrystalla}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12283 10/gfnwsr 2129771:MC3QRRUW}, keywords = {\_\_C:filed:1}, pages = {762--774}, } @book{richardson_teachers_2018, title = {Teachers of {Refugees}: {A} {Review} of the {Literature}}, isbn = {978-1-909437-95-1}, shorttitle = {Teachers of {Refugees}}, url = {https://eric.ed.gov/?id=ED588878}, abstract = {The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers -- that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.]}, language = {en}, urldate = {2021-03-07}, publisher = {Education Development Trust}, author = {Richardson, Emily}, year = {2018}, note = {Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2129771:PAW48PJ7}, keywords = {Access to Education, Civil Rights, Compensation (Remuneration), Faculty Development, Financial Support, Foreign Countries, Incentives, Refugees, Research Needs, Teacher Certification, Teacher Education, Teacher Persistence, Teacher Recruitment, Teacher Role, Teacher Selection, \_C:Afghanistan AFG, \_C:Algeria DZA, \_C:Bangladesh BGD, \_C:Bhutan BTN, \_C:Bosnia and Herzegovina BIH, \_C:Burkina Faso BFA, \_C:Cameroon CMR, \_C:Chad TCD, \_C:Congo XCO, \_C:Croatia HRV, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Greece GRC, \_C:Guinea GIN, \_C:Iraq IRQ, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Malaysia MYS, \_C:Nepal NPL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Syrian Arab Republic SYR, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1}, } @book{richardson_teachers_2018, title = {Teachers of {Refugees}: {A} {Review} of the {Literature}.}, isbn = {1-909437-95-6}, publisher = {ERIC}, author = {Richardson, Emily}, year = {2018}, } @article{rosser_political_2018, title = {The political economy of teacher management reform in {Indonesia}}, volume = {61}, issn = {07380593}, url = {https://linkinghub.elsevier.com/retrieve/pii/S073805931730367X}, doi = {10.1016/j.ijedudev.2017.12.005}, abstract = {Indonesia faces serious problems in the number, cost, quality and distribution of teachers. In recent years, its central government has introduced a range of reforms to address these problems but they have produced modest results. This paper suggests that this outcome reflects the way in which predatory political and bureaucratic elites have used the school system for decades to accumulate resources, distribute patronage, mobilize political support, and exercise political control rather than promote improved learning outcomes. Efforts to reduce teacher numbers, enhance teacher quality, and improve teacher distribution have accordingly constituted an assault on the interests of these elites, provoking powerful, if often subterranean, resistance. Broadly, reform has only occurred where the central government has employed policy instruments that have disciplined local governments and maintained a commitment to these instruments in the face of resistance. The paper concludes by assessing the implications for Indonesian education.}, language = {en}, urldate = {2021-03-07}, journal = {International Journal of Educational Development}, author = {Rosser, Andrew and Fahmi, Mohamad}, month = jul, year = {2018}, keywords = {\_C:Australia AUS, \_C:Indonesia IDN, \_C:Netherlands NLD, \_C:Singapore SGP, \_C:Thailand THA, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1}, pages = {72--81}, } @article{samsonova_elementary_2018, title = {Elementary {Teachers}’ {Uses} and {Perceptions} of {Interactive} {Whiteboards} for {Instruction}}, volume = {17}, doi = {10.26803/ijlter.17.8.2}, number = {8}, journal = {International Journal of Learning, Teaching and Educational Research}, author = {Samsonova, Olga}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.26803/ijlter.17.8.2 2129771:FWJYRTY5}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:France FRA, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:North Cyprus XNCYP, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {17--35}, } @article{sims_characteristics_2018, title = {Characteristics of effective teacher professional development: what we know, what we don’t, how we can find out}, abstract = {Several influential reviews and one meta-review have converged on the position that teacher professional development (PD) is more effective when it is: sustained, collaborative, subjectspecific, draws on external expertise, has buy-in from teachers and is practice-based. This consensus view has now been incorporated in government policy and official guidance in several countries. Despite this, several recent PD programmes incorporating these characteristics have failed to have any detectable impact on pupil attainment. This article reviews the evidence underpinning the consensus, arguing that the reviews on which it based are methodologically flawed because they employ inappropriate exclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. Researchers would make more progress on identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously-evaluated PD interventions.}, language = {en}, author = {Sims, Sam and Fletcher-Wood, Harry}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XYX9EQ5V 2405685:75VHL4AH}, keywords = {C:International, \_\_C:filed:1, ⛔ No DOI found}, } @phdthesis{taner_digital_2018, type = {{MRes}}, title = {Digital literacies for international teacher education: a {Ghanaian} perspective}, shorttitle = {Digital literacies for international teacher education}, url = {http://oro.open.ac.uk/54964/}, abstract = {Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.}, urldate = {2019-11-19}, school = {The Open University}, author = {Taner, Lisa}, year = {2018}, note = {http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UNPAN57F 2534378:GVRULWW2 2534378:SQKD29GI}, keywords = {\_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Education management, \_THEME: Open systems, \_THEME: School management, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2426091, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, } @techreport{tauson_edtech_2018, address = {UK}, title = {{EdTech} for learning in emergencies and displaced settings — a rigorous review and narrative synthesis}, url = {https://www.savethechildren.org.uk/content/dam/global/reports/education-and-child-protection/edtech-learning.pdf}, institution = {Save the Children}, author = {Tauson, Michaelle and Stannard, Luke}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G8GRKFFX 2405685:H2SWIIEB 2534378:WMLTBU37}, keywords = {IMPORT\_FROM\_DFID\_RITE, Important, Read, \_THEME: Teacher Professional Development, \_\_\_working\_potential\_duplicate}, } @article{ubit_teacher_2018, title = {Teacher {Professional} {Development} at a {Tsunami}-{Affected} {School} in {Banda} {Aceh}}, volume = {17}, issn = {2202-493X}, url = {https://eric.ed.gov/?q=%22teacher+development%22+with+%22natural+disaster%22&id=EJ1184018}, abstract = {The 2004 tsunami in Aceh resulted in significant post-disaster problems which extended far beyond the loss of possessions and infrastructure destruction. In addition to having to deal with their own problems as a consequence of the tsunami, teachers were faced with the additional problems arising from working with children who had been exposed to the traumatic event. Teacher professional development was regarded as an important support mechanism to help teachers in this period. Findings from a qualitative study conducted in one school affected by the tsunami in Banda Aceh provided evidence that teachers indeed needed professional development that went beyond enhancing their knowledge and skills to teach their subjects to working with young people affected by the traumatic event. This paper discusses teacher professional development, focusing on the five criteria for effective professional development proposed by Desimone.}, language = {en}, number = {2}, urldate = {2021-02-12}, journal = {International Education Journal: Comparative Perspectives}, author = {Ubit, Fadliadi and Bartholomaeus, Pam}, year = {2018}, note = {Publisher: Australian and New Zealand Comparative and International Education Society KerkoCite.ItemAlsoKnownAs: 2129771:LN6H7GUC}, keywords = {Case Studies, Evaluation Criteria, Faculty Development, Foreign Countries, Interviews, Junior High School Students, Junior High Schools, Natural Disasters, Program Effectiveness, Public School Teachers, Qualitative Research, Secondary School Teachers, Trauma, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:India IND, \_C:Indonesia IDN, \_C:Jordan JOR, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Myanmar MMR, \_C:Seychelles SYC, \_C:Singapore SGP, \_C:Somalia SOM, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_C:Thailand THA, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {102--114}, } @misc{uis_uis_2018, title = {{UIS} {Statistics} {\textbar} {Percentage} of {Qualified} {Teachers} by {Education} {Level}}, url = {http://data.uis.unesco.org/}, urldate = {2020-07-15}, author = {UIS}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2V6QLYMN 2486141:5AHXGKY2}, } @article{vladimirschi_professional_2018, title = {{PROFESSIONAL} {DEVELOPMENT} {GUIDELINES} {FOR} {OER}: {A} {CASE} {STUDY} {OF} {BRAZILIAN} {FUNDAMENTAL} {EDUCATION} {PUBLIC} {SCHOOL} {TEACHERS}}, shorttitle = {{PROFESSIONAL} {DEVELOPMENT} {GUIDELINES} {FOR} {OER}}, author = {Vladimirschi, Viviane}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PNBAC9RW}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{vrikki_teacher_2018, title = {The {Teacher} {Scheme} for {Educational} {Dialogue} {Analysis} ({T}-{SEDA}): {Developing} a research-based observation tool for supporting teacher inquiry into pupils' participation in classroom dialogue}, volume = {42}, issn = {1743727X}, shorttitle = {The teacher scheme for educational dialogue analysis ({T}-{SEDA})}, url = {https://www.tandfonline.com/doi/abs/10.1080/1743727X.2018.1467890}, doi = {10.1080/1743727X.2018.1467890}, abstract = {In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation.}, language = {en}, number = {2}, journal = {International Journal of Research and Methods in Education}, author = {Vrikki, M. and Kershner, R. and Calcagni, E. and Hennessy, S. and Lee, L. and Hernández, F. and Estrada, N. and Ahmed, F.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1743727X.2018.1467890 10/ggd696 2129771:TJGPVXL7 2129771:WB24CZ3B 2339240:42M8SED4 2339240:WRAQJ9VC 2486141:FMNRDDZP 503888:H7C7NCFT}, keywords = {Analytic tool, CitedIn:eCubed, Classroom observation, Done:ReferenceFixed, Education, Teachers, classroom observation, eCubed, educational dialogue, equitable participation, reflective practice, teacher inquiry}, pages = {185--203}, } @article{wambugu_massive_2018, title = {Massive {Open} {Online} {Courses} ({MOOCs}) for {Professional} {Teacher} and {Teacher} {Educator} {Development}: {A} {Case} of {TESSA} {MOOC} in {Kenya}.}, volume = {6}, shorttitle = {Massive {Open} {Online} {Courses} ({MOOCs}) for {Professional} {Teacher} and {Teacher} {Educator} {Development}}, doi = {10.13189/ujer.2018.060604}, number = {6}, journal = {Universal Journal of Educational Research}, author = {Wambugu, Patriciah W.}, year = {2018}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2018.060604 2129771:WTA327GX}, keywords = {\_C:China CHN, \_C:Kenya KEN, \_\_C:filed:1, \_\_C:scheme:1}, pages = {1153--1157}, } @techreport{wang_moocs_2018, address = {Beijing, China}, title = {{MOOCs} as an alternative for teacher professional development: examining learner persistence in one {Chinese} {MOOC}}, copyright = {Creative Commons Attribution 4.0 International License: https://creativecommons.org/licenses/by/4.0/.}, url = {http://dl4d.org/wp-content/uploads/2018/05/China-MOOC.pdf}, abstract = {Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15\% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher-learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacher-learners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs.}, institution = {Peking University}, author = {Wang, Qiong and Chen, Bodong and Fan, Yizhou and Zhang, Guogang}, year = {2018}, note = {Publisher: Foundation for Information Technology Education and Development, Inc.(FIT-ED) KerkoCite.ItemAlsoKnownAs: 2534378:KW6CG8KS 2534378:WIIQZEB5}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425977, \_\_finaldtb, tpdsysrev\_potential\_duplicate, ⛔ No DOI found}, } @article{wohlfahrt_primary_2018, title = {Primary {Teacher} {Education} in {Rural} {Cameroon}: {Can} {Informal} {Learning} {Compensate} for the {Deficiencies} in {Formal} {Training}?}, doi = {10.1080/18146627.2016.1224586}, abstract = {The objective of the research on which this article reports was to evaluate the training conditions of primary school teachers in rural Cameroon, so as to identify alternative paths towards their qualification through informal learning in the workplace and outside. Following Denzin's (2009) between-methods triangulation approach, quantitative techniques, including statistical analyses and standardised questionnaires, were applied in addition to qualitative techniques, such as face-to-face interviews and observations of practising teachers and experts. The article presents the most common learning strategies of teachers in rural areas of Cameroon and recommends seminal solutions for teacher education. It can be concluded that informal learning in the workplace corresponds to traditional ways of learning in collectivist-oriented, oral societies in rural areas. Therefore, the combination of informal methods with formal structures of teacher education could improve the current educational system of many African countries, and provide a solution to meet the high demand for qualified staff within restricted budgets.}, language = {en}, journal = {Africa Education Review}, author = {Wohlfahrt, Melanie U}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2016.1224586 10/gfv9vv 2129771:EYKMC27A 2317526:NXXB9H78}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Cameroon, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:attitude, F:learning, F:qualification, F:standards, F:teaching, F:teaching method, P:media, P:school teacher, P:teacher education, P:teachers, Q:informal learning, R:interview, R:observation, R:qualitative, R:quantitative, R:questionnaire, R:trial, T:Ausbildung, T:Training, T:workplace education, Z:Elementary school teachers, Z:Learning, Z:Rural areas, Z:Rural schools, Z:Teacher education, publicImportV1}, } @article{wolf_impacts_2018, title = {Impacts of {Pre}-{Service} {Training} and {Coaching} on {Kindergarten} {Quality} and {Student} {Learning} {Outcomes} in {Ghana}}, doi = {10.1016/j.stueduc.2018.05.001}, abstract = {Using a randomized-control trial, this study evaluates a program designed to support Ghanaian kindergarten student-teachers during pre-service training through mentorship and in-classroom training. Several potential barriers to improved teaching quality and learning outcomes are examined. Findings show that the program improved knowledge and implementation of the national curriculum for individuals both when they were student-teachers and, the following year, when they became newly qualified teachers (NQTs). There were mixed impacts on professional well-being, increasing personal accomplishment and motivation but decreasing job satisfaction for NQTs. There were mixed impacts on teaching quality, with increases in child-led learning but decreases in some other aspects of quality. There were no impacts on NQTs’ student learning outcomes. The findings highlight system level challenges with both the posting of NQTs and the absence of support in their first teaching year. Implications for global early childhood education policy and teacher education are discussed.}, language = {en}, journal = {Studies in Educational Evaluation}, author = {Wolf, Sharon}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.stueduc.2018.05.001 10/gf62pq 2129771:SM5UVAZ4 2317526:ISEA45I5}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CCZ:Ghana, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:curriculum, F:learning, F:motivation, F:outcomes, F:policy, F:teaching, P:measurement, P:services, P:teacher education, P:teacher training, P:teachers, R:impact, R:trial, T:Training, Z:early childhood education, Z:kindergarten, Z:pre-service training, Z:sub-Saharan Africa, Z:teacher training, \_C:Ghana GHA, publicImportV1}, } @article{wolf_measuring_2018, title = {Measuring and predicting process quality in {Ghanaian} pre-primary classrooms using the {Teacher} {Instructional} {Practices} and {Processes} {System} ({TIPPS})}, doi = {10.1016/j.ecresq.2018.05.003}, abstract = {© 2018 Elsevier Inc. In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System©(TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.}, language = {en}, journal = {Early Childhood Research Quarterly}, author = {Wolf, Sharon and Raza, Mahjabeen and Kim, Sharon and Aber, J. Lawrence and Behrman, Jere and Seidman, Edward}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2018.05.003 10/gfjkng 2129771:RR2UQS7G 2317526:AH9T7QFQ}, keywords = {-FullBiblioUHMLgen, -RRQ:LOW, A:Sub-Saharan Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:middle-income country, F:access, F:learning, F:outcomes, F:policy, P:culture, P:measurement, P:nature, P:social, P:teacher education, P:teachers, R:observation, T:Training, Z:Pre-primary school, Z:Process quality, Z:School readiness, Z:Sub-Saharan Africa, Z:Teacher education, Z:Teacher-child interactions, \_C:Ghana GHA, publicImportV1}, } @article{saito_not_2017, title = {Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information}, volume = {18}, issn = {14623943}, url = {https://www.researchgate.net/publication/319067859_Not_just_for_special_occasions_supporting_the_professional_learning_of_teachers_through_critical_reflection_with_audio-visual_information}, doi = {10.1080/14623943.2017.1361921}, abstract = {Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER]}, number = {6}, journal = {Reflective Practice}, author = {Saito, Eisuke and Khong, Thi Diem Hang}, month = dec, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/14623943.2017.1361921 2534378:8GYBJJ8Z 2534378:R2HCJDDM Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=126003617\&site=ehost-live\&scope=site}, keywords = {ADULTS, AUDIOVISUAL aids in education, AUDIOVISUAL materials, CRITICAL thinking studies, DATA analysis software, DESCRIPTIVE statistics, EDUCATION, FOCUS groups, INTERVIEWING, PROFESSIONAL education, PROFESSIONAL employee training, REFLECTION (Philosophy), RESEARCH funding, Reflective practice, SCHOOL administrators, TEACHER training, TEACHING, THEMATIC analysis, VIETNAM, Vietnam, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099873, \_\_finaldtb, critical reflection, professional learning, teacher professional development, vide-flection}, pages = {837--851}, } @book{ramachandran_getting_2017, title = {Getting the {Right} {Teachers} into the {Right} {Schools}: {Managing} {India}'s {Teacher} {Workforce}}, isbn = {978-1-4648-0988-0}, shorttitle = {Getting the {Right} {Teachers} into the {Right} {Schools}}, abstract = {India's landmark Right of Children to Free and Compulsory Education Act (2009) guarantees education to all children aged 6-14 years. The Act mandates specific student-teacher ratios and emphasizes teacher quality. Writing this into legislation took seven years, but the seven years since has proven that ensuring effective teachers are recruited and placed in all schools in a time-bound manner is considerably more challenging. This report takes a detailed look at the complexity of the teacher management landscape in elementary and secondary schools in nine Indian states. On a daily basis, the administrative machinery of these states has to manage between 19,000 to nearly a million teachers in different types of schools and employment contracts, and cope with recruiting thousands more and distributing them equitably across schools. This report examines the following issues: official requirements for becoming a schoolteacher in India; policies and processes for teacher recruitment, deployment and transfers; salaries and benefits of teachers; professional growth of teachers; and grievance redressal mechanisms for teachers. For the first time in India, this report compares and contrasts stated policy with actual practice in teacher management in the country, using a combination of primary and secondary data. In so doing, the report reveals the hidden challenges and the nature of problems faced by administrators in attempting to build an effective teacher workforce which serves the needs of all of India’s 200 million school children. The report examines states with varying characteristics, thus generating knowledge and evidence likely to be of interest to policy makers and practitioners in a wide range of contexts.}, language = {en}, publisher = {World Bank Publications}, author = {Ramachandran, Vimala and Béteille, Tara and Linden, Toby and Dey, Sangeeta and Chatterjee, Prerna Goel}, month = nov, year = {2017}, note = {Google-Books-ID: SQpADwAAQBAJ}, keywords = {Education / General, Education / Professional Development}, } @techreport{asim_moving_2017, type = {World {Bank} {Policy} {Report}}, title = {Moving teachers to {Malawi}’s remote communities: {A} data-driven approach to teacher deployment}, shorttitle = {Moving teachers to {Malawi}’s remote communities}, abstract = {There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.}, language = {en}, urldate = {2021-03-07}, author = {Asim, Salman and Chimombo, Joseph and Chugunov, Dmitry and Gera, Ravinder}, month = nov, year = {2017}, keywords = {Data-driven model, Deployments, Lebanon\_event\_2021, Malawi, Political economy, Schools, Teachers, \_C:Brazil BRA, \_C:Gambia GMB, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Italy ITA, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Philippines PHL, \_C:Singapore SGP, \_\_C:filed:1, \_\_C:scheme:1}, } @misc{world_bank_allo_2017, title = {Allô École! {Using} mobile technologies to connect government, teachers, and parents}, url = {https://www.worldbank.org/en/news/feature/2017/11/16/allo-ecole-using-mobile-technologies-to-connect-government-teachers-and-parents}, abstract = {A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC.}, language = {en}, urldate = {2020-09-16}, journal = {World Bank}, author = {World Bank}, month = nov, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8NLR2ECY 2405685:AALGLPHJ}, keywords = {C: Democratic Republic of Congo}, } @article{machaba_pedagogical_2017, title = {Pedagogical {Demands} in {Mathematics} and {Mathematical} {Literacy}: {A} {Case} of {Mathematics} and {Mathematical} {Literacy} {Teachers} and {Facilitators}}, volume = {14}, issn = {13058223}, shorttitle = {Pedagogical {Demands} in {Mathematics} and {Mathematical} {Literacy}}, url = {https://www.ejmste.com/article/pedagogical-demands-in-mathematics-and-mathematical-literacy-a-case-of-mathematics-and-mathematical-5244}, doi = {10.12973/ejmste/78243}, abstract = {The purpose of this article is to examine teachers’ and facilitators’ (subject advisors) views of the approaches to teaching mathematics and mathematical literacy (ML). Using Bernstein’s (1996) constructs of recognition and realisation rules, I analysed data from interviews conducted with mathematics and ML teachers and facilitators. The analysis shows that some teaching strategies are associated with mathematics and others with ML. That is, teachers and facilitators refer to teaching strategies that are domain specific (mathematics and ML). I therefore ask what it means for teaching strategies to be domain specific, particularly in the context of mathematics and ML.}, language = {en}, number = {1}, urldate = {2022-04-29}, journal = {EURASIA Journal of Mathematics, Science and Technology Education}, author = {Machaba, France Masilo}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.12973/ejmste/78243 2486141:M29F3K2N}, } @article{gokdas_examining_2017, title = {Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables}, volume = {17}, issn = {13030485}, url = {https://www.researchgate.net/publication/319283701_Examining_the_Impact_of_Instructional_Technology_and_Material_Design_Courses_on_Technopedagogical_Education_Competency_Acquisition_According_to_Different_Variables/link/59ac2cf7aca272f8a15887c9/download}, doi = {10.12738/estp.2017.5.0322}, abstract = {The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers’ technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers’ technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre- and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers’ acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.}, language = {English}, number = {5}, journal = {Kuram ve Uygulamada Egitim Bilimleri}, author = {Gokdas, Ibrahim and Torun, Fulya}, month = oct, year = {2017}, note = {Place: Istanbul Publisher: EDAM (Educational Consultancy Ltd.) KerkoCite.ItemAlsoKnownAs: 10.12738/estp.2017.5.0322 2405685:XJ6W8XN4 2534378:GJ3VLQ36 2534378:WA8MCE6F 2534378:XN65FFGQ}, keywords = {Communication, Computers, Core curriculum, Early childhood education, Education, Educational technology, Knowledge, Learning, Mathematics, Pedagogy, Preschool education, Science education, Social research, Students, Teacher education, Teaching methods, Web 2.0, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2095985, \_\_finaldtb}, pages = {1733--1758}, } @techreport{wright_teachers_2017, title = {Teachers and the {Teaching} {Profession} in {Sierra} {Leone}: {A} {Comprehensive} {Situation} {Analysis}}, institution = {TSC}, author = {Wright, Cream}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7TAK5P96 2129771:L5SHN8BJ 2339240:BPP6QJJT 2405685:K3L9HBBP 2601447:KDYSFZB9 4556019:GI25ICPJ}, keywords = {\_C:Sierra Leone SLE}, } @incollection{hardman_school-based_2017, address = {New York : Routledge, 2017.}, edition = {1}, title = {School-{Based} {Teacher} {Professional} {Development} in {East} {Africa}: {Emerging} {Lessons} from {Kenya} and {Tanzania}}, isbn = {978-1-315-71006-8}, url = {https://www.taylorfrancis.com/books/9781317487821/chapters/10.4324/9781315710068-34}, abstract = {This chapter discusses the main challenges facing both governments and the international donor community in the East African region as they implement effective teacher professional development. It reviews the emerging evidence suggesting educational quality is largely obtained by engaging teachers in reviewing their pedagogical processes at the school and classroom levels. It concludes with a discussion of the key priorities for policymakers in Kenya, Tanzania and East Africa more generally as they work towards improving pedagogical practices of both teachers and teacher educators and raising learning outcomes for all children as part of the new post-2015 education agenda.}, language = {en}, urldate = {2020-10-20}, booktitle = {International {Handbook} of {Teacher} {Quality} and {Policy}}, publisher = {Routledge}, author = {Hardman, Jan}, editor = {Akiba, Motoko and LeTendre, Gerald K.}, month = sep, year = {2017}, doi = {10.4324/9781315710068-34}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9781315710068-34 2129771:7SKAMBEG 2129771:N74HV2IR}, keywords = {\_C:Canada CAN, \_C:Cuba CUB, \_C:Finland FIN, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Malawi MWI, \_C:Senegal SEN, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {517--527}, } @book{piper_cambodia_2017, address = {Research Triangle Park, NC}, title = {Cambodia teacher professional development policy options brief. {Prepared} for the {United} {States} {Agency} for {International} {Development} ({USAID})/{Cambodia} under {All} {Children} {Reading} – {Asia} ({ACR}–{Asia}), {All} {Children} {Reading} – {Cambodia}, {Contract} {No}}, volume = {16}, url = {http://pdf.usaid.gov/pdf_docs/PA00N2RT.pdf.}, publisher = {RTI International}, author = {Piper, B. and Spratt, J.}, month = sep, year = {2017}, note = {Issue: 17 Pages: 00017}, } @misc{noauthor_inee_2017, title = {{INEE} {Guidance} {Notes} on {Teacher} {Compensation} in {Fragile} {States}, {Situations} of {Displacement} and {Post}-{Crisis} {Recovery}}, url = {https://resourcecentre.savethechildren.net/library/inee-guidance-notes-teacher-compensation-fragile-states-situations-displacement-and-post-0}, abstract = {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.}, language = {en}, urldate = {2021-02-11}, journal = {Resource Centre}, month = aug, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UK2B7NIC}, } @article{jukes_improving_2017, title = {Improving literacy instruction in {Kenya} through teacher professional development and text messages support: {A} cluster randomized trial}, volume = {10}, issn = {1934-5747, 1934-5739}, shorttitle = {Improving {Literacy} {Instruction} in {Kenya} {Through} {Teacher} {Professional} {Development} and {Text} {Messages} {Support}}, url = {https://doi.org/10.1080/19345747.2016.1221487.}, doi = {10.1080/19345747.2016.1221487}, abstract = {We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3\% to 2.1\%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.}, language = {en}, number = {3}, journal = {Journal of Research on Educational Effectiveness}, author = {Jukes, M.C.H. and Turner, E.L. and Dubeck, M.M. and Halliday, K.E. and Inyega, H.N. and Wolf, S. and Brooker, S.J.}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2016.1221487 10/gftrwn 2129771:H8IPEMSP 2339240:WQWT3F9T 2405685:KF3AT824 2405685:NZMWQR53 2405685:ZPZ33ATM 2534378:5AX7B2XZ 2534378:69A797YC 2534378:6YQFC9JR 2534378:DNVP68DF 2534378:JCAY2TT6 2534378:LP5IEPIP 2534378:M4JQTSXE 2534378:NJKCAKUT}, keywords = {Africa, Classroom Observation Techniques, Dropout Rate, ERIC, Current Index to Journals in Education (CIJE), Early Childhood Education, Effect Size, Elementary Education, Elementary School Students, Elementary School Teachers, Faculty Development, Foreign Countries, Grade 1, Grade 2, Handheld Devices, Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs, Intelligence Tests, Intervention, Interviews, Kenya, Literacy Education, Maximum Likelihood Statistics, Pretests Posttests, Primary Education, Program Effectiveness, Promising Interventions Are Great, but Are They Enough?, Questionnaires, RCT, Randomized Controlled Trials, Raven Progressive Matrices, Rural Schools, Statistical Analysis, Teacher Improvement, Teaching Methods, Telecommunications, What We Are Learning About Early Education in Sub-Saharan Africa, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096051, \_\_\_working\_potential\_duplicate, \_\_finaldtb, early grade reading, literacy instruction}, pages = {449--481}, } @article{shepler_understanding_2017, title = {Understanding {Sierra} {Leonean} and {Liberian} teachers’ views on discussing past wars in their classrooms}, volume = {53}, issn = {0305-0068, 1360-0486}, url = {https://www.tandfonline.com/doi/full/10.1080/03050068.2017.1338641}, doi = {10.1080/03050068.2017.1338641}, language = {en}, number = {3}, urldate = {2022-12-25}, journal = {Comparative Education}, author = {Shepler, Susan and Williams, James H.}, month = jul, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2017.1338641 2129771:68VY6GT6}, keywords = {\_C:Sierra Leone SLE}, pages = {418--441}, } @article{shepler_understanding_2017, title = {Understanding {Sierra} {Leonean} and {Liberian} teachers’ views on discussing past wars in their classrooms}, volume = {53}, issn = {0305-0068}, url = {https://doi.org/10.1080/03050068.2017.1338641}, doi = {10.1080/03050068.2017.1338641}, abstract = {Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives.}, number = {3}, urldate = {2020-12-15}, journal = {Comparative Education}, author = {Shepler, Susan and Williams, James H.}, month = jul, year = {2017}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03050068.2017.1338641 KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2017.1338641 2129771:UVNJFUHG 2405685:9FVX5LB3}, keywords = {Education, Liberia, Sierra Leone, \_C:Sierra Leone SLE, teachers, teaching about conflict, transitional justice}, pages = {418--441}, } @article{ahmed_approaches_2017, title = {Approaches to providing psycho-social support for teachers and other school staff in protracted conflict situations}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13084}, abstract = {This report summarises available literature and evidence relating to the above two specific questions. The geographical focus of this research is Syria and neighbouring countries. However, examples of evidence from different contexts are also drawn to inform this review. Education and psychosocial support are purported to have a dynamic and mutually reinforcing relationship. The Education For All (EFA) Global Monitoring Report for 2011 (UNESCO 2011) focused on education in conflict settings and recognised the importance of psychosocial interventions in addressing the negative effects of conflict, including depression, trauma, shame and withdrawal, which can have significant consequences for individual learning. According to UNICEF (2009) effective child-centred learning is important in promoting the psychosocial well-being of both learners and teachers. Evidence shows that students’ relationships with teachers are important predictors for academic performance and positive health and social behaviours. Several meta-studies identified perceptions of teacher fairness and teacher respect for students as important contributors to resilience and psychosocial wellbeing.}, language = {en}, urldate = {2022-12-18}, author = {Ahmed, Hassan}, month = jun, year = {2017}, note = {Accepted: 2017-07-14T14:57:40Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:CVPZ4YAT 4869029:QZBGXPAU}, keywords = {⛔ No DOI found}, } @article{mattingly_approaches_2017, title = {Approaches to providing psycho -social support for children, teachers and other school staff, and social and emotional learning for children in protracted conflict situations}, copyright = {https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/}, url = {https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13095}, abstract = {Whilst the provision of psychosocial activities is regularly mentioned in documents referring to the humanitarian response to education, there is a dearth of literature that refers to exactly what these programmes consist of, and how effective they are. There is, however, widespread recognition of the importance of providing psycho-social interventions to counter the impact of traumatisation on children and youth’s well-being and mental health, which can manifest in depression, shame, withdrawal or aggression.}, language = {en}, urldate = {2022-12-18}, author = {Mattingly, Jacqui}, month = jun, year = {2017}, note = {Accepted: 2017-07-14T15:09:14Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:Q63SF9WJ 4869029:AMA45K8S}, keywords = {⛔ No DOI found}, } @article{heyward_reforming_2017, title = {Reforming teacher deployment in {Indonesia}}, volume = {9}, issn = {1943-9342}, url = {https://doi.org/10.1080/19439342.2017.1301978}, doi = {10.1080/19439342.2017.1301978}, abstract = {This paper reports on a mixed-method, multiple-site study of teacher deployment in Indonesian primary schools. Results from a sample of 23 districts were analysed at district and national level. Substantial disparities in teacher distribution were found in all districts, between schools, between sub-districts and between specialist subjects. Two main issues emerged: uneven teacher distribution and small schools. The study found that a policy research approach which addresses political and cultural, as well as technical, dimensions at sub-national level can succeed in improving teacher deployment where previous efforts have failed.}, number = {2}, urldate = {2021-03-07}, journal = {Journal of Development Effectiveness}, author = {Heyward, Mark and Hadiwijaya, Aos Santosa and {Mahargianto} and Priyono, Edy}, month = apr, year = {2017}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19439342.2017.1301978}, keywords = {Comparative education, \_C:Australia AUS, \_C:India IND, \_C:Indonesia IDN, \_C:Pakistan PAK, \_C:Republic of Moldova MDA, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, decentralization, educational administration, educational policy, teacher management}, pages = {245--262}, } @techreport{buhl-wiggers_impact_2017, title = {The {Impact} of {Teacher} {Effectiveness} on {Student} {Learning} in {Africa}}, url = {https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/Buhl-Wiggers%20The%20Impact%20of%20Teacher%20Effectiveness%202017-04-30.pdf}, abstract = {Teaching quality is known to be critical for students’ education and life prospects in developed countries. However, little is known about how teacher quality affects student learning in Africa. This paper presents the first estimates of teacher value-added from an African country, using data from a school-based RCT in northern Uganda. Exploiting the random assignment of students to classrooms within schools, we estimate a lower bound on teacher effects. A 1-SD increase in teacher quality leads to at least a 0.14 SD improvement in student performance on a reading test at the end of the year. Shifting teachers from the 10th to the 90th percentile of quality increases performance by 0.36 SDs –comparable to the most effective education interventions conducted in Africa. Our results also suggest that an increase in teacher quality can make other education interventions more efficient.}, institution = {Research on Improving Systems of Education (RISE)}, author = {Buhl-Wiggers, Julie and Kerwin, Jason and Smith, Jeffrey and Thornton, Rebecca}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E8NLECM5 2129771:LUER2NXX 2405685:AEMAW5PW 2405685:LSQR8MAH 2447227:8W4XYI4G 2486141:TU36ERQU}, keywords = {C:Uganda, NULP, \_C:Ecuador ECU, \_C:India IND, \_C:Kenya KEN, \_C:Pakistan PAK, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, \_genre:PR-primary\_research, interesting}, } @techreport{school-to-school_international_sts_graphogame_2017, title = {{GraphoGame} {Teacher} {Training} {Service}: evaluation report}, url = {https://allchildrenreading.org/wp-content/uploads/2019/07/Agora-Center-Project-Evaluation.pdf}, institution = {Agora Center, University of Jyväskylä, Finland}, author = {{School-to-School International (STS)}}, month = apr, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:8P66C3HW 2534378:UCQXQMML 2534378:WG2ZS8CL}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425917, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, } @inproceedings{hasler_what_2017, address = {University of Johannesburg}, title = {What are the elements that need to go into the design of {OER} that enable them to have the potential for teacher professional development?}, copyright = {All rights reserved}, url = {http://bjohas.de/wiki/TeachersUpfrontUJ}, author = {Haßler, Björn}, month = mar, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:74FNB8TI}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @book{eicker_vocational_2017, address = {Bielefeld}, series = {Vocational {Education} and {Development} {Symposium}}, title = {Vocational education and training in {Sub}-{Saharan} {Africa}: current situation and development}, isbn = {978-3-7639-5793-4}, shorttitle = {Vocational education and training in {Sub}-{Saharan} {Africa}}, url = {https://www.wbv.de/artikel/6004570w}, language = {en}, publisher = {W. Bertelsmann Verlag GmbH \& Co. KG}, editor = {Eicker, F and Haseloff, G and Lennartz, B}, month = mar, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DJ6ESH6T 2129771:FKBCF6JJ 2317526:GAA92EKQ 2317526:IJ4BRW4E}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, A:Sub-Saharan Africa, C:Namibia, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, P:economy, P:teachers, Q:higher education, T:Educação profissionalizante, T:TVET, T:in-service TVET, publicImportV1}, } @phdthesis{mwanza_teacher_2017, address = {Lusaka, Zambia}, title = {Teacher {Involvement} in {Curriculum} {Development} in {Zambia}: {A} {Role} {Analysis} of {Selected} {Secondary} {School} {Teachers} in {Lusaka} {District}, {Lusaka} {Province}, {Zambia}}, url = {https://www.researchgate.net/publication/332735741_TEACHER_INVOLVEMENT_IN_CURRICULUM_DEVELOPMENT_IN_ZAMBIA_A_ROLE_ANALYSIS_OF_SELECTED_SECONDARY_SCHOOL_TEACHERS_IN_LUSAKA_DISTRICT_LUSAKA_PROVINCE_ZAMBIA}, language = {en}, school = {University of Zambia}, author = {Mwanza, Christine}, month = jan, year = {2017}, keywords = {⛔ No DOI found}, } @article{noauthor_teacher_2017, title = {Teacher {Management}: {Emerging} {Issues} in {Kenya}}, volume = {4}, issn = {1857-6036}, shorttitle = {Teacher {Management}}, url = {https://www.ceeol.com/search/article-detail?id=853600}, language = {English}, number = {1}, urldate = {2021-03-07}, journal = {European Journal of Educational Sciences}, year = {2017}, note = {Publisher: European Scientific Institute}, keywords = {⛔ No DOI found}, pages = {18--41}, } @phdthesis{anwar_design-based_2017, type = {{PhD}}, title = {Design-based online teacher professional development to introduce integration of {STEM} in {Pakistan}}, url = {https://conservancy.umn.edu/handle/11299/185626}, abstract = {In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]}, language = {English}, school = {University of Minnesota}, author = {Anwar, Tasneem}, year = {2017}, note = {ISBN: 9781369679038 Pages: 284 Publication Title: ProQuest LLC KerkoCite.ItemAlsoKnownAs: 2339240:DBDFJKBJ 2405685:FR3HXWGG 2405685:XZPKBXP2 2534378:CGYHJZSS 2534378:DN6N2JCI 2534378:JGZHHY6I 2534378:PULZXS5Y 2534378:VMIH94FH}, keywords = {0530:Teacher education, 0714:Science education, Attitude Measures, Community of practice, Design, Design-based research, ERIC, Resources in Education (RIE), Education, Educational Technology, Elementary Education, Elementary School Teachers, Faculty Development, Foreign Countries, Interdisciplinary Approach, Interviews, Models, Online Courses, Online teacher professional development, Pakistan, Reflective practices, STEM Education, Science education, Stem integration, Student Centered Learning, Teacher Attitudes, Teacher education, Technology Uses in Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096054, \_\_finaldtb}, } @article{benigno_portability_2017, title = {Portability, {Feasibility}, {Collaborativeness}: {Teachers}’ {Perception} {Of} {Tablet} {Use} {For} {Inclusive} {Education}}, issn = {2340-1095}, shorttitle = {Portability, {Feasibility}, {Collaborativeness}}, url = {https://library.iated.org/view/BENIGNO2017POR}, doi = {10.21125/iceri.2017.1312}, abstract = {Tablet are characterized by features such as their ease of use, portability, feasibility and they are easily employable in collaborative learning (Schuck et al., 2013). Students themselves consider them as an effective tool for reflection, since it allows them to deepen their knowledge thanks to the possibility of on-line searching (Parmigiani et al., 2015). On the other side, teachers are aware of the fact that tablets can help in making lesson more interesting and varied (Heinrich, 2012), but their use also needs a rethinking of the pedagogical approach (Culé \& Gasparini, 2012) since tablets allow a more students-centred learning (Ludwig et al., 2011). Further, Information and Communication Technologies in general are also used for the inclusion of the disabled children into class activities (Ifenthaler \& Schweinbenz, 2013). We argue that tablets, thanks to their abovementioned features, may be particularly helpful in fostering the inclusion of children who are not disabled, but who cannot attend school for medical reasons. The socio-educational inclusion of these children was the main aim of the TRIS project (Tecnologie per l’Inclusione Socio-educativa [Technologies for socio-educational inclusion]), and Information and Communication Technologies, combined with new pedagogical methodologies, played a key role for the pursuing of this aim. During this project, we equipped a middle school classroom with one tablet for each teacher and student. In addition, after one year several activities were planned in collaboration with teachers to evaluate the use of tablets and some specific apps in different teaching area. The activity developed for chemistry involved the use of augmented reality software, and we were investigating its effect on students’ attitudes towards the subject. The one developed for Italian language was aimed to the investigation of whether the affordance of a specific app for the creation of mental app have helped the students in their creation in respect to paper and pencil. In this paper, we report the results regarding teachers’ perception of tablet use in everyday class activities, involving both their competencies and the frequency of use. We considered the impact of the tablet after six months and after one year and a half from their introduction. Furthermore, at the end of the specific activity, the teachers were interviewed in order to understand the potentiality of the tablet for the abovementioned subjects, for the inclusion of the homebound student, and the difficulty found in the planning and managing of the activities. All the teachers involved (n= 7) sustained the utility of the tablet for classes, mentioning its capacity to foster communication in collaborative working and to gain students’ attention. They mostly used the tablet for students’ individual work, on-line research, and for collaborative activities with the homebound student. Regarding the activities carried out with the teachers, they kept sustaining the tablet capacity to motivate students and to foster their active participation, but they also expressed several concerns regarding the high amount of time needed to plan and to implement the activities using the tablet.}, language = {en}, journal = {ICERI2017 Proceedings}, author = {Benigno, Vincenza and Caruso, Giovanni and Epifania, Marina Ottavia and Fante, Chiara and Ravicchio, Fabrizio and Trentin, Guglielmo}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.21125/iceri.2017.1312 10/gdm2ts 2129771:HE7QTZR8 2129771:KWSQ5QZS 2129771:LKSPGFSP 2129771:QPWDTFS8 2129771:T2MY6M9C 2129771:W9JUIT8E}, keywords = {\_C:Italy ITA, \_C:Trinidad and Tobago TTO, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {4970--4978}, } @article{bold_enrollment_2017, title = {Enrollment without learning: {Teacher} effort, knowledge, and skill in primary schools in {Africa}}, volume = {31}, shorttitle = {Enrollment without learning}, doi = {10.1257/jep.31.4.185}, number = {4}, journal = {Journal of Economic Perspectives}, author = {Bold, Tessa and Filmer, Deon and Martin, Gayle and Molina, Ezequiel and Stacy, Brian and Rockmore, Christophe and Svensson, Jakob and Wane, Waly}, year = {2017}, pages = {185--204}, } @article{boysen_evidence-based_2017, title = {Evidence-based answers to questions about trigger warnings for clinically-based distress: {A} review for teachers}, volume = {3}, issn = {2332-211X(Electronic),2332-2101(Print)}, shorttitle = {Evidence-based answers to questions about trigger warnings for clinically-based distress}, doi = {10.1037/stl0000084}, abstract = {According to the popular press, students have been increasingly demanding warnings before being exposed to potentially distressing classroom material. The validity of these types of trigger warnings has been a topic of vigorous debate. Based on a review of posttraumatic stress disorder (PTSD) research and closely related topics, this article answers questions that teachers might ask about the validity of the scientific assumptions behind trigger warnings and their use in the classroom. External stimuli causing distress is a feature common to many mental disorders, and trauma-based triggers of distress are an essential feature of PTSD. However, development of PTSD after a traumatic experience is relatively rare. Environmental triggers are often difficult to predict, but warnings may reduce distress among people with PTSD by allowing exposure to be controlled. To the extent that trigger warnings allow avoidance of hyperarousal when trying to learn, they should increase students’ classroom performance. However, avoidance of trauma reminders contributes to the persistence of PTSD symptoms. Although clinical research generally supports the notion of trigger warnings as an accommodation for individual students diagnosed with PTSD, the effectiveness of trigger warnings in the classroom is unknown. In addition, trigger warnings may be a legitimate accommodation for students with psychiatric disabilities, but this does not mean that they are relevant to nonclinical issues. (PsycINFO Database Record (c) 2017 APA, all rights reserved)}, number = {2}, journal = {Scholarship of Teaching and Learning in Psychology}, author = {Boysen, Guy A.}, year = {2017}, note = {Place: US Publisher: Educational Publishing Foundation}, keywords = {Classroom Management, Distress, Posttraumatic Stress Disorder, Student Attitudes, Teachers, Teaching, Trauma, Warnings}, pages = {163--177}, } @article{conn_identifying_2017, title = {Identifying effective education interventions in sub-{Saharan} {Africa}: {A} meta-analysis of impact evaluations}, volume = {87}, issn = {0034-6543, 1935-1046}, shorttitle = {Identifying {Effective} {Education} {Interventions} in {Sub}-{Saharan} {Africa}}, url = {https://doi.org/10.3102/0034654317712025.}, doi = {10.3102/0034654317712025}, abstract = {In this article, I identify educational interventions with an impact on student learning in Sub-Saharan Africa. After a systematic literature search, I conducted a meta-analysis synthesizing 56 articles containing 66 separate experiments and quasi-experiments and 83 treatment arms. I evaluated 12 types of education interventions such as the provision of school supplies, the use of teacher incentives, and school-based management programs. I examine each intervention type, present analytics on relative effectiveness, and explore why certain interventions seem to be more effective. A key finding is that programs that alter teacher pedagogy or classroom instructional techniques had an effect size approximately 0.30 standard deviations greater than all other types of programs combined. Limited evidence further suggests that pedagogical programs that employed adaptive instruction or teacher coaching were particularly effective. Given that the literature in the field is still nascent overall, these results advocate for further research into these pedagogical interventions.}, language = {en}, number = {5}, journal = {Review of Educational Research}, author = {Conn, K.M.}, month = oct, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:43QFUF6D 2129771:67G9KN9K 2129771:8ZHR2UIL 2129771:IP9R5YSK 2129771:VTCIS92C 2129771:WRJNG279}, pages = {863--898}, } @techreport{crisp_it_2017, title = {It takes a village to raise a teacher: the {Learning} {Assistant} programme in {Sierra} {Leone}}, url = {http://oro.open.ac.uk/49603/1/Sierra%20Leone%20LA%20Research%20Report%20170517%20FINAL.PDF}, urldate = {2020-07-15}, institution = {The Open University and Plan International}, author = {Crisp, Martin and Safford, Kimberly and Wolfenden, Freda}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4ZWNMP4P 2129771:I3GR9GBM 2129771:L8VCNB4Z 2405685:I76Z2SKV 2486141:RP5DXILU 2601447:DGAXJQFN 4556019:F5RJQZKR}, keywords = {\_C:Sierra Leone SLE}, } @techreport{crisp_it_2017, title = {It takes avillage to raise a teacher: {The} {Learning} assistant programme in {Sierra} {Leone}}, url = {http://oro.open.ac.uk/49603/1/Sierra%20Leone%20LA%20Research%20Report%20170517%20FINAL.PDF}, author = {Crisp, Martin and Safford, Kimberly and Wolfenden, Freda}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5EIHVC4I 2486141:V6F9ISR4}, } @article{cruz-aguayo_tests_2017, title = {Do {Tests} {Applied} to {Teachers} {Predict} {Their} {Effectiveness}?}, volume = {159}, url = {https://doi.org/10.1016/j.econlet.2017.06.035}, doi = {10.1016/j.econlet.2017.06.035}, journal = {Economics Letters}, author = {Cruz-Aguayo, Yyannú and Ibarrarán, Pablo and Schady, Norbert}, year = {2017}, pages = {108--111}, } @techreport{darling-hammond_effective_2017, address = {Palo Alto, CA}, title = {Effective teacher professional development}, copyright = {Creative Commons Attribution—NonCommercial 4.0 International License}, url = {https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf}, institution = {Learning Policy Institute}, author = {Darling-Hammond, Linda and Hyler, Maria E. and Gardner, Madelyn}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7VUTJF44 2534378:VMCMZ256}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{haji_teachers_2017, title = {Teachers’ {Use} of {Information} and {Communications} {Technology} in {Education}: {Cameroon} {Secondary} {Schools} {Perspectives}}, volume = {16}, copyright = {Copyright Sakarya University 2017}, shorttitle = {Teachers’ {Use} of {Information} and {Communications} {Technology} in {Education}}, url = {http://search.proquest.com/docview/1953141340/abstract/442669BF15EF46B3PQ/1}, abstract = {{\textless}/span{\textgreater}{\textless}/b{\textgreater}}, language = {English}, number = {3}, urldate = {2019-02-25}, journal = {TOJET : The Turkish Online Journal of Educational Technology; Adapazari}, author = {Haji, abdoulai and Moluayonge, Gracemary Eloheneke and Park, Innwoo}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:37KUWFUV 2292089:Z6WTYUVS}, keywords = {:C:Cameroon, Cited, Communications technology, Data acquisition, Developing nations, Education, Education--Teaching Methods And Curriculum, Information technology, Learning, RRQ1:High, RRQ2:Medium, Rural areas, Secondary schools, Statistical tests, Teachers, Teaching, Training, ⛔ No DOI found}, } @article{hashim_availability_2017, title = {The {Availability} of {Electronic} {Courses} {Using} {ICT} {Infrastructure} in {Teaching} and {Learning} among {Teachers} in {Nigeria}'s {TVET} {Institutions}.}, abstract = {Abstract: As information and communication technology becomes a regular feature of the educational environment, it may be difficult for teaching and learning activities especially in TVET institutions to remain unchallenged. However, ICT application as a pedagogical tool in Nigerian TVET institutions is not a common practice and it also remains unclear how utilisation of ICT enhances pedagogy. This study is interested in the availability of electronic courses using ICT infrastructure in teaching and learning. Using activity theory as a guide, multiple case studies are conducted. The Qualitative Case Study Methodology is used in this research. Five TVET institutions and 20 participants are selected using maximum variation and homogeneous purposive sampling strategies, respectively. During the visits to the institutions, classroom observation is carried out, documents such as the curriculum and teacher's lecture materials are reviewed for triangulation. Semi-structured interviews are conducted with 20 selected participants as the primary data collection method. At the data analysis stage, the inductive and deductive methods are used to analyse the data and two strategies of grounded theory as open and axial coding are employed. The coding process is achieved through the use of an inherent feature of NViVOlO. The findings show that four themes: availability of infrastructure, computer specifications, educational software and connectivity.}, language = {en}, author = {Hashim, MHM and Abubakar, B}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DLZZV2QH 2317526:W742575Q UTI-659E7698-0E52-3D96-B24B-CB8235ECD882}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, F:teaching, P:electro, P:teachers, Q:ICT, Q:educational technology, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{henaku_measuring_2017, title = {Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers}, volume = {8}, issn = {2222-1735, 2222-1735}, url = {https://files.eric.ed.gov/fulltext/EJ1139812.pdf}, abstract = {Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers--and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study.}, language = {English}, number = {10}, journal = {Journal of Education and Practice}, author = {Henaku, Christina Bampo and Pobbi, Michael Asamani}, year = {2017}, note = {Publisher: IISTE, No 1 Central, Hong Kong Island, Hong Kong SAR KerkoCite.ItemAlsoKnownAs: 2534378:BN4CL6MA 2534378:V3NGM6FT 2534378:WHV54Y47}, keywords = {Behavior Change, Classroom Techniques, Comparative Analysis, Conventional Instruction, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Elementary Education, Elementary School Teachers, Foreign Countries, Ghana, Intermode Differences, Multidimensional Scaling, Questionnaires, Statistical Analysis, Teacher Surveys, Teaching Skills, Training Methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096069, \_\_finaldtb, ⛔ No DOI found}, pages = {54--64}, } @article{juma_developing_2017, title = {Developing inclusive pre-service and in-service teacher education : {Insights} from {Zanzibar} primary school teachers}, volume = {13}, copyright = {© the Authors, 2017. This is an open access article distributed under the terms of a Creative Commons License.}, shorttitle = {Developing inclusive pre-service and in-service teacher education}, url = {https://jyx.jyu.fi/handle/123456789/55512}, abstract = {Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school–community and school–university collaborations may foster collaborative school cultures and inclusive inservice teacher education. The study discusses the role of teachers’ voices in informing teacher education development for educational equity and inclusion.}, language = {eng}, urldate = {2018-06-09}, journal = {International Journal of Whole Schooling}, author = {Juma, Said and Lehtomäki, Elina and Naukkarinen, Aimo}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2T3354QE 2129771:V42L3ESP}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Central African Republic CAF, \_C:Finland FIN, \_C:India IND, \_C:Japan JPN, \_C:Namibia NAM, \_C:North Macedonia MKD, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{kennedy_challenges_2017, title = {Challenges of {Technical} {Vocational} {Teacher} {Education} and {Teaching} in {Nigeria}: {The} {Need} for {Intervention}}, volume = {3}, abstract = {This paper reviews the critical roles of Technical Vocational teacher education and teaching in Nigeria. The paper establishes a nexus between quality Technical Vocational teacher education and national development. Critical challenges to Technical Vocational teacher education programmes and the teaching profession in Nigeria are identified to include over-crowded classes for teacher’s trainees, inequity in urban/rural deployment of teachers, poor funding and inadequate facilities, low quality Information and Communication technology (ICT) compliance and non-professionalization of teaching in Nigeria. Recommendations which include, a standard class, equity in urban/rural deployment of teachers, training/or retraining of Technical Vocational teacher in qualitative Information and Communication technology (ICT), Technical Vocational teacher mandatory membership in professional organisation, periodic attendance and active participation at conferences, seminars and workshop were made.}, language = {en}, number = {7}, author = {Kennedy, George W and Udoetuk, Udeme S}, year = {2017}, keywords = {\_C:China CHN, \_C:India IND, \_C:Japan JPN, \_C:Nigeria NGA, \_C:Turkey TUR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {12}, } @incollection{kennewell_impact_2017, title = {The impact of teachers’ perspectives on the development of computing as a subject}, booktitle = {Debates in {Computing} and {ICT} {Education}}, publisher = {Routledge}, author = {Kennewell, Steve and Barnes, Jan}, year = {2017}, note = {00001 KerkoCite.ItemAlsoKnownAs: 2129771:DLA98QSG 2129771:LV79K5MB}, keywords = {\_\_C:filed:1}, pages = {47--62}, } @article{khan_blog-based_2017, title = {Blog-based professional development of {English} teachers in {Mumbai}: the potential of innovative practice under scrutiny}, volume = {33}, url = {https://pdfs.semanticscholar.org/8d1d/8018f9ce7a080542987a76d342e27c7f5263.pdf}, doi = {10.14742/ajet.2784}, abstract = {The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.}, language = {English}, number = {4}, journal = {Australasian Journal of Educational Technology}, author = {Khan, Atiya}, year = {2017}, note = {Publisher: Australasian Society for Computers in Learning in Tertiary Education, Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1969007459?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.2784 2405685:EPKS7TDM 2534378:MQYLKXN6 2534378:Y6KUBK5K}, keywords = {Action Research, Case Studies, Communities of Practice, Diaries, ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, English (Second Language), Faculty Development, Foreign Countries, India, Language Teachers, Participant Observation, Private Schools, Qualitative Research, Questionnaires, Reflective Teaching, Second Language Instruction, Semi Structured Interviews, Teacher Collaboration, Web Sites, Workshops, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096053, \_\_finaldtb}, pages = {88--106}, } @article{kim_investigating_2017, title = {Investigating teachers’ pedagogical experiences with tablet integration in {Korean} rural schools}, volume = {26}, doi = {10.1007/s40299-017-0331-8}, number = {1-2}, journal = {The Asia-Pacific Education Researcher}, author = {Kim, Hye Jeong and Kim, Hyeoncheol}, year = {2017}, note = {00002 KerkoCite.ItemAlsoKnownAs: 10.1007/s40299-017-0331-8 10/gdm2td 2129771:4NP68KHA 2129771:VTKIFVPQ}, keywords = {\_\_C:filed:1}, pages = {107--116}, } @article{kurt_implementing_2017, title = {Implementing the flipped classroom in teacher education: evidence from {Turkey}}, volume = {20}, issn = {EISSN-1436-4522}, url = {https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey}, abstract = {The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.}, language = {English}, number = {1}, journal = {Journal of Educational Technology \& Society}, author = {Kurt, Gökçe}, year = {2017}, note = {Publisher: International Forum of Educational Technology \& Society, Athabasca University, School of Computing \& Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895978809?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:3HJZ8ZXE 2534378:D65UEKHJ 2534378:I5BUKZQ2 2534378:KDF2VCK5}, keywords = {Blended Learning, Blended learning, Classroom Techniques, Classroom management, Classrooms, Control Groups, Conventional Instruction, ERIC, Current Index to Journals in Education (CIJE), Education, Education--Teaching Methods And Curriculum, Educational Technology, English (Second Language), Experimental Groups, Flipped classroom, Focus Groups, Foreign Countries, Higher Education, Homework, Language Teachers, Learning, Postsecondary Education, Pre-service teachers of English, Preservice Teacher Education, Pretests Posttests, Program Effectiveness, Qualitative analysis, Quasiexperimental Design, Reversing, Scores, Second Language Instruction, Self Efficacy, Statistical Analysis, Teacher education, Teachers, Teaching Methods, Teaching methods, Technology Uses in Education, Tests, Turkey, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097427, \_\_finaldtb, ⛔ No DOI found}, pages = {211--221}, } @techreport{mendenhall_strengthening_2017, title = {Strengthening {Teacher} {Professional} {Development}: {Local} and global communities of practice in {Kakuma} {Refugee} {Camp}}, url = {https://static1.squarespace.com/static/583af1fb414fb5b3977b6f89/t/59bdbadc8419c21c1bd35570/1505606367450/11_PromisingPractices_Teachers+for+Teachers_WEB.pdf}, urldate = {2020-08-05}, institution = {Columbia University}, author = {Mendenhall, Mary}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IVDJK7KL 2339240:7WPJ543M 2405685:32Z977JS}, keywords = {C:Kenya, \_C:Burundi BDI, \_C:Congo XCO, \_C:Ethiopia ETH, \_C:France FRA, \_C:Kenya KEN, \_C:Pakistan PAK, \_C:Somalia SOM, \_C:South Sudan SSD, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Uganda UGA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{minaz_experimental_2017, title = {An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom}, volume = {34}, issn = {18183344}, url = {https://pdfs.semanticscholar.org/3a81/fbc2a19a0022dbb22352a8db35638bd45c35.pdf}, abstract = {Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan.}, language = {English}, number = {2}, journal = {Pakistan Journal of Education}, author = {Minaz, Maksal and Tabassum, Rabia and Idris, Muhammad}, year = {2017}, note = {Place: Islamabad Publisher: Allama Iqbal Open University Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2364383027?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:AUM7ANGN 2534378:Q5BTRXDU 2534378:ZZ43GQ5G}, keywords = {Education, Educational technology, Learning, Pedagogy, Podcasts, Professional development, Teacher attitudes, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096864, \_\_finaldtb, ⛔ No DOI found}, pages = {167--182}, } @article{montrieux_best_2017, title = {‘{The} best app is the teacher’{Introducing} classroom scripts in technology-enhanced education}, volume = {33}, doi = {10.1111/jcal.12177}, number = {3}, journal = {Journal of Computer Assisted Learning}, author = {Montrieux, Hannelore and Raes, Annelies and Schellens, Tammy}, year = {2017}, note = {00003 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12177 10/f98p79 2129771:JFD4BDVA 2129771:NL99RDLM}, keywords = {\_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:Greece GRC, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {267--281}, } @article{moon_can_2017, title = {Can new modes of digital learning help resolve the teacher crisis in sub-{Saharan} {Africa}?}, volume = {4}, issn = {2311-1550}, url = {http://jl4d.org/index.php/ejl4d/article/view/194}, abstract = {Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.}, language = {English}, number = {1}, journal = {Journal of Learning for Development}, author = {Moon, Bob and Villet, Charmaine}, year = {2017}, note = {Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada KerkoCite.ItemAlsoKnownAs: 2405685:C4EES7UW 2534378:LSYA2A2W}, keywords = {Africa, Computer Uses in Education, ERIC, Current Index to Journals in Education (CIJE), Educational Change, Educational Policy, Electronic Learning, Faculty Development, Foreign Countries, Higher Education, Inservice Teacher Education, Online Courses, Postsecondary Education, Preservice Teacher Education, Resource Units, Teacher Shortage, ⛔ No DOI found}, pages = {23--35}, } @inproceedings{naeve-stos_need_2017, title = {The need of developing a self-critical experimental attitude – intentions, concepts and consequences for vocational teacher education}, abstract = {The central aim of teacher education is to develop a profound scientific professionalism, which enables teachers to reflect upon their educational actions in a complex and non-standardized pedagogical environment. In this sense, study programs in teacher education for vocational schools should foster the development of both a self-critical experimental attitude and an inquiry-based disposition, as well as the willingness to engage in self-reflection. The development of such attitudes is enabled by the concepts of reflexive and research-based learning, which will be outlined in this paper.}, language = {en}, booktitle = {Social {Dimension} and {Participation} in {Vocational} {Education} and {Training}}, author = {Naeve-Stoß, Nicole}, year = {2017}, note = {zotzenLib.CopiedFrom: 2317526:6JKHUPGW KerkoCite.ItemAlsoKnownAs: 2129771:8HCK2JGU 2317526:6JKHUPGW UA-A0F88428-D8AF-4C0F-8304-6101FC93A9D0}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, publicImportV1, ⛔ No DOI found}, pages = {4}, } @article{ngubane-mokiwa_implications_2017, title = {Implications of the {University} of {South} {Africa}'s ({UNISA}) shift to open distance e-learning on teacher education}, volume = {42}, number = {9}, journal = {Australian Journal of Teacher Education}, author = {Ngubane-Mokiwa, Sindile A.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9GDIRDET}, keywords = {⛔ No DOI found}, pages = {7}, } @article{okiror_towards_2017, title = {Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in {Uganda}}, url = {http://www.tandfonline.com/doi/full/10.1080/1389224X.2017.1338593}, doi = {10.1080/1389224x.2017.1338593}, abstract = {This paper examines the in-service teacher training needs of secondary school agriculture teachers in Uganda as the country moves towards an ‘outcome-based’ education by removal of subjects and instead, uses learning areas, presenting a need for new pedagogical skills among teachers. Design/methodology/approach: A cross-sectional survey was conducted in Uganda between June and September 2016 to assess the teaching methods and teacher training needs for secondary school agriculture curriculum. Data were collected from 80 agriculture teachers and 57 administrators from 60 secondary schools, randomly drawn from 25 districts in Uganda. The data were analysed with descriptive statistics. Findings: The findings show that there about 10 key competences required by the teachers to thrive in their profession. These range from traditional classroom teaching to community outreach and linkages with agribusinesses which is in tandem with outcome-based education beyond the classroom walls. Respondents highlight lack of practical agriculture skills and exposure to the modern farming practices. Theoretical implications: This paper examines role of formal in-service teacher training based on theory of change and proposes using professional learning communities for school-level improvements. Practical implication: The results were not significant enough to warrant strong recommendations. However, they suffice to highlight a growing need for in-service teacher support mechanism for a dynamic subject like agriculture using communities of practice at school and district levels. Originality/value: In the current context of growing concern for unemployment in Africa, secondary schools will require competent teachers to engage students into transferable learning, given that it is the terminal level of education for majority. © 2017 Wageningen University.}, language = {en}, journal = {The Journal of Agricultural Education and Extension}, author = {Okiror, J.J. and Hayward, Geoff and Winterbottom, M}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1389224X.2017.1338593 10.1080/1389224x.2017.1338593 10/gf62j8 2129771:5IPHE8U3 2317526:IEDH4V39 DOI-10.1080/1389224X.2017.1338593}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:de, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:Improvement, F:curriculum, F:learning, F:outcomes, F:pedagogy, F:teaching method, P:agricultural, P:agriculture, P:measurement, P:mechanic, P:services, P:teacher education, P:teacher training, P:teachers, Q:community of practice, Q:secondary education, R:interview, R:observation, R:questionnaire, R:survey, T:Classroom teaching, T:learning community, T:work-based learning, Z:Administrator Surveys, Z:Agricultural Education, Z:Agricultural education, Z:Curriculum reform, Z:Educational Needs, Z:Employment skills, Z:Foreign Countries, Z:Inservice Teacher Education, Z:Interviews, Z:Observation, Z:Outcome Based Education, Z:Questionnaires, Z:Secondary School Teachers, Z:Secondary education, Z:Teacher Competencies, Z:Teacher Surveys, Z:Teacher capacity, Z:Teacher education, Z:Teaching Methods, Z:Teaching methods, \_C:Uganda UGA, publicImportV1}, } @article{oyo_moocs_2017, title = {{MOOCs} for in-service teachers: the case of {Uganda} and lessons for {Africa}}, volume = {75}, shorttitle = {{MOOCs} for in-service teachers}, url = {https://revistadepedagogia.org/wp-content/uploads/2016/12/MOOCs-for-in-service-teachers.-The-case-of-Uganda-and-lessons-for-Africa.pdf}, doi = {10.22550/rep75-1-2017-07}, abstract = {In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89\%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.}, language = {en-US}, number = {266}, urldate = {2019-11-21}, journal = {Revista Española de Pedagogía}, author = {Oyo, B. and Kalema, B.M. and Byabazaire, J.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10/ggddgs 2339240:MR2W67VK 2534378:WLCXEHHM Extra URL: https://revistadepedagogia.org/en/lxxv-en/no-266/moocs-for-in-service-teachers-the-case-of-uganda-and-lessons-for-africa/101400005980/}, keywords = {\_Source:Intuitive, \_THEME: Education management, \_THEME: Teacher Professional Development, \_\_:import:03, \_\_:match:final, \_\_:matched, \_\_:study\_id:2426079, \_\_finaldtb}, pages = {121--141}, } @article{papier_comparative_2017, title = {A comparative study of {TVET} in 5 {African} {Countries} with a specific focus on {TVET} {Teacher} {Education}}, abstract = {This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘TVET Teacher Education in Africa’ that was commissioned in terms of an EU-South African collaboration in 2013. While the focus was on vocational teacher education, the contextual realities of each country‘s vocational systems was studied as this would impact on every aspect of vocational teacher development, for instance, what teachers would have to teach, who the students might be, how students would be expected to learn, available funding for Vocational Education and so on. Comparisons were therefore made over a range of elements that included the systems in place for vocational training, systems of vocational teacher education, and the modalities for training of VET teachers.}, language = {en}, author = {Papier, Joy}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8J6PBLVZ 2317526:6TNBGFXK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CLL:en, \_C:Denmark DNK, \_C:Egypt EGY, \_C:Finland FIN, \_C:Ghana GHA, \_C:Ireland IRL, \_C:Netherlands NLD, \_C:South Africa ZAF, \_C:Sweden SWE, \_C:Tanzania TZA, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1, ⛔ No DOI found}, } @incollection{papier_fundamentals_2017, title = {Fundamentals... {Session} 1 - {Vocational} {Education} and {Training}: basics for teaching and research in {Vocational} {Education} and {Training} at universities}, isbn = {978-3-7639-5793-4}, shorttitle = {Session 1 - {Vocational} {Education} and {Training}}, url = {https://www.ssoar.info/ssoar/handle/document/52708}, abstract = {This session highlights the basics of Vocational Education and Training (VET). Each university has its own characteristics. The contributions seek to encourage various forms of VET. Challenges for universities and other institutions are emphasised. The contributions help draw conclusions for the Further structuring of VET in Sub-Saharan Africa. Other country-specific articles from the session concentrate on the characteristics and orientation of VET systems, thereby helping create an overall picture of the status of VET in all participating countries. The participants endeavored to analyze the current situation of VET in Sub-Saharan Africa by exploring the character and individual design of the current VET systems in the participating countries. Contributions by: Duncan Ken Downing Jillian D'Oliveira Singo Brígida Papier Joy Hartmann Martin D. Ogwo Benjamin A. Ezekoye Benadeth N. Gessler Michael}, language = {English}, publisher = {W. Bertelsmann Verlag}, author = {Papier, Joy and Hartmann, Martin D. and Ogwo, Benjamin A. and Ezekoye, Benadeth N. and Gessler, Michael}, editor = {Eicker, Friedhelm and Haseloff, Gesine and Lennartz, Bernd and Haseloff, Gesine and Eicker, Friedhelm and Lennartz, Bernd}, year = {2017}, note = {zotzenLib.CopiedFrom: 2317526:RYA7Q52M KerkoCite.ItemAlsoKnownAs: 2129771:RCIMFREJ 2317526:RYA7Q52M UTI-75F0B903-A467-39F2-AD8D-D426C9A01054}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Cameroon, C:Ghana, C:South Africa, C:Tanzania, CA:AandC, CL:de, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:pedagogy, F:policy, F:qualification, F:teaching, P:construction, P:culture, P:economy, P:teacher education, Q:ICT, Q:degree, Q:e-learning, Q:flexible, Q:masters, T:Ausbildung, T:Educação profissionalizante, T:Lehrlingsausbildung, T:TVET, T:dual TVET, T:in-service TVET, T:occupational education, T:trainee, publicImportV1, ⛔ No DOI found}, pages = {39--40}, } @article{sackstein_conceptual_2017, title = {A conceptual framework to understand teachers’ {Professional} {Dispositions} and {Orientation} towards tablet technology in secondary schools}, volume = {29}, doi = {10.18489/sacj.v29i2.469}, number = {2}, journal = {South African Computer Journal}, author = {Sackstein, Suzanne and Slonimsky, Lynne}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.18489/sacj.v29i2.469 10/gdm2tk 2129771:LQD4ETTP}, keywords = {\_C:Cuba CUB, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, } @incollection{saenz_rodriguez_co-creation_2017, address = {Cape Town \& Ottawa}, title = {Co-creation of {OER} by teachers and teacher educators in {Colombia}}, url = {https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/56823/IDL-56823.pdf?sequence=2&isAllowed=y}, abstract = {This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.}, booktitle = {Adoption and impact of {OER} in the {Global} {South}}, publisher = {African Minds, International Development Research Centre \& Research on Open Educational Resources for Development}, author = {Sáenz Rodríguez, María del Pilar and Pino, Ulises Hernandez and Hernández, Yoli Marcela}, editor = {Hodgkinson-Williams, Cheryl and Arinto, Patricia B.}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IE3G3WQ2 2534378:5D4ABB2L 2534378:5MYHLPNC}, keywords = {\_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:3123702, \_\_finaldtb}, pages = {143--185}, } @article{samsonova_understanding_2017, title = {Understanding elementary teachers' experiences and views using interactive whiteboards for pedagogical practices}, author = {Samsonova, Olga}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZWFEFQ8M}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Cyprus CYP, \_C:Egypt EGY, \_C:Iran IRN, \_C:Jordan JOR, \_C:Lithuania LTU, \_C:Malaysia MYS, \_C:Netherlands NLD, \_C:North Cyprus XNCYP, \_C:Spain ESP, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{t-tel_midline_2017, title = {Midline survey: {Transforming} teacher education and learning}, url = {https://www.t-tel.org/files/docs/Learning%20Hub/Research%20and%20evidence%20-%20teacher%20education%20in%20Ghana/T-TEL%20MIDLINE%20REPORT.pdf}, urldate = {2020-07-03}, author = {{T-TEL}}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:STGNQILB 2339240:MJM6PHCK 2405685:UMGJ8LUJ}, keywords = {\_C:Ghana GHA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{tibenderana_teacher_2017, title = {Teacher education in the 21st century digitalization: {Open} access, digital health and wellness: {Colloquium} presentation at the {Aga} {Khan}-{IED} {Conference} {Oct} 23-25, 2017, {Hotel} {Africana}, {Kampala}, {Uganda}}, shorttitle = {Teacher education in the 21st century digitalization}, author = {Tibenderana, Prisca Dr and Sumil, Novembrieta Dr and Busingye, Janice Dr and Mayende, Kiwelu Jackline and Osamai, Moses Odeke and Bounty, Kirabo Joseph Dr}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7LHGWTA8}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @article{villasenor_different_2017, title = {The different ways that teachers can influence the socio-emotional development of their students: {A} literature review}, url = {http://pubdocs.worldbank.org/en/285491571864192787/Villaseno-The-different-ways-that-teachers-can-influence-the-socio-emotional-dev-of-students.pdf}, language = {en}, author = {Villaseñor, Paula}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8Y3QRDEL 2486141:Z9EJIHLX}, keywords = {⛔ No DOI found}, pages = {26}, } @phdthesis{weisel_examining_2017, type = {{PhD} {Thesis}}, title = {Examining the perceived impact of technology on teacher-student math discussions in early elementary classrooms}, school = {University of California, Los Angeles}, author = {Weisel, Derek}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:5ZJG6DS9 2129771:YDMWF6VV}, keywords = {\_C:Canada CAN, \_C:Cuba CUB, \_C:Dominican Republic DOM, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{wenner_theoretical_2017, title = {The {Theoretical} and {Empirical} {Basis} of {Teacher} {Leadership}: {A} {Review} of the {Literature}}, volume = {87}, issn = {0034-6543, 1935-1046}, shorttitle = {The {Theoretical} and {Empirical} {Basis} of {Teacher} {Leadership}}, url = {http://journals.sagepub.com/doi/10.3102/0034654316653478}, doi = {10.3102/0034654316653478}, abstract = {In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity.}, language = {en}, number = {1}, urldate = {2021-03-07}, journal = {Review of Educational Research}, author = {Wenner, Julianne A. and Campbell, Todd}, month = feb, year = {2017}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Israel ISR, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {134--171}, } @article{wolfenden_mooc_2017, title = {{MOOC} adaptation and translation to improve equity in participation}, volume = {4}, copyright = {Creative Commons Attribution ShareAlike 4.0 International License.}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/209}, abstract = {There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50\% for each of the two MOOCs.}, language = {English}, number = {2}, journal = {Journal of Learning for Development}, author = {Wolfenden, Freda and Cross, Simon and Henry, Fiona}, year = {2017}, note = {Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada KerkoCite.ItemAlsoKnownAs: 2534378:M4U3QCYL 2534378:SPVQ8ST8 2534378:VD62UHJM 2534378:WXPHBJ7Y}, keywords = {Access to Computers, Access to Education, Attitude Measures, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Equal Education, Foreign Countries, Higher Education, India, International Programs, Large Group Instruction, Online Courses, Partnerships in Education, Postsecondary Education, Pretests Posttests, Program Implementation, Questionnaires, Surveys, Teacher Education Programs, Teacher Educators, Technology Uses in Education, United Kingdom, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096064, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {127--142}, } @incollection{zuilkowski_instructional_2017, address = {New York}, edition = {1st ed}, title = {Instructional coaching in {Kenya}: {Supporting} teachers to improve literacy outcomes}, booktitle = {The {Routledge} international handbook on teacher quality and policy}, publisher = {Routledge}, author = {Zuilkowski, S.S. and Piper, B.}, editor = {Akiba, M. and LeTendre, G.}, year = {2017}, pages = {505--516}, } @article{bett_cascade_2016, title = {The cascade model of teachers’ continuing professional development in {Kenya}: {A} time for change?}, volume = {3}, issn = {2331-186X}, shorttitle = {The cascade model of teachers’ continuing professional development in {Kenya}}, url = {https://www.cogentoa.com/article/10.1080/2331186X.2016.1139439}, doi = {10.1080/2331186x.2016.1139439}, abstract = {Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD) has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institution-based models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant.}, language = {En}, number = {1}, urldate = {2017-12-29}, journal = {Cogent Education}, author = {Bett, Harry Kipkemoi}, month = dec, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/2331186x.2016.1139439 10/gfw2mk 2129771:FCRTRLM8 261495:HKLWHCSJ}, pages = {1139439}, } @article{mukeredzi_teacher_2016, title = {Teacher professional development outside the lecture room: {Voices} of professionally unqualified practicing teachers in rural {Zimbabwe} secondary schools}, volume = {3}, copyright = {Copyright (c) 2016 Global Education Review}, issn = {2325-663X}, shorttitle = {Teacher professional development outside the lecture room}, url = {http://ger.mercy.edu/index.php/ger/article/view/271}, abstract = {Attempts to address global pressure to achieve Education for All have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and large rural populations in these countries. In addition there is a trend for qualified competent teachers to shun working in rural settings. While recruitment of professionally unqualified graduate teachers into the teaching profession has become internationally acclaimed to address in particular rural school postings and Education for All commitments, there remain outstanding questions regarding how such teachers professionally learn and grow in these rural contexts outside the Teacher Education Institution lecture room.  An understanding of how they develop professionally is crucial. The study explored professional development experiences of professionally unqualified practicing teachers in rural secondary schools. A qualitative design was adopted and three-interview series complimented by photo elicitations were employed to explore the teachers’ professional development experiences. Data were transcribed and manually analysed inductively utilizing open coding. Findings suggest that professional development experiences for these teachers occurred in four sites: school structures, wider professional sites, planned and unplanned gatherings, and the classroom. Drawing on concepts around professional development to describe, analyse and understand data, I illustrate that professionally unqualified practicing teachers in rural secondary schools experience professional development outside Teacher Education Institutions in interaction, through domains of formality and experience: non formal, informal and experiential.}, language = {en}, number = {4}, urldate = {2017-04-06}, journal = {Global Education Review}, author = {Mukeredzi, Tabitha Grace}, month = nov, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CIJYHHRF 261495:9VQJENSS}, keywords = {⛔ No DOI found}, } @book{popova_training_2016, series = {Policy {Research} {Working} {Papers}}, title = {Training {Teachers} on the {Job}: {What} {Works} and {How} to {Measure} {It}}, shorttitle = {Training {Teachers} on the {Job}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7834}, language = {en}, urldate = {2020-05-16}, publisher = {World Bank}, author = {Popova, Anna and Evans, David K. and Arancibia, Violeta}, month = sep, year = {2016}, doi = {10.1596/1813-9450-7834}, note = {shortDOI: 10/gftsst KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7834 10/gftsst 2129771:SAEK44UH 2339240:C3T3XHZP 2405685:9TQFMR8Y}, keywords = {C:Low- and middle-income countries, \_genre:LR-literature\_review}, } @misc{noauthor_cost_2016, title = {Cost efficiency: teacher professional development}, shorttitle = {Cost efficiency}, url = {https://www.rescue.org/report/cost-efficiency-teacher-professional-development}, abstract = {This brief explores the relative costs of running these different professional development activities across nine programs in Afghanistan, Iraq, Lebanon, and Pakistan.}, language = {en}, urldate = {2021-02-11}, journal = {International Rescue Committee (IRC)}, month = sep, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NMERQGRC}, } @article{butt_teacher_2016, title = {Teacher assistant support and deployment in mainstream schools}, volume = {20}, issn = {1360-3116}, url = {https://doi.org/10.1080/13603116.2016.1145260}, doi = {10.1080/13603116.2016.1145260}, abstract = {Models of support for students with disability and learning difficulties in mainstream classes in Australia rely extensively on teacher assistants (TAs). Current models, however, inadvertently perpetuate low expectations because providing TA support can be one of the most restrictive supports offered in a school [Giangreco, M. F. 2010a. “One-to-One Paraprofessionals for Students with Disabilities in Inclusive Classrooms: Is Conventional Wisdom Wrong?” Intellectual and Developmental Disabilities 48 (1): 1–13; Etscheidt, S. 2005. “Paraprofessional Services for Students with Disabilities: A Legal Analysis of Issues.” Research and Practice for Persons with Severe Disabilities 30(2): 60–80]. In addition, the increasing instructional role of TAs in the classroom is concerning. Negative outcomes for students where TAs provide support have been noted [Giangreco, M. F., J. C. Suter, and M. B. Doyle. 2010. “Paraprofessionals in Inclusive Schools: A Review of Recent Research.” Journal of Educational and Psychological Consultation 20: 41–57; Webster, R., P. Blatchford, and A. Russell. 2010. “Should Teaching Assistants Have a Pedagogical Role? Lessons Following the DISS Project.” Paper Presented at the BERA annual conference, September 1–4, University of Warwick, UK]. A qualitative case study was conducted in an Australia city over three years across four primary school sites to identify the issues and propose possible solutions. The study identified five different models of TA support and deployment. It was found support models used in mainstream schools were generally inequitable – if students did not have a disability or learning difficulty they received instruction primarily from a qualified teacher, but if students had a disability or learning difficulty, they received instruction from a TA who may have had no qualifications, no involvement in planning, limited supervision and unclear reporting; and no clear duty statement requirements. A more inclusive and more equitable model of TA support is discussed.}, number = {9}, urldate = {2021-03-07}, journal = {International Journal of Inclusive Education}, author = {Butt, Rosemary}, month = sep, year = {2016}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13603116.2016.1145260}, keywords = {Teacher assistant, deployment, inclusive education, mainstream, support}, pages = {995--1007}, } @article{qasem_blended_2016, title = {Blended {Learning} {Approach} to {Develop} the {Teachers}’ {TPACK}}, volume = {7}, issn = {1309517X}, url = {https://www.cedtech.net/article/blended-learning-approach-to-develop-the-teachers-tpack-6176}, doi = {10.30935/cedtech/6176}, abstract = {A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.}, language = {en}, number = {3}, urldate = {2020-05-29}, journal = {Contemporary Educational Technology}, author = {Qasem, Arwa Ahmad Abdo and Viswanathappa, Gandla}, month = sep, year = {2016}, note = {shortDOI: 10/gg26df KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6176 10/gg26df 2339240:JARNFB99 2405685:CAKUBZNG 2405685:JNGNZCFI 2405685:R6GN9UGF 2534378:245NY58C 2534378:A54BPCIJ 2534378:M6L5C695 2534378:NXMUR56C 4803016:X5X5C56N}, keywords = {Blended Learning, Computer Assisted Instruction, Control Groups, ERIC, Current Index to Journals in Education (CIJE), Experimental Groups, Foreign Countries, Higher Education, Information Technology, Instructional Design, Instructional Effectiveness, Knowledge Level, Likert Scales, Online Courses, Pedagogical Content Knowledge, Postsecondary Education, Preservice Teachers, Pretests Posttests, Quasiexperimental Design, Science Teachers, Secondary Education, Secondary School Teachers, Technological Literacy, Technology Uses in Education, Trainees, Yemen, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096173, \_\_finaldtb}, pages = {264--276}, } @article{dogan_impacts_2016, title = {The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review}, volume = {42}, issn = {1941-5257}, shorttitle = {The impacts of professional learning communities on science teachers’ knowledge, practice and student learning}, url = {https://doi.org/10.1080/19415257.2015.1065899}, doi = {10.1080/19415257.2015.1065899}, abstract = {The purpose of this article is to provide a review of empirical studies investigating the impact of professional learning communities (PLCs) on science teachers’ practices and knowledge. Across 14 articles that satisfied the definition we embraced, most were devoted to the change in science teaching practices, disciplinary content knowledge (DCK) and pedagogical content knowledge (PCK) of K–12 science teachers. Although a small number of studies have implicit focus on comparing measures of student learning, we set out to examine the studies in science education and present how teachers engaged in PLCs focusing on examining and exploring strategies to promote student learning. Analysis of the related studies resulted in the following: PLCs can help teachers increase their PCK and DCK; increases in PCK and DCK may facilitate the change in teacher practices from traditional into more inquiry-based approaches; science teachers collaboratively focusing on student learning in PLCs are more likely to change their practice; and studies do not embrace student learning as an essential feature of PLCs. Methodological flaws and future directions along with implications for science teachers’ professional development are discussed.}, number = {4}, urldate = {2021-06-22}, journal = {Professional Development in Education}, author = {Dogan, Selcuk and Pringle, Rose and Mesa, Jennifer}, month = aug, year = {2016}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19415257.2015.1065899}, keywords = {professional development, professional learning communities, science education, teacher knowledge, teacher practice}, pages = {569--588}, } @inproceedings{yani_obstacles_2016, title = {The {Obstacles} of {Geographical} {Information} {System} ({GIS}) {Development}: {A} {Study} of {Teachers}' {Distribution} in {Sukabumi}, {Indonesia}}, isbn = {978-94-6252-279-4}, shorttitle = {The {Obstacles} of {Geographical} {Information} {System} ({GIS}) {Development}}, url = {https://www.atlantis-press.com/proceedings/icemal-16/25867339}, doi = {10.2991/icemal-16.2016.15}, abstract = {Geographical Information System (GIS) is an application used to process data in form of thematic maps which is arranged overlapping to produce informations needed by the user. Employing descriptive method, this study indicated that basically the GIS deve}, language = {en}, urldate = {2021-03-07}, publisher = {Atlantis Press}, author = {Yani, Ahmad and Rosita, Rosita}, month = aug, year = {2016}, note = {ISSN: 2352-5428}, keywords = {Lebanon\_event\_2021, \_C:Indonesia IDN, \_C:Kenya KEN, \_\_C:filed:1, \_\_C:scheme:1}, pages = {63--66}, } @inproceedings{donnelly_automatic_2016, address = {New York, NY, USA}, series = {{UMAP} '16}, title = {Automatic {Teacher} {Modeling} from {Live} {Classroom} {Audio}}, isbn = {978-1-4503-4368-8}, url = {https://doi.org/10.1145/2930238.2930250}, doi = {10.1145/2930238.2930250}, abstract = {We investigate automatic analysis of teachers' instructional strategies from audio recordings collected in live classrooms. We collected a data set of teacher audio and human-coded instructional activities (e.g., lecture, question and answer, group work) in 76 middle school literature, language arts, and civics classes from eleven teachers across six schools. We automatically segment teacher audio to analyze speech vs. rest patterns, generate automatic transcripts of the teachers' speech to extract natural language features, and compute low-level acoustic features. We train supervised machine learning models to identify occurrences of five key instructional segments (Question \& Answer, Procedures and Directions, Supervised Seatwork, Small Group Work, and Lecture) that collectively comprise 76\% of the data. Models are validated independently of teacher in order to increase generalizability to new teachers from the same sample. We were able to identify the five instructional segments above chance levels with F1 scores ranging from 0.64 to 0.78. We discuss key findings in the context of teacher modeling for formative assessment and professional development.}, urldate = {2021-03-07}, booktitle = {Proceedings of the 2016 {Conference} on {User} {Modeling} {Adaptation} and {Personalization}}, publisher = {Association for Computing Machinery}, author = {Donnelly, Patrick J. and Blanchard, Nathan and Samei, Borhan and Olney, Andrew M. and Sun, Xiaoyi and Ward, Brooke and Kelly, Sean and Nystran, Martin and D'Mello, Sidney K.}, month = jul, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MWMRUTL7 2129771:P5U3LFX7}, keywords = {\_C:Canada CAN, \_C:Congo, Republic COG, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, automatic feedback, classroom discourse, dialogic instruction, educational data mining, speech recognition}, pages = {45--53}, } @book{kini_does_2016, title = {Does {Teaching} {Experience} {Increase} {Teacher} {Effectiveness}? {A} {Review} of the {Research}}, shorttitle = {Does {Teaching} {Experience} {Increase} {Teacher} {Effectiveness}?}, url = {https://eric.ed.gov/?id=ED606426}, abstract = {Do teachers continue to improve in their effectiveness as they gain experience in the teaching profession? This paper aims to answer that question by critically reviewing recent literature that analyzes the effect of teaching experience on student outcomes in K-12 public schools in the United States. This report reviews 30 studies published within the last 15 years that analyze the effect of teaching experience on student outcomes in the United States. The goal of this paper is to provide researchers and policymakers with a comprehensive and timely review of this body of work. A renewed look at this research is warranted due to advances in research methods (including the use of teacher and student fixed effects) and data systems that have allowed researchers to more accurately answer this question. Specifically, by including teacher fixed effects in their analyses, researchers have been able to compare a teacher with multiple years of experience to that same teacher when he or she had fewer years of experience. In contrast, older studies often used less precise methods, such as cross-sectional analyses, which compare distinct cohorts of teachers with different experience levels during a single school year. [For the research brief to this report "Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Research Brief," see ED606427.]}, language = {en}, urldate = {2021-03-07}, publisher = {Learning Policy Institute}, author = {Kini, Tara and Podolsky, Anne}, month = jun, year = {2016}, note = {ISSN: ISSN- Publication Title: Learning Policy Institute}, keywords = {Achievement Gains, At Risk Students, Attendance, Collegiality, Correlation, Educational Legislation, Educational Policy, Elementary Secondary Education, Ethnicity, Federal Legislation, Gender Differences, Mathematics Achievement, Peer Influence, Public School Teachers, Racial Differences, Reading Achievement, Socioeconomic Status, Student Characteristics, Teacher Distribution, Teacher Effectiveness, Teaching Conditions, Teaching Experience, \_C:India IND, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{buckler_teachers_2016, title = {Teachers’ {Professional} {Capabilities} and the {Pursuit} of {Quality} in {Sub}-{Saharan} {African} {Education} {Systems}: {Demonstrating} and {Debating} a {Method} of {Capability} {Selection} and {Analysis}}, volume = {17}, issn = {1945-2829}, shorttitle = {Teachers’ {Professional} {Capabilities} and the {Pursuit} of {Quality} in {Sub}-{Saharan} {African} {Education} {Systems}}, url = {https://doi.org/10.1080/19452829.2014.991706}, doi = {10.1080/19452829.2014.991706}, abstract = {This paper reports on the methodological approach of a study that examined an important dimension of the global challenge to better understand the ‘quality’ element of Education for All (EFA): the professional lives of women teachers in rural communities in Sub-Saharan Africa. Teachers from five countries (Ghana, Nigeria, Kenya, South Africa and Sudan) provided a focus for exploring the relationship between official representations of teachers’ work and the professional lives teachers create and experience. Sen's (1999) capability approach was used as a framework for understanding this relationship and to produce two conceptualizations of professional capabilities for teachers generated by the official and teacher perspectives, respectively. These capabilities are organized around the pursuit of quality in teachers’ work. The paper explains how these two conceptualizations were determined, justifies four key aspects of the method used and highlights key insights into the teachers’ professional lives enabled by this approach.}, number = {2}, urldate = {2023-03-11}, journal = {Journal of Human Development and Capabilities}, author = {Buckler, Alison}, month = apr, year = {2016}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19452829.2014.991706}, keywords = {Capabilities, Capability approach, Education, Gender, Measurement}, pages = {161--177}, } @article{dachi_reflecting_2016, title = {Reflecting on {Five} {Decades} of {Teacher} {Professional} {Development} in {Tanzania}: {The} {Missing} {Dimensions}}, volume = {36}, copyright = {Copyright (c) 2016 Papers in Education and Development}, issn = {0856-4027}, shorttitle = {Reflecting on {Five} {Decades} of {Teacher} {Professional} {Development} in {Tanzania}}, url = {http://journals.udsm.ac.tz/index.php/ped/article/view/2528}, abstract = {The importance of teacher development need not be over stated. This is adducible by the fact that transformations, innovations and diffusions in education make it imperative that teachers have to continually change and adopt. This paper takes stock of the trajectory of teacher professional development in Tanzania by locating related initiatives in the macro-policies and education transformations spanning a period of nearly five decades. It identifies the missing dimensions for robust in-service continuous professional development programmes (CPD) for primary and secondary school teachers. The paper proposes the need to support a cost effective in-service CPD model, which is school based designed around a reflective practitioner approach, for which teaching is an interactive problem solving professional undertaking requiring continuous updating of key competences that teachers require for classroom practices. Key words:      teachers’ professionalism; teachers’ continuous professional development; macro-policies; education transformations}, language = {en}, number = {0}, urldate = {2019-06-01}, journal = {Papers in Education and Development}, author = {Dachi, Hillary}, month = feb, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3DAXHV2W 2129771:FA2SH9AA}, keywords = {\_C:Canada CAN, \_C:Finland FIN, \_C:Germany DEU, \_C:Ghana GHA, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Malaysia MYS, \_C:Namibia NAM, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Uganda UGA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @phdthesis{abay_counting_2016, title = {From counting women to ensuring women count: {A} qualitative study of university and early career experiences of women secondary school teachers in {Addis} {Ababa}, {Ethiopia} from a capabilities perspective}, abstract = {At the heart of this study is a concern with moving from counting women—from a quantitative focus on gender parity—to having women count—ensuring conditions exist that allow women teachers to fully participate in quality teaching and the positive transformation of the teaching profession. Women comprise less than 20\% of secondary school teachers in Ethiopia (MoE, 2014), reflecting similar patterns of under-representation elsewhere in Sub-Saharan Africa. This study uses in-depth interviews and field observations over a period of 15 months in Addis Ababa to shed light on why many women in Ethiopia who enter university do not make it into secondary school teaching and why many of those who enter teaching, in urban areas where most teachers are concentrated, do not stay in the profession. Drawing on a capabilities perspective, the study goes further to examine the cumulative disadvantage—in terms of well-being and agency—that women experience during the process of their university (undergraduate and teacher) training and in their early years of working in urban secondary schools, as well as the ways in which women contend with disadvantage. This study shows that such disadvantage and the responses to it have implications not only for whether women enter and stay in teaching but also for how they engage in their work. Utilizing the rich qualitative data collected and the analysis afforded by using the capability approach, the study concludes by recommending how different actors, including government, universities and schools, can foster institutional conditions of possibility (Walker, 2006a) and educational arrangements that enhance rather than limit full and equal participation in the teaching profession. Foregrounded throughout this study are the voices and experiences of young women, offering a perspective which disrupts the presumed norm of the single male teacher and highlights some of the limits of gender-neutral teacher policies.}, language = {en}, author = {Abay, Negar Ashtari}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:Z4ISYM3H 2317526:5S7STSEQ LOCAL-PQ-1873007472}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Ethiopia, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:gender, F:policy, F:teaching, F:women, P:measurement, P:school teacher, P:teacher education, P:teachers, Q:higher education, R:interview, R:observation, R:qualitative, R:quantitative, T:Ausbildung, T:career, Z:Higher education, Z:Teacher education, publicImportV1, ⛔ No DOI found}, } @article{adedoja_influence_2016, title = {Influence of {Mobile} {Learning} {Training} on {Pre}-{Service} {Social} {Studies} {Teachers}' {Technology} and {Mobile} {Phone} {Self}-{Efficacies}}, volume = {7}, issn = {2222-1735, 2222-1735}, url = {https://files.eric.ed.gov/fulltext/EJ1089740.pdf}, abstract = {Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.}, language = {en}, number = {2}, journal = {Journal of Education and Practice}, author = {Adedoja, Gloria and Oluwadara, Abimbade}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6PDEGCPL 2317526:QMB7LST9 2405685:2B3XKEGJ 2534378:GD8S4UHN 2534378:KAL73UF6 2534378:SDN92DUR}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, Age Differences, C:Nigeria, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, ERIC, Current Index to Journals in Education (CIJE), Electronic Learning, F:attitude, F:learning, F:pedagogy, Foreign Countries, Higher Education, Instructional Effectiveness, Likert Scales, Nigeria, P:electro, P:services, P:social, P:teachers, P:technology, Postsecondary Education, Predictor Variables, Preservice Teachers, Pretests Posttests, Q:mobile learning, Questionnaires, R:questionnaire, Self Efficacy, Social Studies, Student Teacher Attitudes, T:Training, Technological Literacy, Technology Education, Z:Age Differences, Z:Electronic Learning, Z:Foreign Countries, Z:Instructional Effectiveness, Z:Likert Scales, Z:Predictor Variables, Z:Preservice Teachers, Z:Pretests Posttests, Z:Questionnaires, Z:Self Efficacy, Z:Social Studies, Z:Student Teacher Attitudes, Z:Technological Literacy, Z:Technology Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096188, \_\_C:filed:1, \_\_\_working\_potential\_duplicate, \_\_finaldtb, publicImportV1, ⛔ No DOI found}, pages = {74--79}, } @phdthesis{al-ghatrifi_professional_2016, type = {{PhD} {Thesis}}, title = {The professional development of teachers in {Higher} {Education} in {Oman}: a case study of {English} teachers in the {Colleges} of {Applied} {Sciences}}, shorttitle = {The professional development of teachers in {Higher} {Education} in {Oman}}, school = {University of Reading}, author = {Al-Ghatrifi, Yaqoob}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:58BS4RY3}, keywords = {\_C:Antigua and Barbuda ATG, \_C:Australia AUS, \_C:Bahrain BHR, \_C:Benin BEN, \_C:Canada CAN, \_C:China CHN, \_C:Egypt EGY, \_C:France FRA, \_C:Germany DEU, \_C:Greece GRC, \_C:India IND, \_C:Iran IRN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Kuwait KWT, \_C:Malaysia MYS, \_C:Malta MLT, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Portugal PRT, \_C:Qatar QAT, \_C:Saudi Arabia SAU, \_C:Somalia SOM, \_C:Sweden SWE, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Yemen YEM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{bainton_improving_2016, title = {Improving {Secondary} {School} {Teacher} {Quality} in {Sub}-{Saharan} {Africa}}, language = {en}, number = {3}, institution = {University of Bristol}, author = {Bainton, Dave and Barrett, Angeline Mbogo and Tikly, Leon}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:X5Z7RU4N 2405685:CLHEDE9L}, keywords = {C:sub-Saharan Africa, \_C:Benin BEN, \_C:Botswana BWA, \_C:Burundi BDI, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Congo, Republic COG, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:India IND, \_C:Ivory Coast CIV, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{bainton_improving_2016, title = {Improving {Secondary} {School} {Teacher} {Quality} in {Sub}-{Saharan} {Africa}: {Framing} the {Issues}}, url = {https://www.bristol.ac.uk/media-library/sites/education/documents/bristol-working-papers-in-education/improving-secondary-school-teacher-quality-in-sub-saharan-africa.pdf}, institution = {Bristol Working Papers in Education}, author = {Bainton, Dave and Barrett, Angeline Mbogo and Tikly, Leon}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:456C4HCM 2129771:FMU4VYD8 2267029:YW5KCIGF 2292089:TA37T5J4 2292089:VWBJ9H2A}, keywords = {Cited, RRQ1:High, ⛔ No DOI found}, } @techreport{chinen_evaluation_2016, address = {Evanston, IL}, title = {Evaluation of the transformative potential of positive gender socialization in education for peace building}, url = {https://files.eric.ed.gov/fulltext/ED567431.pdf}, abstract = {American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended.}, language = {English}, institution = {Society for Research on Educational Effectiveness}, author = {Chinen, Marjorie and Elmeski, Mohammed}, year = {2016}, note = {Publication Title: Society for Research on Educational Effectiveness Loc in Archive 1826527485; ED567431 Extra URL: https://www.peace-ed-campaign.org/evaluation-transformative-potential-positive-gender-socialization-education-peacebuilding/ KerkoCite.ItemAlsoKnownAs: 2405685:ZS4NGWQB 2534378:NLJUTVDT 2534378:QEDQMKYP}, keywords = {Comparative Analysis, ERIC, Resources in Education (RIE), Educational Practices, Elementary Education, Elementary School Teachers, Foreign Countries, Inservice Teacher Education, Intervention, Mixed Methods Research, Outcome Measures, Peace, Program Effectiveness, Randomized Controlled Trials, Sex Fairness, Socialization, Synchronous Communication, Teacher Attitudes, Teacher Characteristics, Telecommunications, Uganda, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097972, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, } @article{crook_evaluating_2016, title = {Evaluating the {Impact} of 1: 1 {Laptops} on {High} {School} {Science} {Students} and {Teachers}}, shorttitle = {Evaluating the {Impact} of 1}, author = {Crook, Simon Joseph}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:DSTTPVBE}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Canada CAN, \_C:Cuba CUB, \_C:Germany DEU, \_C:Japan JPN, \_C:Jordan JOR, \_C:Luxembourg LUX, \_C:Singapore SGP, \_C:Switzerland CHE, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{cummings_collective_2016, title = {Collective action and the deployment of teachers in {Niger}: a political economy analysis}, shorttitle = {Collective action and the deployment of teachers in {Niger}}, url = {https://odi.org/en/publications/collective-action-and-the-deployment-of-teachers-in-niger-a-political-economy-analysis/}, abstract = {This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.}, language = {en-gb}, urldate = {2022-01-05}, author = {Cummings, Clare}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J2DAW36G 4556019:2MDNIQ4B}, keywords = {C:Niger}, } @techreport{darling-hammond_effective_2016, address = {Learning Policy Institute}, title = {Effective {Teacher} {Professional} {Development}}, copyright = {Creative Commons Attribution—NonCommercial 4.0 International License}, url = {https://www.yu.edu/sites/default/files/inline-files/Effective_Teacher_Professional_Development_REPORT.pdf}, language = {EN}, institution = {Learning Policy Institute}, author = {Darling-Hammond, Linda and Hyler, Maria E and Gardner, Madelyn and Gardner, Madelyn}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C755AFPK 2129771:XY5LKEPU 2339240:EXG2P88C 2339240:KZWPKKEX 2405685:3EICVTPU 2405685:DFJ5VQ9P 2405685:L5AA7H42 2534378:LEAZX89C}, keywords = {C:United States / International, \_\_C:filed:1, important, ⛔ No DOI found}, pages = {76}, } @incollection{evans_what_2016, address = {Edinburgh: Oliver}, edition = {1st ed}, title = {What really works to improve learning in developing countries? {An} analysis of divergent findings in systematic reviews. {World} {Bank} {Research} {Observer}}, volume = {10}, booktitle = {Statistical {Methods} for {Research} {Workers}}, publisher = {Oliver and Boyd, Ltd}, author = {Evans, D.K. and Popova, A.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6FME82BW}, keywords = {\_\_\_duplicate\_item}, } @article{evans_what_2016, title = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}? {An} {Analysis} of {Divergent} {Findings} in {Systematic} {Reviews} [{World} {Bank} {Research} {Observer}]}, volume = {31}, issn = {0257-3032, 1564-6971}, shorttitle = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}?}, url = {https://academic.oup.com/wbro/article-lookup/doi/10.1093/wbro/lkw004}, doi = {10.1093/wbro/lkw004}, language = {en}, number = {2}, urldate = {2020-05-15}, journal = {The World Bank Research Observer}, author = {Evans, David K. and Popova, Anna}, month = aug, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkw004 2129771:3CCCDY3J 2129771:BG65AYTS 2129771:GG8WWRW4 2129771:K632LCXD 2339240:WFIJNIC4 2405685:5ZQE8AUE 2405685:QIM4VXJD 2486141:NXFPSM63}, keywords = {C:Low- and middle-income countries, STC-TLC, \_\_C:filed:1, \_\_\_duplicate\_item, \_genre:LR-literature\_review}, pages = {242--270}, } @inproceedings{hasler_teacher_2016, address = {Ethiopia}, title = {Teacher {Professional} {Development}: {Insights}, {Programmes} \& {Resources}}, copyright = {All rights reserved}, url = {https://www.youtube.com/watch?v=zM1s8RI2Gnw}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:IL6X2KSW}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Develoment} {Guide} for {Student} {Teachers})}, title = {Theme 1: {Creative} {Approaches} ({Student} {Teachers})}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:DKIAT34X}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Develoment} {Guide} for {Student} {Teachers})}, title = {Theme 2: {Questioning} ({Student} {Teachers})}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:JD68FQPT}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Develoment} {Guide} for {Student} {Teachers})}, title = {Theme 3: {Talk} for {Learning} ({Student} {Teachers})}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:2AUGSL3Q}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Develoment} {Guide} for {Student} {Teachers})}, title = {Theme 4: {Group} {Work} ({Student} {Teachers})}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:APA9XKCI}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Develoment} {Guide} for {Student} {Teachers})}, title = {Theme 5: {Teaching} and {Learning} {Materials} ({Student} {Teachers})}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:YYWCB88I}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_theme_2016, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Develoment} {Guide} for {Student} {Teachers})}, title = {Theme 6: {Leadership} for {Learning} ({Student} {Teachers})}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, language = {en}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, author = {Haßler, Björn}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:LPDQYNQZ}, keywords = {Author:Haßler, Author:OpenDevEd}, } @book{hasler_perspectives_2016, title = {Perspectives on {Technology}, {Resources} and {Learning} - {Productive} {Classroom} {Practices}, {Effective} {Teacher} {Professional} {Development}}, shorttitle = {{ARM} {White} {Paper} 2}, url = {http://bjohas.de/Publications/Perspectives}, language = {en}, publisher = {Faculty of Education, University of Cambridge}, author = {Haßler, Björn and Major, L and Warwick, P and Watson, Steve and Hennessy, S and Nichol, B}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5KLTZ5JR 2129771:5RPDWPCN 2129771:8JRAXJ7D 2129771:WVJNXZDH 2129771:XWX767NR 2339240:LXSZ3BDY 2405685:KP542JTW 2486141:WW7D6VCH 261495:HTPBIJ3S}, keywords = {AWP2, Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, CitedIn:BIBBTVET, CitedIn:OER4Schools-HHH3-B, CitedIn:OER4Schools-HHH3-B-AUTHORS, CitedIn:eCubed, DIAL-RDO, Done:ReferenceFixed, IMPORT\_FROM\_DFID\_RITE, InPrep, TPD@Scale-cited, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, eCubed, ⛔ No DOI found}, } @incollection{hennessy_using_2016, title = {Using digital technology and school-based professional development to leverage interactive classroom teaching in {Zambia}}, url = {https://www.taylorfrancis.com/books/e/9781136157974/chapters/10.4324%2F9780203078945-13}, abstract = {This chapter describes a study which explored the feasibility of using information and communications technologies (ICTs) to support more interactive forms of subject teaching and learning in Sub-Saharan Africa. Specifically, we: • provided open educational resources (OER) to three ICT-and Internetequipped primary schools in Zambia, all serving disadvantaged communities; • worked with partners to identify the needs of school-based continuing professional development (CPD) adapted to the local context; • responded to those needs by designing an appropriate intervention – focusing on participatory, collaborative and interactive pedagogies supported by ICTs and OER, both within the classroom and for teacher development.}, language = {en}, author = {Hennessy, Sara and Haßler, Björn and Mwewa, G}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QG8ESI5B 2317526:CWBQU3Q9}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, F:teaching, P:teacher education, P:teachers, Q:ICT, Q:OER, Q:digital technology, Q:interactive, Q:interactive pedagogy, Q:open educational resources, Q:primary education, R:evaluation, T:Classroom teaching, Z:ICT in education, Z:Intervention evaluation, Z:Primary education, Z:Teacher education, publicImportV1}, } @techreport{ibn_junaid_technology_2016, title = {Technology and {Teacher} {Professional} {Development} ({TPD}): the process and content of microlearning in a school-based integrated in-service teacher education ({INSET}) project}, url = {http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y}, urldate = {2020-07-15}, author = {Ibn Junaid, Muhammad and Ogange, Betty and Allela, Melissa}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AGCBZMKU 2486141:W9Y7PDI3}, } @article{impedovo_-service_2016, title = {In-service {Teachers}' {Sense} of {Agency} after {Participation} in a {Research} {Master} {Course}}, volume = {5}, doi = {10.17583/ijep.2016.2206}, number = {3}, journal = {International Journal of Educational Psychology}, author = {Impedovo, Maria Antonietta}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.17583/ijep.2016.2206 10/gf62g5 2129771:H96HX3B7}, keywords = {\_\_C:filed:1}, pages = {281}, } @article{impedovo_participating_2016, title = {Participating in an international master’s programme: impact on agency for {African} in-service teachers}, volume = {42}, shorttitle = {Participating in an international master’s programme}, doi = {10.1080/19415257.2016.1146624}, number = {5}, journal = {Professional Development in Education}, author = {Impedovo, Maria Antonietta and Ligorio, Maria Beatrice}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2016.1146624 10/gf62g4 2129771:LENBA5BD}, keywords = {\_\_C:filed:1}, pages = {854--857}, } @techreport{international_rescue_committee_irc_cost_2016, title = {Cost efficiency analysis: teacher professional development}, url = {https://www.rescue.org/sites/default/files/document/961/ttdesignedbrieffinal.pdf}, abstract = {This brief explores the relative costs of running these different professional development activities across nine programs in Afghanistan, Iraq, Lebanon, and Pakistan.}, urldate = {2021-02-11}, author = {{International Rescue Committee (IRC)}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PK3MBF4X}, keywords = {\_\_C:filed:1}, } @techreport{junaid_technology_2016, title = {Technology and {Teacher} {Professional} {Development} ({TPD}): the process and content of microlearning in a school-based integrated in-service teacher education ({INSET}) project}, url = {http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y}, author = {Junaid, Muhammad Ibn and Ogange, Betty and Allela, Melissa}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L2BBB93U 2486141:8D9UU88M}, } @article{kimaiyo_influence_2016, title = {Influence of {Trainee} {Teacher} {Philosophy} about {Teaching} and {Learning} on {Integration} of {Computer} {Technology} into {Future} {Teaching} {Practices}}, volume = {4}, abstract = {The study sought to establish the influence of trainee teacher philosophy about teaching and learning on integration of computer technology into future teaching practices. This was done in the light of the fact that the Kenya government has launched the national laptop project in public primary schools which is expected to run from July, 2016.It is expected that the teachers who are undertaking training in Primary school Teacher Training colleges are key to effective implementation of computer use. The study was carried out in five public Teacher Training Colleges in the Rift Valley Province, Kenya. This study employed a correlational research design. The research population for the study was all teacher trainees in pubic teacher training colleges in Rift Valley. The colleges have a total population of 5,075 student teachers. Using a table of random numbers, the researcher then selected proportional samples from each stratum in every Teacher Training College to ensure that there was uniform representation of the different groups. The total sample from the five TTCs was 357 trainee teachers. The primary data was collected using a questionnaire consisting of two scales. The study established that there was a statistically significant influence of trainee teachers’ philosophy about teaching and learning on prospective ICT integration. Trainee teachers who believed that learners construct their own knowledge with the teacher as a guide scored highly on intentions to integrate ICT in the classroom than those who believed that the teacher is the source of knowledge. Trainee teachers who intended to use child-centered teaching practices viewed ICT integration positively. It is therefore important that teacher trainers in TTCs emphasize learner-centered teaching methods in order to promote ICT integration.}, language = {en}, journal = {American Journal of Applied Psychology}, author = {Kimaiyo, Lilian C and Kitainge, Kisilu M and Too, Jackson}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2DYWF7GH 2317526:TL235JNS}, keywords = {⛔ No DOI found}, } @article{kutcher_school_2016, title = {A school mental health literacy curriculum resource training approach: {Effects} on {Tanzanian} teachers' mental health knowledge, stigma and help-seeking efficacy}, doi = {10.1186/s13033-016-0082-6}, abstract = {© 2016 The Author(s). Background: Mental health literacy (MHL) is foundational for mental health promotion, prevention, stigma reduction, and care; School supported information pertaining to MHL in sub-Saharan Africa is extremely limited, including in Tanzania. Successful application of a school MHL curriculum resource may be an effective way to increase teacher MHL and therefore help to improve mental health outcomes for students. Methods: Secondary school teachers in Tanzania were trained on the African Guide (AG) a school MHL curriculum resource culturally adapted from a Canadian MHL resource (The Guide) for use in Africa. Teacher training workshops on the classroom application of the AG were used to evaluate its impact on mental health literacy in a sample of Tanzanian Secondary school teachers. Pre-post training assessment of participant knowledge and attitudes was conducted. Help-seeking efficacy for teachers themselves and their interventions for students, friends, family members and peers were determined. Results: Paired t test (n = 37) results demonstrate highly significant improvements in teacher's overall knowledge (p {\textless} 0.001; d = 1.14), including mental health knowledge, (p {\textless} 0.001; d = 1.14) and curriculum specific knowledge (p {\textless} 0.01; d = 0.63). Teachers' stigma against mental illness decreased significantly following the training (p {\textless} 0.001; d = 0.61). Independent t tests comparing the paired sample against unpaired sample also demonstrated significant differences between the groups for teacher's overall knowledge (p {\textless} 0.001). Teachers also reported high rates (greater than 3/4 of the sample) of positive help-seeking efficacy for themselves as well as for their students, friends, family members and peers. As a result of the training, the number of students teachers identified for potential mental health care totaled over 200. Conclusions: These positive results, when taken together with other research, suggest that the use of a classroom-based resource (the AG) that integrates MHL into existing school curriculum through training teachers may be an effective and sustainable way to increase the MHL (improved knowledge, decreased stigma and positive help-seeking efficacy) of teachers in Tanzania. As this study replicated the results of a previous intervention in Malawi, consideration could be given to scaling up this intervention in both countries and applying this resource and approach in other countries in East Africa.}, language = {en}, journal = {International Journal of Mental Health Systems}, author = {Kutcher, Stan and Wei, Yifeng and Gilberds, Heather and Ubuguyu, Omary and Njau, Tasiana and Brown, Adena and Sabuni, Norman and Magimba, Ayoub and Perkins, Kevin}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13033-016-0082-6 10/gf62ks 2129771:NME6EHAD 2317526:CXCUPU8E}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, A:Sub-Saharan Africa, AA:Africa, C:Malawi, 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:attitude, F:curriculum, F:outcomes, P:culture, P:health, P:teachers, R:impact, T:Ausbildung, T:Lehrwerkstatt, T:Training, T:trainee, Z:Adolescents, Z:Knowledge, Z:Mental health, Z:Mental health literacy, Z:School-based intervention, Z:Stigma, Z:Teachers, \_C:Canada CAN, \_C:Malawi MWI, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, publicImportV1}, } @book{lange_achieving_2016, title = {Achieving teaching quality in sub-{Saharan} {Africa}: {Empirical} results from cascade training}, abstract = {© Springer Fachmedien Wiesbaden 2016. Sarah Lange examines the effectiveness of cascade training, which constitutes a cost-effective training model in teacher training. In development cooperation countries, teaching quality is expected to improve with teacher professional development; for this purpose, she explores the effectiveness of training multipliers in schools in Cameroon. This research question is analysed with a design, which encompasses a questionnaire survey provided to teachers, students and principals as well as a teacher video survey and a student achievement test. The empirical results show the effects of cascade training on the learner-oriented teaching practice, if the trained teachers are supported in their role as change agents. Among the conditions for the conceptual quality and the implementation of cascade training, the continuity of school-based professional development is particularly emphasized in light of the results.}, language = {en}, publisher = {Springer VS, Wiesbaden}, author = {Lange, Sarah and Benavot, Aaron}, year = {2016}, doi = {10/gfw34w}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-14683-2 10/gfw34w 2129771:EUDVDL6V 2129771:PRAA33FP 2317526:99594LBY 2317526:R5572EY6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Cameroon, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:achievement, F:teaching, P:measurement, P:teacher training, P:teachers, R:questionnaire, R:survey, T:Training, T:trainee, publicImportV1, type:book}, } @article{mulenga_rethinking_2016, title = {Rethinking the role of teacher education in {Zambia}: quality curriculum designing as a missing link in explaining teacher's pedagogical content knowledge.}, shorttitle = {Rethinking the role of teacher education in {Zambia}}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6600/AFTRA%20Article%20on%20Teacher%20Education%20-%20Innocent.pdf?sequence=1}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale}, year = {2016}, note = {Publisher: THE AFRICAN FEDERATION OF TEACHING REGULATORY AUTHORITIES (AFTRA …}, keywords = {⛔ No DOI found}, } @phdthesis{mutlu_understanding_2016, type = {{PhD} {Thesis}}, title = {Understanding {Students}' and {Teachers}' {Approaches} to {Tablet} {Use} in {Turkish} {Secondary} {Schools}: {A} {Model} {Based} {Approach}}, shorttitle = {Understanding {Students}' and {Teachers}' {Approaches} to {Tablet} {Use} in {Turkish} {Secondary} {Schools}}, school = {University of Sheffield}, author = {Mutlu, Tugba}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:E8FLHYKA}, keywords = {\_C:Antigua and Barbuda ATG, \_C:Australia AUS, \_C:Austria AUT, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:Greece GRC, \_C:Guyana GUY, \_C:Hungary HUN, \_C:India IND, \_C:Iran IRN, \_C:Israel ISR, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Korea, Republic KOR, \_C:Lebanon LBN, \_C:Malta MLT, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Poland POL, \_C:Russian Federation RUS, \_C:Singapore SGP, \_C:Sweden SWE, \_C:Thailand THA, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{ngajie_integration_2016, title = {Integration of {ICTs} into the {Curriculum} of {Cameroon} {Primary} and {Secondary} {Schools}: {A} {Review} of {Current} {Status}, {Barriers} and {Proposed} {Strategies} for {Effective} {Integration}}, volume = {12}, issn = {1814-0556}, shorttitle = {Integration of {ICTs} into the {Curriculum} of {Cameroon} {Primary} and {Secondary} {Schools}}, url = {https://eric.ed.gov/?id=EJ1099586}, abstract = {Many sub-Saharan African countries are progressively integrating information and communication technologies (ICTs) into their education systems especially in primary and secondary schools. These efforts that are seen in both private and public schools to bring technologies into the classroom are just starting but are encountering a lot of difficulties. Cameroon, a Sub-Saharan African country, is not an exception to the situation in this group of countries. ICTs were officially introduced in schools in Cameroon since 2001 and since then many initiatives have been carried out but the difficulties supersede the progress. Based on available research, this study focuses on the current status of ICTs in Cameroon primary and secondary schools. It gives a brief description of the country's education system, and reviews major initiatives that have been carried out so far in the integration of ICTs in primary and secondary schools. It further identifies and analyzes some barriers that cause ICT integration into curriculum ineffective. Lastly, it recommends some strategies to overcome the barriers, and guidelines for a contextualized and effective ICT integration.}, language = {en}, number = {1}, urldate = {2020-04-28}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Ngajie, Berty Nsolly and Ngo, Mback Marie Charlotte}, year = {2016}, note = {Publisher: International Journal of Education and Development using Information and Communication Technology EdTechHub.ItemAlsoKnownAs: 2129771:DNTKED66}, keywords = {Administrator Qualifications, Barriers, Change Strategies, Educational Administration, Educational History, Educational Technology, Elementary Secondary Education, Foreign Countries, Knowledge Level, Professional Development, Teacher Qualifications, Technology Integration, Technology Uses in Education, ⛔ No DOI found}, pages = {89--106}, } @article{novelli_teachers_2016, title = {Teachers as agents of sustainable peace, social cohesion and development: theory, practice \& evidence}, volume = {20}, issn = {1947-9417}, shorttitle = {Teachers as agents of sustainable peace, social cohesion and development}, url = {http://www.scielo.org.za/scielo.php?script=sci_abstract&pid=S1947-94172016000300002&lng=en&nrm=iso&tlng=en}, doi = {10.17159/1947-9417/2016/1486}, number = {3}, urldate = {2021-03-07}, journal = {Education as Change}, author = {Novelli, Mario and Sayed, Yusuf}, year = {2016}, note = {Publisher: University of Johannesburg KerkoCite.ItemAlsoKnownAs: 10.17159/1947-9417/2016/1486 2129771:88PBEAAU}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:India IND, \_C:Lebanon LBN, \_C:Myanmar MMR, \_C:Nepal NPL, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {15--37}, } @article{osullivan_school_2016, title = {School in a {Box} in {Low} {Resource} {Primary} {School} in {Mozambique}: {Practical} {Application} of {Zone} of {Proximal} {Development} in {Teacher} {Training} with {Mobile} {Technology}}, volume = {8}, shorttitle = {School in a {Box} in {Low} {Resource} {Primary} {School} in {Mozambique}}, doi = {10.4018/ijmbl.2016040104}, number = {2}, journal = {International Journal of Mobile and Blended Learning (IJMBL)}, author = {O'Sullivan, Linda and Seabra, N. Miguel}, year = {2016}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2016040104 10/gf5f6n 2129771:MHDPZHQV 2129771:YQNWRC27}, keywords = {\_\_C:filed:1}, pages = {44--54}, } @article{olaniran_availability_2016, title = {Availability, {Access} and {Utilization} of {E}-{Resources} among {Pre}-{Service} {Teacher} {Trainees} by {Distance}}, doi = {10.1109/T4E.2016.55}, abstract = {The study investigated accessibility to and utilization of electronic resources among pre-service teachers in the National Open University of Nigeria (NOUN). Survey research design was used to carry out the study. Two hundred and thirty eighty (238) undergraduate students studying to obtain Bachelor of Education (B. Ed.) by distance were purposively sampled from Ibadan Study Centre of the institution. The results from the survey revealed that electronic resources in different forms like radio broadcast, e-journals, e-books, and CD-ROM, among others, are available and accessible to the pre-service teacher trainees by distance. However, limited internet connectivity and inadequate access to electricity were shown as major factors constraining most of the participants from accessing and utilizing the available electronic resources. The study recommends for the distance learning providers in developing nations to partner with telecommunication firms and internet service providers with a view to providing constant and affordable internet services to their learners, especially those that are studying to become classroom teachers.}, language = {en}, journal = {IEEE 8TH International Conference on Technology for Education}, author = {Olaniran, Sunday O. and Duma, M. A. N. and Nzima, D. R. and Kumar, V and Murthy, S and {Kinshuk}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/T4E.2016.55 2129771:NRBGSNFD 2317526:YD6P9NHZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, C:Nigeria, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:R, CT:T, D:developing nation, F:access, P:electro, P:service industry, P:teachers, Q:ICT, Q:distance learning, Q:e-learning, R:research design, R:survey, T:trainee, Z:E-Learning, Z:E-Resources, Z:ICT, Z:ODL, Z:Pre-Service Teachers, publicImportV1, ⚠️ Invalid DOI}, } @inproceedings{pirkkalainen_emerging_2016, address = {New York, NY, USA}, series = {{AcademicMindtrek} '16}, title = {The {Emerging} {International} {Knowledge} {Exchange} {Barrier} in {Virtual} {Teacher} {Communities}}, isbn = {978-1-4503-4367-1}, url = {http://doi.acm.org/10.1145/2994310.2994318}, doi = {10.1145/2994310.2994318}, abstract = {Openness in education has sought its way to practice in schools as in universities. Many strategies and concepts have emerged: from openly shared resources to open practices to improve the access to and the quality of education. The knowledge exchange of educators has been seen a crucial activity in reaching and sustaining openness. This article analyses a typical knowledge exchange activity in schools: European teachers were engaged in virtual OER communities to exchange teaching resources as well as experiences about using OER and ICT in education. We applied technology acceptance framework and studied a potential barrier of international knowledge exchange. The findings of the study show surprising results: the willingness to exchange teaching materials within global virtual teacher communities decreases as schools mature in using OER and ICT. This study serves especially as a discussion opener for sustaining discourse and peer support in teacher virtual communities that strive for openness and international knowledge exchange. The findings have strong practical implications for the open education domain as well as for school / teacher development in general.}, urldate = {2018-06-09}, booktitle = {Proceedings of the 20th {International} {Academic} {Mindtrek} {Conference}}, publisher = {ACM}, author = {Pirkkalainen, Henri and Jokinen, Jussi and Pawlowski, Jan}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/2994310.2994318 10/gf62h8 2129771:8JCM6QAV}, keywords = {knowledge exchange, open education, teacher networks, technology acceptance, virtual community}, pages = {144--152}, } @article{popova_inside_2016, title = {Inside in-service teacher training: {What} works and how do we measure {It}? {Working} paper}, shorttitle = {Inside in-service teacher training}, url = {https://riseprogramme.org/sites/default/files/inline-files/Evans%20Inside%20In-Service%20Teacher%20Training%20-%20CLEAN%20-%20v2016-06-22_0.pdf}, journal = {Washington, DC.: Rise Programme}, author = {Popova, Anna and Evans, David K. and Arancibia, Violeta}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6CCQ8KHH 2129771:X5EEFDRB}, keywords = {\_genre:LR-literature\_review, ⛔ No DOI found}, } @inproceedings{sadeck_continuum_2016, title = {A continuum of teachers'e-learning practices}, booktitle = {International {Conference} on e-{Learning}}, publisher = {Academic Conferences International Limited}, author = {Sadeck, Osman}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NQYDJCXP}, keywords = {\_C:South Africa ZAF, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {198}, } @article{salmon_teacher_2016, title = {Teacher governance reforms and social cohesion in {South} {Africa}: from intention to reality}, volume = {20}, issn = {1947-9417}, shorttitle = {Teacher governance reforms and social cohesion in {South} {Africa}}, url = {http://www.scielo.org.za/scielo.php?script=sci_abstract&pid=S1947-94172016000300003&lng=en&nrm=iso&tlng=en}, doi = {10.17159/1947-9417/2016/1516}, number = {3}, urldate = {2021-03-07}, journal = {Education as Change}, author = {Salmon, Thomas and Sayed, Yusuf}, year = {2016}, note = {Publisher: University of Johannesburg}, keywords = {\_C:Netherlands NLD, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Sudan SDN, \_\_C:filed:1, \_\_C:scheme:1}, pages = {38--56}, } @article{suarez-guerrero_teachers_2016, title = {Teachers' {Perceptions} of the {Digital} {Transformation} of the {Classroom} through the {Use} of {Tablets}: {A} {Study} in {Spain}/{Percepción} docente sobre la transformación digital del aula a través de tabletas: un estudio en el contexto español}, volume = {24}, shorttitle = {Teachers' {Perceptions} of the {Digital} {Transformation} of the {Classroom} through the {Use} of {Tablets}}, number = {49}, journal = {Comunicar (English edition)}, author = {Suarez-Guerrero, Cristobal}, year = {2016}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:CIME9WM3}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {81--89}, } @article{tatar_conceptual_2016, title = {Conceptual understanding of definite integral with {GeoGebra}}, volume = {33}, issn = {07380569}, url = {https://www.researchgate.net/publication/304002585_Conceptual_Understanding_of_Definite_Integral_with_GeoGebra}, doi = {10.1080/07380569.2016.1177480}, abstract = {This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.}, language = {English}, number = {2}, journal = {Computers in the Schools}, author = {Tatar, Enver and Zengin, Yilmaz}, year = {2016}, note = {Place: New York Publisher: Taylor \& Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1797266405?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2405685:BPKXJCAS 2534378:B2LVIZIL 2534378:HHXXSZS8 2534378:LCRTTW4I}, keywords = {Computer Assisted Instruction, Computer Software, Computer assisted instruction--CAI, Computer-assisted instruction (CAI), ERIC, Current Index to Journals in Education (CIJE), Education--Computer Applications, Educational Technology, Foreign Countries, GeoGebra, Mathematics, Mathematics Education, Mathematics teachers, Mixed Methods Research, Program Effectiveness, Questionnaires, Secondary Education, Secondary School Mathematics, Student Attitudes, Teacher Education Programs, Turkey, Wilcoxon Matched Pairs Signed Ranks Test, \_\_:import:01, \_\_:match:final, \_\_:study\_id:2098412, \_\_finaldtb, achievement, definite integral}, pages = {120--132}, } @article{uygan_effects_2016, title = {Effects of teaching activities via {Google} {Sketchup} and concrete models on spatial skills of preservice mathematics teachers}, volume = {7}, url = {https://www.researchgate.net/publication/311974589_Effects_of_Teaching_Activities_via_Google_Sketchup_and_Concrete_Models_on_Spatial_Skills_of_Preservice_Mathematics_Teachers}, doi = {10.16949/turkbilmat.273993}, abstract = {The aim of this study was to investigate the impact of teaching activities supported by Google SketchUp, which is a 3-Dimensional modeling software, and concrete models on the basic skills related to spatial ability in teaching geometric solids. The study sample consisted of 72 preservice teachers who were studying elementary mathematics education in 2009-2010 academic-year in a state-funded university in Central Anatolia, Turkey. This was an experimental study. The study used a pretest posttest control group design and included two experimental groups and a control group. One of the experimental groups was taught using Google SketchUp while the other one was taught with concrete model-aided teaching activities. The activities, designed for the control group, were carried out with some traditional teaching tools such as paper, pencil and classroom writing board. The Santa Barbara Solids Test (SBST) and the Purdue Spatial Visualization Test (PSVT) were used to measure spatial ability. The SBST measures the ability to mentally visualize the cross-sections of 3D objects. The PSVT consists of three parts: "Developments", which measures skills to visualize a 3D object based on its surface development; "Rotations", which measures skills to mentally rotate 3D objects; and "Views", which measures skills to visualize different views of 3D objects. The study identified significant increases in the scores received for all of the tests by the group using Google SketchUp, in the scores received for the SBST and Developments part by the group using concrete models, and in the scores received for only the Developments part by the control group. Also, the posttest average score received for the "Views" part by the experimental group using Google SketchUp was significantly higher than the score of the experimental group using concrete models and the control group.}, language = {English}, number = {3}, journal = {Turkish Journal of Computer and Mathematics Education}, author = {Uygan, Candaş and Kurtuluş, Aytaç}, year = {2016}, note = {Place: Trabzon Publisher: Karadeniz Technical University Distance Education Research and Application Center Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1939845232?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.16949/turkbilmat.273993 2405685:3B7VIPGE 2534378:3DVEZFYW 2534378:Q95V6E5Z}, keywords = {Colleges \& universities, Concretes, Group dynamics, Mathematical analysis, Mathematical models, Mathematics, Skills, Studies, Teachers, Teaching, Three dimensional models, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098421, \_\_finaldtb}, pages = {510--535}, } @techreport{world_bank_teacher_2016, title = {Teacher {Management} 2.0: {Improving} {Teacher} {Deployment} in {Malawi}}, url = {http://documents1.worldbank.org/curated/en/780321468194950346/pdf/104252-BRI-P155972-PUBLIC-ADD-SERIES-WB-TeacherMgmt-brief-final-web.pdf}, author = {{World Bank}}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:F2I5PI5L}, keywords = {\_C:Malawi MWI, \_\_C:filed:1, \_\_C:scheme:1}, pages = {4}, } @article{mcdermott_successes_2015, title = {Successes and challenges of implementing a teacher education project in rural {Sierra} {Leone}}, volume = {71}, doi = {10.1016/j.ijer.2015.02.001}, journal = {International Journal of Educational Research}, author = {Mcdermott, Peter and Allen, Nancy}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2015.02.001 2129771:BMFE5WPR 2405685:8F6MKJP5}, keywords = {\_C:Sierra Leone SLE}, } @article{basal_perceptions_2015, title = {Perceptions of pre-service {English} teachers towards the integration of an {LMS} into {English} language teacher education}, volume = {23}, issn = {1059-7069, 1059-7069}, url = {https://www.researchgate.net/publication/285164371_Perceptions_of_Pre-service_English_Teachers_towards_the_Integration_of_an_LMS_into_English_Language_Teacher_Education}, abstract = {With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments.}, language = {English}, number = {4}, journal = {Journal of Technology and Teacher Education}, author = {Basal, Ahmet}, month = oct, year = {2015}, note = {Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1773217832?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:6R226P29 2534378:EJCE3JYX 2534378:NZ3ANACE 2534378:RIF73PHV}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Education--Computer Applications, Educational technology, English (Second Language), English teachers, Foreign Countries, Foreign language instruction, Higher Education, Language Teachers, Language teachers, Learning management systems, Likert Scales, Management Systems, Mixed Methods Research, Positive Attitudes, Postsecondary Education, Preservice Teachers, Questionnaires, Second Language Instruction, Second Language Learning, Semi Structured Interviews, Student Attitudes, Teacher Education, Teacher education, Technology Integration, Turkey, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096949, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {485--507}, } @misc{malakolunthu_enhancing_2015, address = {Corvinus University of Budapest}, type = {conference}, title = {Enhancing teacher development through 'teacher learning circles' in {Malaysian} primary schools}, url = {http://www.eera-ecer.de/ecer-2015-budapest}, abstract = {Literature reiterates that collaborative inquiry and cooperation with colleagues enhance teacher learning. The experiences and encounters of a two-year Teacher Learning Circle (TLC) project in Malaysia, affirms that teachers do achieve higher levels of pedagogical proficiency through peer observation, joint planning, and post lesson evaluation that allow critical review and reinterpretation of their own teaching.Three major characteristic dimensions-detached talk to collegiality,adoption of key principles, and depths of pedagogical talks did indicate the nature of teacher interactions and the complex dynamics of the teacher learning circles.Judiciously implemented TLC would make a difference in teacher learning.}, language = {en}, urldate = {2021-02-11}, author = {Malakolunthu, Suseela}, month = sep, year = {2015}, note = {Pages: 1-12 KerkoCite.ItemAlsoKnownAs: 2129771:5F6DTZ45}, keywords = {\_\_C:filed:1}, } @article{ozoglu_mobility-related_2015, title = {Mobility-{Related} {Teacher} {Turnover} and the {Unequal} {Distribution} of {Experienced} {Teachers} in {Turkey}}, volume = {15}, copyright = {Copyright (c) 2015 Educational Sciences: Theory \& Practice}, issn = {2148-7561}, url = {https://jestp.com/~jestpcom/index.php/estp/article/view/650}, doi = {10.12738/estp.2015.4.2619}, abstract = {This study investigates the issue of mobility-related teacher turnover in Turkey through both quantitative and qualitative methods. The quantitative findings derived from descriptive and correlational analyses of countrywide teacher-assignment and transfer data indicate that a high rate of mobility-related turnover is observed in the less- developed, eastern provinces of Turkey. The qualitative findings derived from semi-structured, in-depth interviews with school principals suggest that the factors contributing to the issue of mobility-related teacher turnover experienced in eastern Turkey are largely related to the socio-economic and geographic conditions of the region. The qualitative findings further suggest that this turnover issue may have far-reaching negative consequences across school-wide performances and processes. Participants consistently reported that the issue of teacher turnover had negative impacts on student performance, teacher motivation and commitment, instructional planning, administrative processes, and school climate. The study concludes by exploring possible policy implications for alleviating the issue of mobility-related teacher turnover as experienced in the less-developed, eastern regions of Turkey.}, language = {en}, number = {4}, urldate = {2021-03-07}, journal = {Educational Sciences: Theory \& Practice}, author = {Özoğlu, Murat}, month = aug, year = {2015}, note = {Number: 4}, keywords = {Lebanon\_event\_2021, Turkey, \_C:Georgia GEO, \_C:Italy ITA, \_C:Turkey TUR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1}, } @article{haverinen-shaughnessy_effects_2015, title = {Effects of {Classroom} {Ventilation} {Rate} and {Temperature} on {Students}’ {Test} {Scores}}, volume = {10}, issn = {1932-6203}, url = {https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0136165}, doi = {10.1371/journal.pone.0136165}, abstract = {Using a multilevel approach, we estimated the effects of classroom ventilation rate and temperature on academic achievement. The analysis is based on measurement data from a 70 elementary school district (140 fifth grade classrooms) from Southwestern United States, and student level data (N = 3109) on socioeconomic variables and standardized test scores. There was a statistically significant association between ventilation rates and mathematics scores, and it was stronger when the six classrooms with high ventilation rates that were indicated as outliers were filtered ({\textgreater} 7.1 l/s per person). The association remained significant when prior year test scores were included in the model, resulting in less unexplained variability. Students’ mean mathematics scores (average 2286 points) were increased by up to eleven points (0.5\%) per each liter per second per person increase in ventilation rate within the range of 0.9–7.1 l/s per person (estimated effect size 74 points). There was an additional increase of 12–13 points per each 1°C decrease in temperature within the observed range of 20–25°C (estimated effect size 67 points). Effects of similar magnitude but higher variability were observed for reading and science scores. In conclusion, maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students.}, language = {en}, number = {8}, urldate = {2022-05-28}, journal = {PLOS ONE}, author = {Haverinen-Shaughnessy, Ulla and Shaughnessy, Richard J.}, month = aug, year = {2015}, note = {Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0136165 2129771:MYDZPF2T 4682641:Y83ZNGQZ}, keywords = {African American people, BE:RELEVANT, Carbon dioxide, Hispanic people, Human learning, Mathematics, Schools, Standardized tests, Teachers}, pages = {e0136165}, } @article{hardman_implementing_2015, title = {Implementing school-based teacher development in {Tanzania}}, volume = {41}, issn = {1941-5257, 1941-5265}, url = {http://www.tandfonline.com/doi/full/10.1080/19415257.2015.1026453}, doi = {10.1080/19415257.2015.1026453}, abstract = {This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region.}, language = {en}, number = {4}, urldate = {2016-03-26}, journal = {Professional Development in Education}, author = {Hardman, Frank and Hardman, Jan and Dachi, Hillary and Elliott, Louise and Ihebuzor, Noel and Ntekim, Maniza and Tibuhinda, Audax}, month = aug, year = {2015}, note = {00005 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2015.1026453 10/gfv5xx 2129771:2ABESKPA 2129771:FRBHMWXY 261495:8HHRFTW2}, keywords = {\_\_C:filed:1}, pages = {602--623}, } @article{shah_relationship_2015, title = {Relationship of {Job} {Satisfaction} and {Turnover} {Intention} of {Private} {Secondary} {School} {Teachers}}, issn = {20399340, 20392117}, url = {https://www.richtmann.org/journal/index.php/mjss/article/view/7082}, doi = {10.5901/mjss.2015.v6n4s2p313}, urldate = {2021-03-07}, journal = {Mediterranean Journal of Social Sciences}, author = {Shah, Nazir Haider and Jumani, Nabi Bux}, month = jul, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2IQWSF4E 2129771:XV4URHIR}, keywords = {Lebanon\_event\_2021, \_C:Australia AUS, \_C:Cameroon CMR, \_C:Canada CAN, \_C:China CHN, \_C:Cyprus CYP, \_C:Greece GRC, \_C:India IND, \_C:Italy ITA, \_C:Korea XKOR, \_C:Malaysia MYS, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{vangrieken_teacher_2015, title = {Teacher collaboration: {A} systematic review}, volume = {15}, issn = {1747-938X}, shorttitle = {Teacher collaboration}, url = {https://www.sciencedirect.com/science/article/pii/S1747938X1500024X}, doi = {10.1016/j.edurev.2015.04.002}, abstract = {This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.}, language = {en}, urldate = {2021-03-07}, journal = {Educational Research Review}, author = {Vangrieken, Katrien and Dochy, Filip and Raes, Elisabeth and Kyndt, Eva}, month = jun, year = {2015}, keywords = {Teacher collaboration, Teacher teams, Team entitativity}, pages = {17--40}, } @book{lee_review_2015, title = {Review of international research on factors underlying teacher absenteeism}, url = {https://eric.ed.gov/?id=ED555740}, abstract = {Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.}, language = {en}, urldate = {2022-01-06}, publisher = {Regional Educational Laboratory Pacific}, author = {Lee, Mary and Goodman, Crystal and Dandapani, Nitara and Kekahio, Wendy}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B2YTMSFW 4556019:D8JJI88Z 4556019:IDEEUGZN}, keywords = {Academic Rank (Professional), Accountability, C:LMIC, Case Studies, Community Characteristics, Correlation, Cross Cultural Studies, Cultural Context, Cultural Influences, Elementary School Teachers, Family Work Relationship, Foreign Countries, LMICs, School Administration, School Culture, School Location, Social Influences, Teacher Attendance, Teacher Salaries, Teaching Conditions, Work Environment, ⛔ No DOI found}, } @article{piper_teacher_2015, title = {Teacher coaching in {Kenya}: {Examining} instructional support in public and nonformal schools}, volume = {47}, issn = {0742-051X}, shorttitle = {Teacher coaching in {Kenya}}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X15000025}, doi = {10.1016/j.tate.2015.01.001}, abstract = {Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.}, urldate = {2015-03-19}, journal = {Teaching and Teacher Education}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.01.001 10/f63z7b 2129771:NYI8CY62 2129771:PI8G7IIF 2129771:ZVRS99BQ 2339240:76EQG2NV 2405685:LM7EYD5E 2405685:WU59KPEH 261495:QBFNURGR}, keywords = {AWP2, C:Kenya, CitedIn:AKFC, CitedIn:OER4Schools-HHH3-B, Coaching, Instruction, Kenya, Literacy, PRIMR, \_C:Canada CAN, \_C:Ethiopia ETH, \_C:Kenya KEN, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Thailand THA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, professional development}, pages = {173--183}, } @techreport{noauthor_embedding_2015, type = {Teaching in {Focus}}, title = {Embedding {Professional} {Development} in {Schools} for {Teacher} {Success}}, url = {https://www.oecd-ilibrary.org/education/embedding-professional-development-in-schools-for-teacher-success_5js4rv7s7snt-en}, language = {en}, number = {10}, urldate = {2021-03-02}, month = mar, year = {2015}, doi = {10.1787/5js4rv7s7snt-en}, note = {Series: Teaching in Focus Volume: 10 KerkoCite.ItemAlsoKnownAs: 10.1787/5js4rv7s7snt-en 2129771:B2H4U4W9 2129771:HKFSJAZ3}, } @article{dubeck_designing_2015, title = {Designing a program of teacher professional development to support beginning reading acquisition in coastal {Kenya}}, volume = {41}, issn = {07380593}, url = {doi.org/10.1016/j.ijedudev.2014.11.022.}, doi = {10.1016/j.ijedudev.2014.11.022}, abstract = {What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. [ABSTRACT FROM AUTHOR]}, journal = {International Journal of Educational Development}, author = {Dubeck, M.M. and Jukes, M.C.H. and Brooker, S.J. and Drake, T.L. and Inyega, H.N.}, month = mar, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.11.022 2129771:A528FEUS 2405685:4WTUAF8V 2534378:5GJ88R44 2534378:DLHXICEY 2534378:NIUAY2PP}, keywords = {ADULTS, BEST practices, EDUCATION, EDUCATIONAL innovations, EDUCATIONAL intervention, ELEMENTARY education, KENYA, Kenya, LITERACY, Literacy, Perception, Reading instruction, TEACHER development, TEACHING methods, Teacher education, Text messages, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099920, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {88--96}, } @article{duflo_school_2015, title = {School {Governance}, {Teacher} {Incentives}, and {Pupil}-{Teacher} {Ratios}: {Experimental} {Evidence} from {Kenyan} {Primary} {Schools}.}, url = {https://scholar.harvard.edu/files/kremer/files/contract_teacher_jpe_123_2015.pdf}, journal = {Journal of Public Economics}, author = {Duflo, Esther and Dupas, Pascaline and Kremer, Michael}, month = mar, year = {2015}, keywords = {⛔ No DOI found}, pages = {92--110}, } @phdthesis{agufana_assessment_2015, title = {Assessment of perceived attributes and instructional use of information communication technology by lecturers in technical training institutions in {Kenya}}, abstract = {In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. Today it is no longer an option to learn the basic skills of ICT but rather a prerequisite for academic qualifications. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Attributes and instructional use of ICT by Lecturers in Technical Training institutions in Kenya. The specific objectives of this study were, to establish the relationship between Perceived Attributes (ease of use, usefulness, cultural relevance, and government policy) and instructional use of ICT. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training institutions in Kenya. The sampling frame was obtained from a list provided by the Ministry of Education Science and Technology 2013. Data was collected using questionnaires. Piloting of the research tools was conducted and the sample obtained was subjected to the Cronbach‟s alpha. The quantitative data obtained from the administrated questionnaires was analyzed using descriptive statistics and inferential statistics. The study determined that ICT use has created a new platform for instruction. The findings also indicated that use of ICT by lecturers‟ greatly improved instruction. The study found out that; use of ICT improved ones relationship with others, and was fashionable. The study further found out that ICT policies enhanced use of ICT. The study concludes that perceived attributes are critical in instructional use of ICT. The study recommends that higher education qualifications are to be preferred for lecturers as it enables skilled use of available ICT technology. The study recommends the provision of Cisco Networking Academy Programme to provide more ICT exposure to students and staff. The study recommends that lecturers be encouraged to use ICT to access current and upto date information resources. The study recommends that the government should operationalize, the ICT lecturers competencies framework to enable lecturers have policy direction when planning for competence training. Lecturers are encouraged to use ICT for instructional purposes because it is the trend in modern communication, and has globalized the world. Lastly, the study recommends use of ICT for instruction as it greatly improves the instruction.}, language = {en}, school = {Moi University}, author = {Agufana, PB}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XJCD389Q 2317526:SSQE8UDY}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East Africa, C:Kenya, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:assessment, P:media, P:school teacher, P:technology, Q:ICT, R:survey, T:TVET, publicImportV1}, } @article{akayuure_examining_2015, title = {Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers}, volume = {1}, url = {https://files.eric.ed.gov/fulltext/EJ1105197.pdf}, doi = {10.21890/ijres.69649}, abstract = {The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8\% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6\%, 58\% and 36\% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.}, language = {English}, number = {2}, journal = {International Journal of Research in Education and Science}, author = {Akayuure, Peter and Apawu, Jones}, year = {2015}, note = {Publisher: International Journal of Research in Education and Science, Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538267?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.21890/ijres.69649 2405685:V4AZF6WX 2534378:EXMDSLHE 2534378:VPVZ2W39}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, Foreign Countries, Ghana, Higher Education, Instructional Material Evaluation, Learning Modules, Mathematics Activities, Postsecondary Education, Preservice Teachers, Rating Scales, Scoring Rubrics, Statistical Analysis, Student Developed Materials, Usability, Web Based Instruction, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098955, \_\_finaldtb}, pages = {101--110}, } @book{barrera-osorio_teacher_2015, address = {Washington, DC}, title = {Teacher {Performance} {Pay}: {Experimental} {Evidence} from {Pakistan}.}, url = {http://documents1.worldbank.org/curated/en/973061468189533912/pdf/WPS7307.pdf}, publisher = {The World Bank}, author = {Barrera-Osorio, F. and Raju, D.}, year = {2015}, } @techreport{british_council_technology_2015, address = {New Delhi}, title = {Technology for professional development: access, interest and opportunity for teachers of {English} in {South} {Asia}}, url = {https://www.britishcouncil.in/sites/default/files/digital_teachers_report_final_low_res.pdf}, urldate = {2020-05-21}, institution = {British Council}, author = {British Council}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7UWQ68SG 2405685:UE23QGKH}, keywords = {\_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:China CHN, \_C:India IND, \_C:Italy ITA, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Pakistan PAK, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{burns_where_2015, address = {New York}, title = {Where it's needed most: {Quality} professional development for all teachers}, language = {en}, institution = {Inter-Agency Network for Education in Emergencies}, author = {Burns, M. and Lawrie, J.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7944FCFC 2129771:T2JI2EYX 2405685:XABT3JHM}, keywords = {C:Fragile contexts, \_C:Afghanistan AFG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Central African Republic CAF, \_C:Chile CHL, \_C:Colombia COL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Haiti HTI, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iraq IRQ, \_C:Japan JPN, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mexico MEX, \_C:Myanmar MMR, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Peru PER, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tunisia TUN, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Yemen YEM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{burns_where_2015, address = {New York}, title = {Where it's needed the most: {Quality} professional development for all teachers}, language = {en}, institution = {Inter-Agency Network for Education in Emergencies}, author = {Burns, M. and Lawrie, J.}, year = {2015}, note = {zotzenLib.CopiedFrom: 2405685:XABT3JHM KerkoCite.ItemAlsoKnownAs: 2129771:TK8SMM3F 2405685:XABT3JHM}, keywords = {C:Fragile contexts}, } @techreport{cordingley_developing_2015, address = {London}, title = {Developing {Great} {Teaching}: {Lessons} from the international reviews into effective professional development.}, url = {https://tdtrust.org/about/dgt}, abstract = {Developing Great Teaching: Lessons from the international reviews into effective professional development In September 2014 the Teacher Development Trust, with kind support from TES Global, commissioned a review of the international research into what constitutes effective professional development for teachers. The review was conducted by an...}, language = {en-GB}, urldate = {2020-04-28}, institution = {Teacher Development Trust}, author = {Cordingley, P and Huggins, S and Greany, T and Buckley, N and Coles-Jordan, D and Crisp, B and Saunders, L and Coe, R}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CKLKGP4I 2129771:DU2G7F72 2129771:XQSI86FJ 2129771:Z4GYSYBL 2339240:UQJ8GNC7 2405685:4CD9B9MI 2405685:LLH3AAD5 2534378:BF6I8W9B}, keywords = {C:England / International, STC-TLC, \_\_C:filed:1, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{duflo_school_2015, title = {School governance, teacher incentives, and pupil–teacher ratios: {Experimental} evidence from {Kenyan} primary schools}, volume = {123}, url = {https://doi.org/10.1016/j.jpubeco.2014.11.008.}, doi = {10.1016/j.jpubeco.2014.11.008}, journal = {Journal of Public Economics}, author = {Duflo, E. and Dupas, P. and Kremer, M.}, year = {2015}, pages = {92--110}, } @techreport{evans_what_2015, title = {What really works to improve learning in developing countries? {An} analysis of divergent findings in systematic reviews [{World} {Bank} {Group} {eLibrary}]}, url = {https://elibrary.worldbank.org/doi/pdf/10.1596/1813-9450-7203}, abstract = {In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.}, institution = {World Bank Group}, author = {Evans, D.K. and Popova, A.}, year = {2015}, doi = {10.1596/1813-9450-7203}, } @techreport{evans_what_2015, address = {Washington, D.C.}, title = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}? {An} {Analysis} of {Divergent} {Findings} in {Systematic} {Reviews} [report]}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/21642/WPS7203.pdf?sequence=1&isAllowed=y}, language = {en}, number = {7203}, institution = {World Bank Group}, author = {Evans, David K and Popova, Anna}, year = {2015}, doi = {10.1596/1813-9450-7203}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7203 10/ggc47g 2129771:M5FBWHYT 2339240:3QGANTA4 2339240:E9MNPGT5 2339240:RYKHDQR3 2339240:ZCQAUZ6U 2405685:CP9T27XU 2405685:UHYRM2R9 2486141:C2VICIE6}, keywords = {*Topic:Curriculum and resources, \_Source:Intuitive, \_THEME: Education management, \_THEME: Learning assessments, \_THEME: Teacher Professional Development, \_proposed-for: Scoping review, ❓ Multiple DOI}, pages = {43}, } @inproceedings{ginestie_raiffet_2015, title = {The {RAIFFET}, a network for support and development of {TVET} in teacher training institutions in {Africa}}, url = {https://hal-amu.archives-ouvertes.fr/hal-01316021/}, abstract = {The countries' development depends largely of the development and the effectiveness of their education systems, both to promote education for all (EFA) and technology and vocational education and training (TVET) for each of them. The situation is particularly difficult in sub-Saharan Africa (SSA) and it is very difficult for many countries to provide a school that offers all children the opportunity to attend school beyond some basics. The access to primary education is not guaranteed for all, and few of them have the opportunity to receive vocational training enabling them to obtain a recognized professional qualification. The lack of qualified and competent teachers is another manifestation of the problems. Many institutional actors, including UNESCO, help foster the development of educational policies to overcome these institutional, structural and functional weaknesses. The RAIFFET was formed to make a modest contribution to this momentum by supporting the development and structuring of teacher training and education research in SSA. This paper presents some elements of understanding of the situation and the orientations of the network's contribution to this dynamic.}, language = {en}, author = {Ginestié, J}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U9XKEJTC 2317526:U2UIH77L UTI-57E96D1C-2C3C-37DC-90C5-38A465CDBEF1}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Central Africa, C:Gabon, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:teacher training, P:technology, Q:ICT, T:Ausbildung, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{gomez_experimental_2015, title = {Experimental impacts of a teacher professional development program in {Chile} on preschool classroom quality and child outcomes}, volume = {51}, journal = {Developmental psychology}, author = {Gomez, J. and Moreno, Lorenzo and Rolla, Andrea and D'Sa, Nikhit}, year = {2015}, keywords = {⛔ No DOI found}, pages = {309}, } @techreport{grijpstra_tvet_2015, title = {{TVET} teacher education in {Africa}}, abstract = {This study has three broad objectives. Firstly, it seeks to compare experiences on the education and training of Technical and Vocational Education and Training (TVET) teachers in South Africa, Egypt, Ghana, Tanzania, and Cameroon. Secondly, it seeks to get input from inspiring practices from European Member States. Lastly, policy pointers should be proposed for further action. This study was commissioned as part of the South Africa - EU Strategic Partnership sectoral policy dialogue in education. Data was collected between December 2014 and September 2015. The study serves as input to that policy dialogue, in particular in relation to the education and training of upper secondary and higher TVET teachers working in institution-based TVET providers in the formal public education system. Teachers are the most important in-school factor influencing the quality of student learning and the training of teachers is the key issue in this report. However, able practitioners do not necessarily reach their potential without appropriate support nor without being sufficiently professionally challenged and rewarded. The quality of TVET teaching also depends on other factors, such as the teacher's persona; the TVET organisation (at school or college level) and the wider TVET system (national structures related to TVET of which TVET teacher education is an important element). The main research activities consisted of desk research; interviews; country studies; and comparative analysis and reporting. To validate the findings and ensure a practical link to further dissemination of the results, policy workshops were organised with policymakers in the participating countries. In this summary, key conclusions are discussed per topic. For each topic, policy pointers are presented.}, language = {en}, author = {Grijpstra, Douwe}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S3TWILSU 2317526:E5TP2GEZ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, C:Cameroon, C:Egypt, C:South Africa, C:Tanzania, CLL:en, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{grimus_learning_2015, title = {Learning and teaching with mobile devices: an approach in higher secondary education in {Ghana}}, volume = {7}, issn = {1941-8647, 1941-8647}, url = {https://www.researchgate.net/publication/274254881_Learning_and_Teaching_With_Mobile_Devices_An_Approach_in_Higher_Secondary_Education_in_Ghana}, doi = {10.4018/ijmbl.2015040102}, abstract = {While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.}, language = {English}, number = {2}, journal = {International Journal of Mobile and Blended Learning}, author = {Grimus, Margarete and Ebner, Martin}, year = {2015}, note = {Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 2534378:5KLKWTMM 2534378:KZNNQLJ5 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871575620?accountid=9851}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Faculty Development, Feedback (Response), Foreign Countries, Ghana, Handheld Devices, Online Surveys, Secondary Education, Semi Structured Interviews, Student Attitudes, Teacher Attitudes, Technical Education, Technology Uses in Education, Telecommunications, Workshops, \_\_:import:03, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096257, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {17--32}, } @article{hannan_using_2015, title = {Using improvement science to better support beginning teachers: {The} case of the building a teaching effectiveness network}, volume = {66}, shorttitle = {Using improvement science to better support beginning teachers}, doi = {10.1177/0022487115602126}, number = {5}, journal = {Journal of Teacher Education}, author = {Hannan, Maggie and Russell, Jennifer Lin and Takahashi, Sola and Park, Sandra}, year = {2015}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA}, pages = {494--508}, } @techreport{hardman_making_2015, title = {Making pedagogical practices visible in discussions of educational quality}, url = {http://unesdoc.unesco.org/images/0023/002324/232449e.pdf}, author = {Hardman, Frank}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C7NNAKRU 261495:VMTVEKDF}, } @book{hasler_introduction_2015, address = {Ghana}, edition = {1}, series = {T-{TEL} {Professional} {Development} {Programme} ({Professional} {Development} {Guide} for {Student} {Teachers}))}, title = {Introduction to {Professional} {Development} ({Student} {Teachers})}, volume = {1}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International}, url = {http://oer.t-tel.org}, publisher = {Transforming Teacher Education and Learning, Ministry of Education (Ghana)}, editor = {Haßler, Björn}, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:7R5Z43MD}, keywords = {Author:Haßler, Author:OpenDevEd}, } @article{hennessy_challenges_2015, title = {Challenges and opportunities for teacher professional development in interactive use of technology in {African} schools}, volume = {24}, doi = {10.1080/1475939x.2015.1092466}, number = {5}, journal = {Technology, Pedagogy and Education}, author = {Hennessy, Sara and Haßler, Björn and Hofmann, Riikka}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1092466 10.1080/1475939x.2015.1092466 10/gfv5xz 2129771:5VQYH38X 2129771:AMZ6ZM6C 2129771:J9GHN7C4 2129771:L2HUHYLN 2129771:Z6IRJ6Y4 2129771:ZCU7ZNTG 257089:GN2B3JX9 261495:HSFJGS9C}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Bangladesh BGD, \_C:France FRA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:b}, pages = {1--28}, } @article{hennessy_pedagogic_2015, title = {Pedagogic change by {Zambian} primary school teachers participating in the {OER4Schools} professional development programme for one year}, volume = {31}, copyright = {Creative Commons Attribution 4.0 International}, issn = {02671522}, url = {https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1}, doi = {10.1080/02671522.2015.1073343}, abstract = {Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.}, language = {en}, number = {4}, journal = {Research Papers in Education}, author = {Hennessy, Sara and Haßler, Björn and Hofmann, Riikka}, year = {2015}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:QGHFB3QL KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2015.1073343 10/gftr46 2129771:2RSUFZXK 2129771:4DDI7MD4 2129771:5P2TUQQC 2129771:CPWUEHPK 2129771:DLXY6Q8J 2129771:QGHFB3QL 2129771:TG8DGQ3P 2129771:WHB6UUT9 2339240:UTDG7DWR 2405685:CSCFPKV2 2405685:NAJLZ3FE 2405685:R5KQR27A 2405685:S9FRC57W 2534378:4NJUGCID 2534378:E2PEHWQT 2534378:GGBWWEIN 2534378:HQ26LIRW 2534378:QVE8VZAZ 2534378:Z7EEHWT2 257089:AGK9WB3X 257089:FXEJEAA9 261451:ENUVRNA2 261495:4NPFWURU 261495:YIZHH9Z5}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, C:sub-Saharan Africa, CAREER development, EDUCATION -- Study \& teaching, GRADUATE education, PROFESSIONAL education, TEACHER training, ZAMBIA, Zambia, \_C:Australia AUS, \_C:India IND, \_C:Iran IRN, \_C:Japan JPN, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:Tonga TON, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099887, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate, \_\_finaldtb, \_r:ImportedToMyEducationEvidence, \_yl:a, digital technology, docs.opendeved.net, interactive pedagogy, open educational resources, sub-Saharan Africa, teacher professional development}, pages = {399--427}, } @article{hunt_review_2015, title = {Review of national education policies: {Teacher} quality and learning outcomes}, volume = {45}, issn = {0033-1538, 1573-9090}, shorttitle = {Review of national education policies}, url = {http://link.springer.com/10.1007/s11125-015-9356-z}, doi = {10.1007/s11125-015-9356-z}, abstract = {This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of specific questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations related to the inclusion of teaching and learning in education policy and a range of strategies that can support teaching and learning, both directly and indirectly.}, language = {en}, number = {3}, urldate = {2021-03-07}, journal = {PROSPECTS}, author = {Hunt, Frances}, month = sep, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-015-9356-z 2129771:VCQK6BQP}, keywords = {\_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Belize BLZ, \_C:Bhutan BTN, \_C:Cambodia KHM, \_C:Colombia COL, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Guyana GUY, \_C:India IND, \_C:Indonesia IDN, \_C:Jamaica JAM, \_C:Kenya KEN, \_C:Laos LAO, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, pages = {379--390}, } @article{lee_making_2015, title = {‘{Making} do’: {Teachers}’ coping strategies for dealing with textbook shortages in urban {Zambia}}, volume = {48}, url = {https://doi.org/10.1016/j.tate.2015.02.008.}, doi = {10.1016/j.tate.2015.02.008}, journal = {Teaching and Teacher Education}, author = {Lee, J. and Zuilkowski, S.S.}, year = {2015}, pages = {117--128}, } @article{liang_live_2015, title = {Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development}, volume = {41}, issn = {0260-7476, 0260-7476}, url = {https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development}, doi = {10.1080/02607476.2015.1045314}, abstract = {This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.}, language = {English}, number = {3}, journal = {Journal of Education for Teaching: International Research and Pedagogy}, author = {Liang, Jiwen}, year = {2015}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851}, keywords = {Administrator Attitudes, Case Studies, Case studies, China, Classroom Observation Techniques, Classroom observation, ERIC, Current Index to Journals in Education (CIJE), Education, Effectiveness, Faculty Development, Feedback, Feedback (Response), Foreign Countries, Interviews, Principals, Professional development, Qualitative Research, Secondary Education, Secondary School Teachers, Secondary schools, Teacher Attitudes, Teacher education, Teaching, Teaching Methods, Teaching methods, Video, Video Technology, Video recordings, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096967, \_\_finaldtb}, pages = {235--253}, } @article{masinire_teachers_2015, title = {Teachers' {Perceptions} and {Students}' {Lived} {Experiences} in {Vocational}-{Technical} {Subjects} in a {Rural} {High} {School} in {Zimbabwe}}, doi = {10.1080/09540253.2015.1079357}, abstract = {This paper explores the construction of dominant models of gender among students in the Vocational-Technical. In the backdrop of dominant narratives that structure gender policies and practices in schooling in Zimbabwe, the paper elaborates upon how students' daily experiences in workrooms perpetuate the feminisation and masculinisation of fields of study such as DT and HESs in ways that inhibit the learning and achievement of boys and girls in these subjects. The argument in this paper is that in order to understand gender inequality in the Voc-Tech curriculum, educators need to understand how sociocultural perceptions of gender are constructed and embodied at the level of classroom interaction among students and teachers. Such insights provide a deeper understanding for addressing gender inequality in Voc-Tech subjects that moves beyond current structural and institutional barriers within a rural African context.}, language = {en}, journal = {Gender and Education}, author = {Masinire, Alfred}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/09540253.2015.1079357 10/gf62kx 2129771:7DPG8XQP 2317526:44W8UQC7 DOI-10.1080/09540253.2015.1079357}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Zimbabwe, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:achievement, F:attitude, F:curriculum, F:gender, F:girl, F:learning, F:policy, P:construction, P:environment, P:metal, P:teachers, R:evaluation, R:interview, R:observation, T:TVET, Z:Barriers, Z:Classroom Environment, Z:Critical Theory, Z:Curriculum Evaluation, Z:Educational Practices, Z:Feminism, Z:Foods Instruction, Z:Foreign Countries, Z:Gender Differences, Z:Gender Issues, Z:High School Students, Z:Institutional Characteristics, Z:Interviews, Z:Masculinity, Z:Metallurgy, Z:Nutrition Instruction, Z:Observation, Z:Rural Schools, Z:Sex Fairness, Z:Sex Role, Z:Student Attitudes, Z:Student Experience, Z:Teacher Attitudes, Z:Teacher Student Relationship, Z:Vocational Education, gender, publicImportV1}, } @phdthesis{maurice_schols_continuing_2015, type = {{PhD} {Thesis}}, title = {Continuing technology professional development: {A} technology learning preferences instrument to support teacher educators’ workplace learning}, shorttitle = {Continuing technology professional development}, school = {Roehampton University}, author = {Maurice Schols, B. A.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FUGDS44Y}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:Cuba CUB, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Greece GRC, \_C:Ireland IRL, \_C:Luxembourg LUX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Portugal PRT, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{mulenga_english_2015, type = {{PhD} {Thesis}}, title = {English teacher education curriculum designing: {A} mixed methods analysis of the programme at the {University} of {Zambia}}, shorttitle = {English teacher education curriculum designing}, url = {http://dspace.unza.zm/handle/123456789/4335}, urldate = {2023-12-06}, school = {The University of Zambia}, author = {Mulenga, Innocent}, year = {2015}, } @article{mulenga_curriculum_2015, title = {Curriculum design in contemporary teacher education: what makes job analysis a vital preliminary ingredient?.}, shorttitle = {Curriculum design in contemporary teacher education}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6589/Innocent%20and%20Luangala%2C%20Teacher%20Education%20Curriculum%20Designing.pdf?sequence=1&isAllowed=y}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale}, year = {2015}, note = {Publisher: International Journal of Humanities Social Sciences and Education (IJHSSE)}, keywords = {⛔ No DOI found}, } @article{ndongfack_mastery_2015, title = {Mastery of {Active} and {Shared} {Learning} {Processes} for {Techno}-{Pedagogy} ({MASLEPT}): {A} {Model} for {Teacher} {Professional} {Development} on {Technology} {Integration}}, volume = {06}, issn = {2151-4755, 2151-4771}, shorttitle = {Mastery of {Active} and {Shared} {Learning} {Processes} for {Techno}-{Pedagogy} ({MASLEPT})}, url = {http://www.scirp.org/journal/doi.aspx?DOI=10.4236/ce.2015.61003}, doi = {10.4236/ce.2015.61003}, number = {01}, urldate = {2020-04-28}, journal = {Creative Education}, author = {Ndongfack, Michael Nkwenti}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.4236/ce.2015.61003 2129771:VBGMIJFM}, pages = {32--45}, } @article{ndongfack_tpack_2015, title = {{TPACK} {Constructs}: {A} {Sustainable} {Pathway} for {Teachers} {Professional} {Development} on {Technology} {Adoption}}, volume = {06}, issn = {2151-4755, 2151-4771}, shorttitle = {{TPACK} {Constructs}}, url = {http://www.scirp.org/journal/doi.aspx?DOI=10.4236/ce.2015.616171}, doi = {10.4236/ce.2015.616171}, number = {16}, urldate = {2020-04-28}, journal = {Creative Education}, author = {Ndongfack, Michael Nkwenti}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.4236/ce.2015.616171 2129771:TCPQFVWS}, pages = {1697--1709}, } @misc{qarizada_teachers_2015, title = {Teachers’ {Learning} {Circle} in {Afghanistan}:-{A} new experience of {Professional} {Development} of {Male} and {Female} {School} {Teachers} in {Mazar}-e-{Sharif}, {Afghanistan}.}, author = {Qarizada, Zabihullah}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NAWPMSSV}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Iran IRN, \_C:Pakistan PAK, \_C:Spain ESP, \_C:Sweden SWE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{rainio_transformations_2015, title = {Transformations in {Teachers}' {Discourse} {About} {Their} {Students} {During} a {School}-{Led} {Pedagogic} {Intervention}}, volume = {13}, doi = {10.15405/ejsbs.163}, number = {2}, journal = {The European Journal of Social \& Behavioural Sciences}, author = {Rainio, Anna Pauliina and Hofmann, Riikka}, year = {2015}, note = {Publisher: Future Academy KerkoCite.ItemAlsoKnownAs: 10.15405/ejsbs.163 2129771:QL6NEV86}, keywords = {\_C:Finland FIN, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {1815}, } @book{reid_supporting_2015, title = {Supporting teacher development: literature review.}, isbn = {978-1-74322-227-0}, shorttitle = {Supporting teacher development}, abstract = {This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of practices in educational policy and teacher development focused on enhancing teacher quality. It identifies policies that support teacher development as well as the characteristics of effective pre-service teacher education programs and of high-quality professional learning programs for teachers. It acknowledges the need to modify and adapt intervention approaches to suit particular country contexts. [Executive summary].}, language = {en}, author = {Reid, Kate and Kleinhenz, Elizabeth and {Australia} and {Department of Foreign Affairs and Trade}}, year = {2015}, note = {OCLC: 930576865}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Belgium BEL, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Egypt EGY, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Gambia GMB, \_C:Germany DEU, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Guyana GUY, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Laos LAO, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nauru NRU, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Peru PER, \_C:Philippines PHL, \_C:Senegal SEN, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Trinidad and Tobago TTO, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Vanuatu VUT, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{ring_teacher_2015, title = {Teacher retention in refugee and emergency settings: {The} state of the literature}, volume = {14}, language = {en}, number = {3}, journal = {The International Education Journal: Comparative Perspectives}, author = {Ring, Hannah Reeves and West, M Y}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3GXIVSSW 2129771:GN4QC67U 2129771:M5HVE7L7 2486141:9QST5RRI}, keywords = {\_C:Afghanistan AFG, \_C:Belgium BEL, \_C:Bhutan BTN, \_C:Cambodia KHM, \_C:Chad TCD, \_C:China CHN, \_C:Ethiopia ETH, \_C:France FRA, \_C:India IND, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Nepal NPL, \_C:Nicaragua NIC, \_C:Papua New Guinea PNG, \_C:Sierra Leone SLE, \_C:Switzerland CHE, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {106--121}, } @techreport{romiszowski_baseline_2015, title = {Baseline {Study} for {Distance} {Technical} and {Professional} {Education} in {Mozambique}}, url = {http://oasis.col.org/handle/11599/1775}, abstract = {This baseline study has been undertaken to describe and analyse the current situation with respect to TVET, in order to evaluate the needs and the viability of employing open and distance Learning (ODL), and in particular eLearning in a flexible and blended approach. The main focus of the study is directed to that part of the system that is under the responsibility of the National Directorate for Technical and Professional Education (DINET) – namely the pre-tertiary level public-sector TVET institutions. These institutions are classified into three levels, equivalent to the subdivisions of the general education system: elementary, basic and medium, the last being equivalent to high school – the 11th and 12th grades. Elementary level courses are offered in 36 technical schools, 28 offer basic level courses and 19 offer courses at the medium level, a total of 85.}, language = {en}, author = {Romiszowski, A}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EI9BPEQX 2317526:UK28UYUK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Mozambique, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:manufacture, P:teachers, P:technology, Q:ICT, Q:ODEL, Q:distance education, Q:open education, T:Ausbildung, T:Educação Profissional Técnica de Nível Médio, T:TVET, T:competency-based training, T:professional and vocational education, T:trainee, publicImportV1}, } @phdthesis{stewart_cultivating_2015, type = {Ph.{D}.}, title = {Cultivating a personal learning network that leads to professional change}, url = {https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change}, abstract = {Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online.}, language = {English}, school = {Northcentral University}, author = {Stewart, Benjamin L.}, year = {2015}, note = {ISBN: 978-1-339-39148-9 Publication Title: ProQuest Dissertations and Theses 3746019 Loc in Archive 1758252241 KerkoCite.ItemAlsoKnownAs: 2405685:TCB3AT84 2534378:8ZJEL8UE 2534378:HG5HYUVR}, keywords = {0444:Foreign language education, 0449:Educational leadership, 0710:Educational technology, Actor-network theory, Complexity, Content analysis, Education, Educational leadership, Educational technology, English, Foreign Language, Learning, Personal learning network, Polls \& surveys, Teacher education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096277, \_\_finaldtb}, } @article{venkat_what_2015, title = {What do we know about primary teachers’ mathematical content knowledge in {South} {Africa}? {An} analysis of {SACMEQ} 2007}, volume = {41}, issn = {07380593}, shorttitle = {What do we know about primary teachers’ mathematical content knowledge in {South} {Africa}?}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059315000152}, doi = {10.1016/j.ijedudev.2015.02.002}, language = {en}, urldate = {2020-04-28}, journal = {International Journal of Educational Development}, author = {Venkat, Hamsa and Spaull, Nic}, month = mar, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.02.002 10/gfw2sk 2129771:T3UWMNYM}, pages = {121--130}, } @article{wolf_cumulative_2015, title = {Cumulative {Risk} and {Teacher} {Well}-{Being} in the {Democratic} {Republic} of the {Congo}}, volume = {59}, doi = {10.1086/682902}, number = {4}, journal = {Comparative Education Review}, author = {Wolf, Sharon and Torrente, Catalina and McCoy, Marissa and Rasheed, Damira and Aber, J. Lawrence}, year = {2015}, note = {shortDOI: 10/gftr57 KerkoCite.ItemAlsoKnownAs: 10.1086/682902 10/gftr57 2129771:KA9KB64Q 2405685:CW48D6C7}, keywords = {C:DRC, \_\_C:filed:1}, } @article{yoshikawa_experimental_2015, title = {Experimental {Impacts} of a {Teacher} {Professional} {Development} {Program} in {Chile} on {Preschool} {Classroom} {Quality} and {Child} {Outcomes}.}, url = {https://pubmed.ncbi.nlm.nih.gov/25706589/}, journal = {Gomez et al}, author = {Yoshikawa, Hirokazu and Leyva, Diana and Snow, Catherine E. and Ernesto Treviño, M.Barata and Weiland, Christina and J, Celia}, year = {2015}, keywords = {⛔ No DOI found}, } @article{khalid_factors_2014, title = {Factors influencing teachers’ level of participation in online communities}, volume = {7}, issn = {1913-9039, 1913-9020}, url = {https://www.researchgate.net/publication/275640649_Factors_Influencing_Teachers'_Level_of_Participation_in_Online_Communities}, doi = {10.5539/ies.v7n13p23}, abstract = {The use of an online learning community is one possible approach to teachers’ professional development that can enhance the opportunity for collaboration. Discussions in online learning communities not only allow community members to share resources, ideas and expertise, but also contribute to the fulfilment of teachers’ needs in terms of continuous learning and professional development. This paper reports the findings of a study that aimed to explore the factors that influence the way teachers behave in online communities. The research participants were 16 teachers from five secondary schools in Malaysia who were teaching English, science and mathematics. These teachers were involved in online learning communities via blogs in which they exchanged stories and experiences related to their teaching and learning activities. Data were generated through one-to-one interviews. Based on thematic analysis, the overall findings indicate that teachers’ levels of participation in their online learning communities were largely influenced by cultural issues. Other factors that impacted upon their engagement were time, enforcement by school administrators and their need for an online community.}, language = {en}, number = {13}, urldate = {2020-09-09}, journal = {International Education Studies}, author = {Khalid, Fariza and Joyes, Gordon and Ellison, Linda and Daud, Md Yusoff}, month = dec, year = {2014}, note = {Original URL: http://www.ccsenet.org/journal/index.php/ies/article/view/43598 KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v7n13p23 2405685:VMFM6CSP 2534378:EDAZA3Z4 2534378:ZN92H5YX}, keywords = {\_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096356, \_\_finaldtb}, pages = {23--32}, } @article{tao_using_2014, title = {Using the {Capability} {Approach} to improve female teacher deployment to rural schools in {Nigeria}}, volume = {39}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059314000911}, doi = {10.1016/j.ijedudev.2014.08.011}, abstract = {This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these.}, language = {en}, urldate = {2021-03-07}, journal = {International Journal of Educational Development}, author = {Tao, Sharon}, month = nov, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.08.011 2129771:X48NF6KT}, keywords = {Lebanon\_event\_2021, \_C:Bangladesh BGD, \_C:Canada CAN, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, pages = {92--99}, } @article{schultz_inequitable_2014, title = {Inequitable {Dispersion}: {Mapping} the {Distribution} of {Highly} {Qualified} {Teachers} in {St}. {Louis} {Metropolitan} {Elementary} {Schools}}, volume = {22}, issn = {EISSN-1068 2341}, shorttitle = {Inequitable {Dispersion}}, url = {https://eric.ed.gov/?id=EJ1050052}, abstract = {The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (Clotfelter, Ladd, \& Vidgor, 2005, 2006; Hill \& Lubienski, 2007; Lankford, Loeb, \& Wyckoff, 2002). This study examines the distribution, location, and exceptions to highly qualified teachers in St. Louis metropolitan elementary schools. Using Geographic Information Systems (GIS), this study demonstrates how the distribution of highly qualified teachers remains relevant to urban education policy discussions.}, language = {en}, number = {90}, urldate = {2021-03-07}, journal = {Education Policy Analysis Archives}, author = {Schultz, Lyndsie Marie}, month = sep, year = {2014}, note = {Publisher: Colleges of Education at Arizona State University and the University of South Florida}, keywords = {Educational Legislation, Elementary School Teachers, Elementary Schools, Federal Legislation, Lebanon\_event\_2021, Minority Group Students, Poverty, Predictor Variables, Socioeconomic Status, Teacher Certification, Teacher Effectiveness, Teacher Qualifications, Urban Education, Urban Schools, \_C:Argentina ARG, \_C:Bolivia BOL, \_C:Brazil BRA, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:India IND, \_C:Mexico MEX, \_C:Peru PER, \_C:Portugal PRT, \_C:Spain ESP, \_C:United States USA, \_C:Venezuela VEN, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{lange_learner_2014, title = {Learner orientation through professional development of teachers? {Empirical} results from cascade training in {Anglophone} {Cameroon}}, volume = {44}, issn = {0305-7925, 1469-3623}, shorttitle = {Learner orientation through professional development of teachers?}, url = {http://www.tandfonline.com/doi/abs/10.1080/03057925.2013.841027}, doi = {10.1080/03057925.2013.841027}, language = {en}, number = {4}, urldate = {2015-12-16}, journal = {Compare: A Journal of Comparative and International Education}, author = {Lange, Sarah}, month = jul, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2013.841027 10/gfvv7x 2129771:95VP3EV5 2129771:E4373A25 2317526:8DZUAC7R}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Cameroon, CA:AandC, CCZ:Cameroon, CL:en, CL:fr, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:low-income country, F:attitude, F:learning, F:teaching, P:measurement, P:service industry, P:teacher training, P:teachers, R:quantitative, T:Ausbildung, T:trainee, T:work-based learning, Z:cascade training, Z:learner orientation, Z:professional development, Z:sub-Saharan Africa, Z:teachers, publicImportV1}, pages = {587--612}, } @article{marsh_role_2014, title = {The role of video in teacher professional development}, volume = {18}, issn = {1366-4530, 1747-5120}, url = {http://www.tandfonline.com/doi/abs/10.1080/13664530.2014.938106}, doi = {10.1080/13664530.2014.938106}, language = {en}, number = {3}, urldate = {2020-05-15}, journal = {Teacher Development}, author = {Marsh, Brian and Mitchell, Nick}, month = jul, year = {2014}, note = {shortDOI: 10/gf7grh KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2014.938106 10/gf7grh 2129771:48LDJWE4 2339240:6U4RC34H 2405685:PUT3TV3R 2405685:QX23PU84}, pages = {403--417}, } @techreport{terrier_matching_2014, type = {{MiP} {Country} {Profile}}, title = {Matching practices of teachers to {Schools} – {France} – {Matching} in {Practice}}, url = {https://www.matching-in-practice.eu/matching-practices-of-teachers-to-schools-france/}, language = {en-US}, number = {20}, urldate = {2021-03-07}, author = {Terrier, Camille}, month = jun, year = {2014}, keywords = {Lebanon\_event\_2021, \_C:Belgium BEL, \_C:Estonia EST, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Hungary HUN, \_C:Ireland IRL, \_C:Italy ITA, \_C:Spain ESP, \_C:Ukraine UKR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{acevedo_vicarious_2014, title = {Vicarious {Resilience}: {An} {Exploration} of {Teachers} and {Children}’s {Resilience} in {Highly} {Challenging} {Social} {Contexts}}, volume = {23}, issn = {1092-6771, 1545-083X}, shorttitle = {Vicarious {Resilience}}, url = {http://www.tandfonline.com/doi/abs/10.1080/10926771.2014.904468}, doi = {10.1080/10926771.2014.904468}, abstract = {This study explores the formulation of vicarious resilience as a useful concept in the middle school age school educational arena. It addresses the question of how teachers who work with learners who experienced dislocation and adversity are affected by the children’s stories of resilience. It focuses on the teachers’ interpretations of their learners’ stories, and how they make sense of the impact these stories have had on their lives. Twenty-one teachers who work in accelerated learning programs in Cali, Colombia, were interviewed about their perceptions of their learners’ overcoming of adversity. Data were analyzed through the Consensual Qualitative Research (CQR) methodology to describe the themes that speak about the effects of witnessing how learners coped constructively with adversity. These themes are discussed to advance the concept of vicarious resilience and how it can contribute to sustaining and empowering teachers dealing with challenging children and trauma.}, language = {en}, number = {5}, urldate = {2020-07-25}, journal = {Journal of Aggression, Maltreatment \& Trauma}, author = {Acevedo, Victoria Eugenia and Hernandez-Wolfe, Pilar}, month = may, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10926771.2014.904468 2129771:CF3574C6 2129771:GYDURFRG 2339240:CIB444IM 2486141:845MMD2G 2486141:J569R6HS}, keywords = {HQ, LMIC, Latin America, Qual, Support, \_AcademicRecoveryOECS, \_\_C:filed:1, adult, article, children, consciousness, coping behavior, data analysis, education, equity and access, female, gender identity, human, human experiment, human relation, injury, interview, lowest income group, male, middle school, personal experience, primary school, recognition, resilience, small sample=21, social environment, teacher, trauma, vicarious resilience}, pages = {473--493}, } @article{aziz_impact_2014, title = {Impact of training on teachers competencies at higher education level}, volume = {V}, abstract = {The present survey study aimed to diagnose the impact of training on teachers competencies. The study was of descriptive nature. The Competencies of teachers having no training and trained teachers were compared. Teachers Competencies Measurement Scale (TCMS) was used to compare competencies of both cohorts. To measure the impact of FPDP (a training program) on teacher competencies three categories of competencies: pedagogical, assessment \& management and research competencies were made. After applying descriptive statistics, t -test was used to find out the difference. Trained teachers showed a significant difference in pedagogical competencies, management and assessment competencies and research competencies. It depicts that in all the categories trained teachers were more competent than teachers having no training were The present study suggests that training program of this type should be continue to enhance the teachers competencies. Keywords: Competencies, Pedagogical competencies, Assessment \& Management competencies, Research competencies, Professional development}, journal = {Researchers World – Journal of Arts Science \& Commerce}, author = {Aziz, Fakhra}, month = jan, year = {2014}, keywords = {⛔ No DOI found}, pages = {121}, } @incollection{colley_teacher_2014, series = {International {Perspectives} on {Education} and {Society}}, title = {Teacher {Education} in {Anglophone} {West} {Africa}: {Does} {Policy} {Match} {Practice}?}, volume = {25}, isbn = {978-1-78350-453-4 978-1-78350-454-1}, shorttitle = {Teacher {Education} in {Anglophone} {West} {Africa}}, url = {https://doi.org/10.1108/S1479-367920140000025015}, abstract = {This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2\% were on Gambia, 27.3\% were on Ghana, 10.4\% were on Liberia, 24.7\% were on Nigeria, and 19.5\% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are “add-on,” meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.}, urldate = {2020-03-04}, booktitle = {Annual {Review} of {Comparative} and {International} {Education} 2014}, publisher = {Emerald Group Publishing Limited}, author = {Colley, Kabba E.}, month = jan, year = {2014}, doi = {10.1108/S1479-367920140000025015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/S1479-367920140000025015 2129771:U856MG7D 2563312:V69FFIIA 2601447:6FYR4QUB 2601447:EQFITIBE 4556019:77YKCJ3V}, keywords = {Education, Policy, Supply, Teacher, Training, West Africa}, pages = {201--233}, } @article{king_evaluating_2014, title = {Evaluating the impact of teacher professional development: an evidence-based framework}, volume = {40}, issn = {1941-5257, 1941-5265}, shorttitle = {Evaluating the impact of teacher professional development}, url = {http://dx.doi.org/10.1080/19415257.2013.823099}, doi = {10.1080/19415257.2013.823099}, abstract = {Does teacher professional development make a difference? How do we know? While researchers and policy-makers acknowledge that teacher professional development (PD) needs to be assessed and evaluated, there is often little clarity as to how this can be achieved. Evaluation of teacher PD by schools has been described as the weak link in the PD chain despite it being linked with improved PD experiences and pupil outcomes. A lack of skills and tools to carry out such evaluations may be contributing to this or indeed it may be linked to how PD is conceptualized. This article explores extant literature and models of evaluation revealing gaps in existing evaluation frameworks. Resulting from this a provisional PD evaluation framework was developed for use in a study that set out to formally evaluate the impact of a PD initiative on teachers’ professional learning in five urban primary disadvantaged schools in the Republic of Ireland. Following application within this study, the framework was critiqued and revised. This resulted in a new PD Impact Evaluation Framework that may support teachers, schools, departments and policy-makers to carry out systematic and focused evaluations of teacher PD.}, language = {en}, number = {1}, urldate = {2016-03-26}, journal = {Professional Development in Education}, author = {King, Fiona}, month = jan, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.823099 10/gfw2mh 2129771:ER4FLQXR 2129771:ZA2PQ6CN 2405685:EUPCICWT 261495:F85CK3N5}, keywords = {C:Ireland}, pages = {89--111}, } @article{ivala_digital_2014, title = {Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology}, volume = {2}, issn = {2324-805X, 2324-805X}, url = {https://core.ac.uk/download/pdf/235493876.pdf}, doi = {10.11114/jets.v2i1.286}, abstract = {Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.}, language = {English}, number = {1}, journal = {Journal of Education and Training Studies}, author = {Ivala, Eunice and Gachago, Daniela and Condy, Janet and Chigona, Agnes}, month = jan, year = {2014}, note = {Publisher: Redfame Publishing Inc, 9450 SW Gemini Drive \#99416, Beaverton, OR 97008 KerkoCite.ItemAlsoKnownAs: 10.11114/jets.v2i1.286 2405685:ECTD3I55 2534378:IEFUXYHR 2534378:KPXZTCDD}, keywords = {Case Studies, Cognitive Processes, College Faculty, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Focus Groups, Foreign Countries, Higher Education, Personal Narratives, Postsecondary Education, Preservice Teachers, Professional Development, Qualitative Research, Reflection, Skill Development, South Africa, Story Telling, Teaching Methods, Technology Uses in Education, Video Technology, \_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096367, \_\_finaldtb}, pages = {217--227}, } @incollection{noauthor_teachers_2014, address = {United States}, title = {Teachers of {Mathematics} ({NCTM})}, url = {http://www.nctm.org/PrinciplestoActions.}, booktitle = {Principles to actions: {Ensuring} mathematical success for all}, publisher = {NCTM}, year = {2014}, } @article{agyei_examining_2014, title = {Examining factors affecting beginning teachers’ transfer of learning of {ICT}-enhanced learning activities in their teaching practice}, volume = {30}, copyright = {Copyright (c)}, issn = {1449-5554}, url = {https://ajet.org.au/index.php/AJET/article/view/499}, doi = {10.14742/ajet.499}, abstract = {This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program.  Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.}, language = {en}, number = {1}, urldate = {2020-09-28}, journal = {Australasian Journal of Educational Technology}, author = {Agyei, Douglas D. and Voogt, Joke}, year = {2014}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.499 2405685:EBNRF3XR 2534378:L2FKFKGZ 2534378:SI3VKRQI}, keywords = {\_\_:import:02, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425905, \_\_finaldtb}, pages = {92--105}, } @article{briquet-duhaze_training_2014, title = {Training of {School} {Teachers} in {West} {Africa}: {Remediation} of {Reading} {Difficulties} through {Training} in {Phonological} {Awareness} and {Letter} {Names}}, abstract = {The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to resolve reading difficulties for students using our scientific research. This paper presents the theoretical framework of phonological awareness and letter names and the 0 phase and the beginning of Phase 1 of our research. We use these predictors as remedial reading difficulties among students aged 8 to 11 years. We present the first results.}, language = {en}, journal = {FIRE: Forum for International Research in Education}, author = {Briquet-Duhazé, Sophie}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TC75Z8YL 2317526:ZGBCTLGU LOCAL-eric:EJ1133799}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Burkina Faso, C:Cape Verde, C:Gambia, C:Guinea, C:Ivory Coast, C:Mali, C:Mauritania, C:Senegal, CA:AandC, CL:de, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:Improvement, P:teachers, T:TVET, T:Training, T:trainee, Z:Alphabets, Z:Elementary School Students, Z:Faculty Development, Z:Foreign Countries, Z:Longitudinal Studies, Z:Phoneme Grapheme Correspondence, Z:Phonological Awareness, Z:Predictor Variables, Z:Professional Continuing Education, Z:Reading Difficulties, Z:Relevance (Education), Z:Remedial Reading, Z:Teacher Improvement, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @techreport{bruns_great_2014, address = {Washington D.C.}, title = {Great teachers: {How} to raise student learning in {Latin} {America} and the {Caribbean}}, url = {https://www.worldbank.org/content/dam/Worldbank/document/LAC/Great_Teachers-How_to_Raise_Student_Learning-Barbara-Bruns-Advance%20Edition.pdf}, urldate = {2020-01-30}, institution = {World Bank Group}, author = {Bruns, Barbara and Luque, Javier}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LR5JEH7V 2405685:IWC7GUBK 2405685:XIDFUBL9}, keywords = {C:Latin America and the Carribeans}, } @article{chetty_measuring_2014, title = {Measuring the impacts of teachers {II}: {Teacher} valueadded and student outcomes in adulthood}, volume = {104}, doi = {10.1257/aer.104.9.2633}, number = {9}, journal = {The American Economic Review}, author = {Chetty, R. and Friedman, J.N. and Rockoff, J.E.}, year = {2014}, pages = {2633--2679}, } @article{colley_teacher_2014, title = {Teacher education in anglophone west {Africa}: {Does} policy match practice?}, doi = {10.1108/s1479-367920140000025015}, abstract = {© 2014 by Emerald Group Publishing Limited All rights of reproduction in any form reserved. This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2\% were on Gambia, 27.3\% were on Ghana, 10.4\% were on Liberia, 24.7\% were on Nigeria, and 19.5\% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are "add-on," meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.}, language = {en}, journal = {International Perspectives on Education and Society}, author = {Colley, Kabba E.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/s1479-367920140000025015 10/gf62j3 2129771:RTR537TR 2317526:3VLABS4Y}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, AAZ:West Africa, C:Gambia, C:Liberia, C:Nigeria, C:Sierra Leone, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:inclusion, F:outcomes, F:policy, P:services, P:teacher education, P:teacher training, P:teachers, Q:tertiary education, R:qualitative, R:quantitative, R:synthesis, T:Training, Z:Education, Z:Policy, Z:Supply, Z:Teacher, Z:Training, \_C:Ghana GHA, \_C:Sierra Leone SLE, publicImportV1}, } @misc{hasler_21st_2014, title = {21st century learning in {Zambia} - {iSchool}.zm and {OER4Schools}.org}, copyright = {All rights reserved}, url = {http://bjohas.de/wiki/Zambia2014}, abstract = {This video features http://ischool.zm and http://www.oer4schools.org. It was produced by Björn Haßler (http://bjohas.de), directed by Peter Cook, and camera by Rich Peart. The video was part-funded by ARM, and part-funded by OER4Schools.}, author = {Cook, Peter}, collaborator = {Haßler, Björn}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S8DGM9HE}, keywords = {Author:Haßler, Author:OpenDevEd, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, } @article{crouch_student-teacher_2014, title = {Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions}, volume = {42}, issn = {1540-7330}, shorttitle = {Student-teacher relationships matter for school inclusion}, doi = {10.1080/10852352.2014.855054}, abstract = {For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.}, language = {eng}, number = {1}, journal = {Journal of Prevention \& Intervention in the Community}, author = {Crouch, Ronald and Keys, Christopher B. and McMahon, Susan D.}, year = {2014}, pmid = {24447156}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10852352.2014.855054 2129771:GPHYZXD6}, keywords = {Adaptation, Psychological, Adolescent, Data Collection, Disabled Children, Faculty, Female, Humans, Interpersonal Relations, Mainstreaming, Education, Male, Midwestern United States, Peer Group, Social Adjustment, Social Identification, Social Perception, Surveys and Questionnaires}, pages = {20--30}, } @book{frost_transforming_2014, title = {Transforming education through teacher leadership}, publisher = {Leadership for Learning: The Cambridge Network}, editor = {Frost, David}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AFF4GJR3 261495:QIGVMSXE}, } @phdthesis{gagnon_understanding_2014, address = {United States -- New Hampshire}, type = {Ph.{D}.}, title = {Understanding the distribution of teacher effectiveness}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, url = {https://search.proquest.com/docview/1617959470/abstract/4BD8DE0B51754EC4PQ/1}, abstract = {The classroom teacher plays a powerful role in improving student outcomes, and teachers are increasingly looked at as a means to address disparities in achievement. Consequently, policy makers are becoming interested in understanding the distribution of teacher effectiveness across school characteristics. Very recent research suggests that, on average, students in high-poverty schools receive instruction from less effective teachers (as operationalized through teacher value-added scores) than do students in lower-poverty schools. This research seeks to build upon this literature by also examining how teacher effectiveness varies across urbanicity and location, doing so while using an often overlooked subset of schools—namely those that come from small and/or rural districts. The results of this study support the notion that teacher effectiveness is not equal across the poverty level of schools, as it finds a meaningful and robust connection between school FRPL rates and teacher value-added scores; findings pertaining to the urbanicity of schools are less conclusive. This study also finds that teacher effects vary across location, as does the connection between teacher effects and school FRPL rates. Evidence is put forth which suggests that this variability may do due in part to the supply of teachers in a given region. This study is organized into three essays: the first examines teacher effects across school income and urbanicity; the second incorporates the impact of location and teacher staffing theory; the third essay is a policy brief intended for a wide audience, as it synthesizes the findings of the first two essays to make concrete policy recommendations.}, language = {English}, urldate = {2021-03-07}, school = {University of New Hampshire}, author = {Gagnon, Douglas Jude}, year = {2014}, note = {ISBN: 9781321342796}, keywords = {Distribtution of Effectiveness, Education, Equality of Opportunity, Social sciences, Teacher Effectiveness, Teacher Supply, Value-Added Modeling, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @misc{hasler_oer4schools_2014, title = {The {OER4Schools} {Professional} {Learning} {Resource}: {Interactive} teaching with and without {ICT}. {A} practical programme for teachers in sub-{Saharan} {Africa} - {Participants}' {Version}}, copyright = {Creative Commons Attribution ShareAlike 4.0}, url = {https://www.youtube.com/user/OER4Schools/playlists}, author = {Haßler, Björn}, collaborator = {Hennessy, Sara and Duggal, Nitu and Leong, Wei Shin and Blair, Janet and Makonga, Abel and Tembo, Agness and Omondi, Juddie}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:99Q3XYMC 2129771:FULY4AFY}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_\_\_duplicate\_item}, } @article{hasler_developing_2014, title = {Developing an {Open} {Resource} {Bank} for {Interactive} {Teaching} of {STEM}: {Perspectives} of school teachers and teacher educators}, copyright = {All rights reserved}, shorttitle = {Developing an {Open} {Resource} {Bank} for {Interactive} {Teaching} of {STEM}}, url = {http://jime.open.ac.uk/jime/article/viewArticle/2014-09}, urldate = {2014-04-22}, journal = {Journal of Interactive Media in Education}, author = {Haßler, Björn and Hennessy, Sara and Knight, Simon and Connolly, Teresa}, year = {2014}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:LSRHIKC8}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:b, ⛔ No DOI found}, } @techreport{hennessy_oer4schools_2014, title = {The {OER4Schools} {Professional} {Learning} {Resource}: {Interactive} teaching with and without {ICT}. {A} practical programme for teachers in sub-{Saharan} {Africa} - {Additional} {Materials}}, copyright = {Creative Commons Attribution ShareAlike 4.0}, url = {www.oer4schools.org}, author = {Hennessy, S. and Haßler, Björn}, collaborator = {Duggal, Nitu and Leong, Wei Shin and Blair, Janet and Makonga, Abel and Tembo, Agness and Omondi, Juddie}, year = {2014}, doi = {10.5281/zenodo.5295152}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5295152 2129771:FULY4AFY 2129771:RRWQ32J6}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_DOILIVE, \_zenodo:submitted}, } @techreport{hennessy_oer4schools_2014, title = {The {OER4Schools} {Professional} {Learning} {Resource}: {Interactive} teaching with and without {ICT}. {A} practical programme for teachers in sub-{Saharan} {Africa} - {Facilitators}' {Version}}, copyright = {Creative Commons Attribution ShareAlike 4.0}, url = {www.oer4schools.org}, author = {Hennessy, S. and Haßler, Björn}, collaborator = {Duggal, Nitu and Leong, Wei Shin and Blair, Janet and Makonga, Abel and Tembo, Agness and Omondi, Juddie}, year = {2014}, doi = {10.5281/zenodo.5295150}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5295150 2129771:7PAZU7KI 2129771:FULY4AFY}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_DOILIVE, \_zenodo:submitted}, } @techreport{hennessy_oer4schools_2014, title = {The {OER4Schools} {Professional} {Learning} {Resource}: {Interactive} teaching with and without {ICT}. {A} practical programme for teachers in sub-{Saharan} {Africa} - {Participants}' {Version}}, copyright = {Creative Commons Attribution ShareAlike 4.0}, url = {www.oer4schools.org}, institution = {The Centre for Commonwealth Education}, author = {Hennessy, S. and Haßler, Björn}, collaborator = {Duggal, Nitu and Leong, Wei Shin and Blair, Janet and Makonga, Abel and Tembo, Agness and Omondi, Juddie}, year = {2014}, doi = {10.5281/zenodo.5295148}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5295148 2129771:FULY4AFY 2129771:TK8L954M 2129771:Z8LSIEMV 2339240:58TW376N 2405685:FBGNRJ43}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_DOILIVE, \_\_\_duplicate\_item, \_zenodo:submitted, dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{kraft_can_2014, title = {Can professional environments in schools promote teacher development? {Explaining} heterogeneity in returns to teaching experience}, volume = {36}, doi = {10.3102/0162373713519496}, number = {4}, journal = {Educational Evaluation and Policy Analysis}, author = {Kraft, M.A. and Papay, J.P.}, year = {2014}, note = {Place: Charlottesville, VA Publisher: University of Virginia}, pages = {"476--500." \# "297}, } @article{magallanes_framework_2014, title = {A framework for an {ICT}-based development program for science teachers in state universities and colleges in region {VI}}, volume = {2}, issn = {2332-3205, 2332-3205}, url = {https://www.researchgate.net/publication/285646173_A_Framework_for_an_ICT-based_Development_Program_for_Science_Teachers_in_State_Universities_and_Colleges_in_Region_VI}, doi = {10.13189/ujer.2014.020909}, abstract = {Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers.}, language = {English}, number = {9}, journal = {Universal Journal of Educational Research}, author = {Magallanes, Amel Lavezores and Lavezores, Amel}, year = {2014}, note = {Publisher: Horizon Research Publishing, 506 North Garfield Avenue \#210, Alhambra, CA 91801 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1697502673?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2014.020909 2405685:FXQZCGHG 2534378:CCZ6ZKIL}, keywords = {Barriers, College Faculty, College Science, Computer Literacy, Computer Uses in Education, ERIC, Current Index to Journals in Education (CIJE), Foreign Countries, Higher Education, Information Technology, Mixed Methods Research, Philippines, Postsecondary Education, Science Teachers, State Colleges, State Universities, Teacher Attitudes, Technology Integration, Training}, pages = {659--668}, } @article{muganyizi_analysis_2014, title = {An analysis of pre-service family planning teaching in clinical and nursing education in {Tanzania}}, doi = {10.1186/1472-6920-14-142}, abstract = {Doc number: 142 Abstract Background: Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Methods: Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. Results: A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9\% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3\% (n = 7) of schools had skills laboratories, 76\% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Conclusions: Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills. Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9\% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3\% (n = 7) of schools had skills laboratories, 76\% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills.}, language = {en}, journal = {BMC medical education}, author = {Muganyizi, Projestine S and Ishengoma, Joyce and Kanama, Joseph and Kikumbih, Nassoro and Mwanga, Feddy and Killian, Richard and McGinn, Erin}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1472-6920-14-142 10/f6bm6p 2129771:L3TWRW5G 2317526:I5R28FG3}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Tanzania, 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:teaching, P:economy, P:health, P:media, P:medical officers, P:nurse, P:service industry, P:services, P:teachers, Q:degree, R:evaluation, R:interview, R:observation, R:qualitative, R:quantitative, R:questionnaire, T:Ausbildung, T:TVET, publicImportV1}, } @article{ndebele_teacher_2014, title = {Teacher perceptions on the effectiveness of an {English} remedial teaching programme in primary schools in {Zimbabwe}: towards an alternative to the deficit model}, volume = {6}, url = {https://www.researchgate.net/profile/Clever_Ndebele2/publication/297758207_Teacher_Perceptions_on_the_Effectiveness_of_an_English_Remedial_Teaching_Programme_in_Primary_Schools_in_Zimbabwe_Towards_an_Alternative_to_the_Deficit_Model/links/56e2df5308ae387a2483a453.pdf}, abstract = {In the Zimbabwean education system, primary school pupils are tested at the beginning of grade four to determine their English proficiency and based on the test results those who fall below a certain predetermined score are placed on a generic remedial programme offered by a specially designated teacher. This study set out to evaluate the effectiveness of this English remedial education programme in Zimbabwe. Using the descriptive survey method, a total of thirty respondents from ten schools, comprising ten heads of schools, ten Grade four teachers and ten remedial teachers were issued with a semi structured questionnaire. For data analysis, substantive themes were deduced and outlined from the data through content analysis. The study showed that very few pupils were benefiting from remedial instruction. Remedial teachers were poorly trained for remedial teaching, materials for use for both teachers and pupils were grossly inadequate, while supervision and monitoring by Schools Psychological Services (SPS) was virtually non-existent. The study recommends that Schools Psychological Services considers an integrated approach where, rather than pupils being sent to an external expert for fixing, the grade four teacher provides the extra tuition using authentic contextualized grade four material.}, number = {3}, urldate = {2020-11-17}, journal = {International Journal of Educational Sciences}, author = {Ndebele, Clever}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P9QRNWHA 2486141:5JWVGXEW}, keywords = {\_Added to LR, \_T:reviewed, ❓ Multiple DOI}, pages = {497--508}, } @article{ocak_investigating_2014, title = {Investigating {Turkish} pre-service teachers' perceptions of blogs: implications for the {FATIH} project}, volume = {5}, url = {https://www.researchgate.net/publication/281592685_Investigating_Turkish_Pre-service_Teachers'_Perceptions_of_Blogs_Implications_for_the_FATIH_Project}, doi = {10.30935/cedtech/6113}, abstract = {This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.}, language = {English}, number = {1}, journal = {Contemporary Educational Technology}, author = {Ocak, Mehmet Akif and Gökçearslan, Sahin and Solmaz, Ebru}, year = {2014}, note = {Publisher: Contemporary Educational Technology, Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6113 2534378:SAUID3JV 2534378:WI3PD3BP Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538580?accountid=9851}, keywords = {Critical Thinking, Diaries, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Electronic Publishing, Factor Analysis, Foreign Countries, Group Activities, Higher Education, Online Surveys, Postsecondary Education, Preservice Teachers, Questionnaires, Student Attitudes, Student Motivation, Student Participation, Technology Integration, Technology Uses in Education, Turkey, Web Sites, Writing Skills, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098538, \_\_finaldtb}, pages = {22--38}, } @phdthesis{oliviera_students_2014, type = {{MPhil} {Dissertation}}, title = {Students’ and teachers’ attitudes and views on employing the use of {iPads} in science lessons}, urldate = {2014-04-08}, school = {University of Cambridge}, author = {Oliviera, Jose}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9SLGJ8KE 257089:RNMRCJJQ}, } @article{onguko_jifunzeni_2014, title = {{JiFUNzeni}: a blended learning approach for sustainable teachers' professional development}, volume = {12}, issn = {1479-4403}, url = {https://academic-publishing.org/index.php/ejel/article/view/1680/1643}, abstract = {JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was field tested though a design-based research intervention conducted in rural western Kenya. The field test included design, development and implementation of a blended learning course for teachers' professional development utilizing appropriate technologies including tablets powered by solar energy, open educational resources and open source software. One year after the intervention, there were follow-up interviews conducted with eight of the ten teachers and two PDTs who participated in the research. The findings from the follow-up interviews shared in this paper revealed that: teachers still used cooperative learning and activity-based learning strategies in their teaching. The PDTs on the other hand designed, developed and implemented one other jiFUNzeni blended learning course for twelve teachers in one school in Korogocho in Nairobi city. Implementation by PDTs of jiFUNzeni approach confirmed that they had learned through a sustainable way of delivering professional development in challenging educational contexts. The PDTs utilized the instructional design approaches learned through their participation in the research in designing blended learning content, while they also innovated new ways of developing self-study content as an important creative addition to what they had previously learned. Two teenage children participated in digital content development by advising the PDTs on more efficient ways of applying technology attesting to the fact that digital natives are important reciprocal supporters to digital immigrants and vice versa. [PUBLICATION ABSTRACT]}, language = {English}, number = {1}, journal = {The Electronic Journal of e-Learning}, author = {Onguko, Brown Bully}, year = {2014}, note = {Place: Kidmore End Publisher: Academic Conferences International Limited KerkoCite.ItemAlsoKnownAs: 2339240:YMBURAH4 2534378:7WCVV8XM 2534378:DW5I8PW4 2534378:T6RRJMGR}, keywords = {Cooperative learning, Distance learning, Education--Computer Applications, Internet, Kenya, Sustainability, Training, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096405, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {77--88}, } @article{sailors_supporting_2014, title = {Supporting {Change} in {Literacy} {Instruction} in {Malawi}}, volume = {49}, issn = {1936-2722}, url = {https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.70}, doi = {10.1002/rrq.70}, abstract = {In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes.}, language = {en}, number = {2}, urldate = {2020-05-10}, journal = {Reading Research Quarterly}, author = {Sailors, Misty and Hoffman, James V. and Pearson, P. David and McClung, Nicola and Shin, Jaran and Phiri, Liveness Mwale and Saka, Tionge}, year = {2014}, note = {shortDOI: 10/ggvk3t KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.70 10/ggvk3t 2129771:7UI2KR9V 2339240:FPRQN6RV 2405685:IVTVDACJ}, keywords = {Adult, C:Malawi, Childhood, Coaching, Decoding, Discussion, Early childhood, English as a second language, English for speakers of other languages, English language learners, English learners, Experimental, Fairy tales, Family literacy, Home language, Home-school connections, In-service, Instructional models, Language learners, Literature, Literature-based instruction, Oral language, Parental involvement, Phonics, Program evaluation, Reading strategies, Research methodology, School based, Sight words, Sociocultural, Socioeconomic factors, Strategies, Supplementary resources, Teacher education, Textbooks, \_C:Botswana BWA, \_C:Fiji FJI, \_C:France FRA, \_C:Israel ISR, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, and materials, folk tales, methods, phonemic awareness, phonological awareness, professional development, quasi-experimental, word recognition}, pages = {209--231}, } @article{tchombe_progressive_2014, title = {Progressive {Transformative} {Teacher} {Education} in {Cameroon}}, volume = {33}, url = {https://s3.amazonaws.com/academia.edu.documents/34649651/ELM_33_1_print.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1551742406&Signature=K5v950wx3V05uB3BhfjCP40La58%3D&response-content-disposition=inline%3B%20filename%3DEducational_Leadership_and_Management_St.pdf#page=27}, language = {en}, number = {1}, author = {Tchombe, T.M.}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QAYBZIQQ 2292089:7WIEFX5T}, keywords = {:C:Cameroon, Cited, RRQ1:High, RRQ2:Medium, ⛔ No DOI found}, pages = {23--33}, } @article{teemant_mixed-methods_2014, title = {A mixed-methods investigation of instructional coaching for teachers of diverse learners}, volume = {49}, url = {https://doi.org/10.1177/0042085913481362.}, doi = {10.1177/0042085913481362}, number = {5}, journal = {Urban Education}, author = {Teemant, A.}, year = {2014}, pages = {574--604}, } @techreport{westbrook_pedagogy_2013, title = {Pedagogy, curriculum, teaching practices and teacher education in developing countries: final report.}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3433}, number = {2110}, urldate = {2014-05-28}, author = {Westbrook, J. and Durrani, N. and Brown, R. and Orr, D. and Pryor, J. and Boddy, J. and Salvi, F.}, month = dec, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2CLIHNGB 261495:KA7JI6XK}, } @techreport{westbrook_pedagogy_2013, type = {Final {Report}: {Education} {Rigorous} {Literature} {Review}}, title = {Pedagogy, curriculum, teaching practices and teacher education in developing countries}, url = {https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Pedagogy%202013%20Westbrook%20report.pdf?ver=2014-04-24-121331-867}, institution = {Department for International Development and Centre for International Education, University of Sussex}, author = {Westbrook, Jo and Durrani, Naureen and Brown, Rhona and Orr, David and Pryor, John and Boddy, Janet and Salvi, Francesca}, month = dec, year = {2013}, note = {Publisher: EPPI-Centre, Social Science Research Unit, Institute of Education …}, keywords = {Read, ⛔ No DOI found}, } @techreport{westbrook_pedagogy_2013, title = {Pedagogy, {Curriculum}, {Teaching} {Practices} and {Teacher} {Education} in {Developing} {Countries}. {Final} {Report}. {Education} {Rigorous} {Literature} {Review}}, language = {en}, institution = {Department for International Development}, author = {Westbrook, Jo and Durrani, Naureen and Brown, Rhona and Orr, David and Pryor, John and Boddy, Janet and Salvi, Francesca}, month = dec, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:859VBG8Z 2129771:9AZDKKAA 2129771:HIBUHJUU 2129771:WWDS7WLV 2339240:86HQML65 2405685:C85ZIVDI 2486141:7UV2FD7Y 2486141:BL88RTMF}, keywords = {C:Low- and middle-income countries, STC-TLC, \_\_C:filed:1}, } @article{swaffield_using_2013, series = {13th {International} {Educational} {Technology} {Conference}}, title = {Using {Mobile} {Phone} {Texting} to {Support} the {Capacity} of {School} {Leaders} in {Ghana} to {Practise} {Leadership} for {Learning}}, volume = {103}, issn = {1877-0428}, url = {https://www.sciencedirect.com/science/article/pii/S1877042813039049}, doi = {10.1016/j.sbspro.2013.10.459}, abstract = {Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country.}, language = {en}, urldate = {2021-03-15}, journal = {Procedia - Social and Behavioral Sciences}, author = {Swaffield, Sue and Jull, Stephen and Ampah-Mensah, Alfred}, month = nov, year = {2013}, keywords = {Ghana, Leadership for Learning, SMS, headteachers, mobile phone, professional development, school leaders, text messages}, pages = {1295--1302}, } @article{lumadi_role_2013, title = {The {Role} of {E}-{Learning} in the {Professional} {Development} of {Student} {Teachers} in {Cameroon}: {A} {Discourse} in {Curriculum}}, volume = {4}, copyright = {Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication. Copyrights for articles published in MCSER journal are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.}, issn = {2039-2117}, shorttitle = {The {Role} of {E}-{Learning} in the {Professional} {Development} of {Student} {Teachers} in {Cameroon}}, url = {https://www.mcser.org/journal/index.php/mjss/article/view/1799}, abstract = {This study was planned to investigate “the role of e-learning in the professional development of student teachers in Cameroon”. Nevertheless, the ineffectiveness of traditional or conventional methods of teaching and learning in education motivated the researchers to carry out this study. In order to proceed, six hypotheses were formulated to guide the investigation A survey of 796 student-teachers drawn from eight primary government teacher training colleges and three higher teacher training colleges in Cameroon was carried out. Data were collected using a questionnaire that was carefully designed with respect to the variables under study. Results revealed that the use of e-learning has a significant influence on the professional development of student teachers in Cameroon. Findings further revealed that internet-based problem-solving and computer-based direct instruction are the best predictors of the professional development of student teachers in Cameroon. Consequently, recommendations are made to teacher training institutions to adopt alternative and multidimensional perspectives (models) in their training programmes in order to solve existing and future educational challenges. DOI: 10.5901/mjss.2013.v4n13p791}, language = {en}, number = {13}, urldate = {2020-04-28}, journal = {Mediterranean Journal of Social Sciences}, author = {Lumadi, Mutendwahothe Walter and Len, Kibinkiri Eric}, month = nov, year = {2013}, note = {Number: 13 EdTechHub.ItemAlsoKnownAs: 2129771:JMBIHRZG}, keywords = {⛔ No DOI found}, pages = {791}, } @article{ojok_inclusion_2013, title = {Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in {Uganda}}, volume = {17}, issn = {1360-3116}, shorttitle = {Inclusion of pupils with intellectual disabilities}, url = {https://doi.org/10.1080/13603116.2012.728251}, doi = {10.1080/13603116.2012.728251}, abstract = {Teachers in regular schools have a responsibility to accommodate the needs and interests of all learners. The attitudes and willingness of teachers to include learners with intellectual disabilities in their classes in regular schools in a district with a semi-nomadic pastoral population in north-eastern Uganda was investigated. A survey of 125 school teachers was conducted, using an attitude scale and a willingness sub-scale. The results showed slightly more positive than negative attitudes, and more willingness than unwillingness to teach learners with intellectual disabilities. Attendance of workshops and seminars had a positive impact on teacher attitudes and willingness towards inclusive education. The findings are discussed with reference to historical–cultural characteristics of the district, as well as pupil and teacher characteristics.}, number = {9}, urldate = {2022-04-01}, journal = {International Journal of Inclusive Education}, author = {Ojok, Patrick and Wormnæs, Siri}, month = sep, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/13603116.2012.728251 KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2012.728251 2129771:X9H7VD7S 2486141:9A3F2SFM}, keywords = {Uganda, attitudes, inclusive education, intellectual disabilities, teachers, willingness}, pages = {1003--1021}, } @inproceedings{pryor_preparing_2013, title = {Preparing teachers for early learning in {Sub} {Saharan} {Africa}}, author = {Pryor, J., J. Westbrook}, month = may, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WJGSC6XE 261495:AZBBBHFZ}, } @article{wormnaes_audio-described_2013, title = {Audio-described educational materials: {Ugandan} teachers' experiences}, volume = {31}, issn = {0264-6196, 0264-6196}, url = {https://www.researchgate.net/publication/258163041_Audio-described_educational_materials_Ugandan_teachers'_experiences}, doi = {10.1177/0264619613485029}, abstract = {This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.)}, language = {English}, number = {2}, journal = {British Journal of Visual Impairment}, author = {Wormnaes, Siri and Sellaeg, Nina}, month = may, year = {2013}, note = {Publisher: SAGE Publications, 2455 Teller Road, Thousand Oaks, CA 91320 Extra URL: https://journals.sagepub.com/doi/10.1177/0264619613485029 KerkoCite.ItemAlsoKnownAs: 10.1177/0264619613485029 2405685:IR6UNF66 2405685:W293NXX6 2534378:JDCGUHUG 2534378:YXS3JJVS}, keywords = {Access to Education, Cultural Relevance, Culturally Relevant Education, ERIC, Current Index to Journals in Education (CIJE), Educational Objectives, Foreign Countries, Higher Education, Inclusion, Instructional Materials, Interviews, Learning Processes, Postsecondary Education, Qualitative Research, Reflection, Student Teachers, Teacher Attitudes, Teacher Education, Teachers, Uganda, Video Technology, Visual Impairments, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098573, \_\_finaldtb}, pages = {164--171}, } @article{sharma_reforming_2013, title = {Reforming {Teacher} {Education} for {Inclusion} in {Developing} {Countries} in the {Asia}-{Pacific} {Region}}, volume = {1}, abstract = {A number of Asian Pacific countries have ratified the UN Conventions on the Rights of People with Disabilities and have identified an urgent need to include children with special educational needs in regular school programs. Successful implementation of such a policy reform requires significant changes in the way education is provided to all students, but most importantly depends upon how adequately the teachers and related professionals are prepared to implement the reform. This paper reviews research from 13 Asian Pacific countries, undertaken in the last five years, to address two questions. First it reports on the issues, challenges, and proposals related to inclusive education in these countries. Second the review reports on how each region has progressed towards implementing the Millennium Development Goals with particular emphasis on how teacher education has or has not responded to this. The review concludes that a lack of well thought out policy, few resources, and limited understanding of inclusion seems widespread in the Asia-Pacific region. As yet special education and related service expertise and teacher education for inclusion, is not in place to support teachers to work inclusively.}, journal = {International Journal of Inclusive Education}, author = {Sharma, Umesh and Forlin, Chris and Deppeler, Joanne and Guang-Xue, Yang}, month = jan, year = {2013}, keywords = {⛔ No DOI found}, pages = {3--16}, } @article{mohd_nawi_development_2013, title = {Development and evaluation of {Ning} social network for teaching training online surveillance}, volume = {14}, copyright = {CC BY-NC-SA 4.0}, issn = {1302-6488, 1302-6488}, url = {https://www.researchgate.net/publication/257656914_Development_and_evaluation_of_ning_social_network_for_teaching_training_online_surveillance}, abstract = {Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the "blog" is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.)}, language = {English}, number = {1}, journal = {Turkish Online Journal of Distance Education}, author = {Mohd Nawi, Mohd Aliff and Jamsari, Ezad Azraai and Sulaiman, Adibah and Hamzah, Mohd Isa}, month = jan, year = {2013}, note = {Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey KerkoCite.ItemAlsoKnownAs: 2405685:XGBJE4CK 2534378:5L9R6WLC 2534378:MFQCBZSB}, keywords = {Courseware, ERIC, Current Index to Journals in Education (CIJE), Foreign Countries, Higher Education, Interviews, Malaysia, Observation, Online Courses, Social Networks, Student Teachers, Supervisory Methods, Teacher Education Programs, Teacher Supervision, Teaching Methods, Trainees, Web 2.0 Technologies, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098097, \_\_finaldtb, ⛔ No DOI found}, pages = {245--255}, } @techreport{baker_e-learning_2013, title = {E-{Learning} for {Teacher} {Training} in {Tanzania}}, url = {https://asanteafrica.org/wp-content/uploads/2018/03/E-Learning.-TZ-Teachers.2013.pdf}, abstract = {Rural Tanzania is struggling to provide an adequate number of qualified teachers to keep up with increased primary and secondary school enrollment rates. Teachers enter classrooms with minimal teaching experience and education, sometimes having never studied the subject they are teaching. As a result of this under-qualification, teachers struggle in critical topics such as math, science, and English, exacerbating the trend of low academic performance. A lack of well-qualified teachers means the country is producing students whose education is cut short, as they are not passing national exams for graduation. This result is a great disappointment and an unacceptable outcome for students who represent years of investment and hope for the future. Primary and secondary school teachers must have sufficient knowledge and skills in the classroom. Teacher training will need to employ a variety of tools, among them education of and with Information and Communications Technologies (ICTs). This project has two components. First, it provides a landscape review of national and international policies and initiatives that affect education in Tanzania, clarifying how Asante Africa’s programs can best fit into the country’s established systems. Second, it identifies best practices for using e-learning ICTs to train teachers and improve the country’s education system. The report identifies four prospective e-learning models, and recommends that Asante Africa consider aspects of two: mobile learning and massive open online courses (MOOCs). Through our model evaluation, we found that these two models ranked best for Tanzania in effectiveness, cost, rural feasibility, scalability, and sustainability. Once a delivery method is in place and Asante Africa ensures technical support for the teachers utilizing the training materials, Asante Africa can strategize a plan for content and curriculum that leverages its Khan Academy videos. By implementing the recommended ICTs for learning and teacher training, Asante Africa will deliver increased access of quality training to teachers in the rural districts of Tanzania, improving the academic environment and performance of students throughout the country.}, language = {en}, author = {Baker, D and Bliss, A and Chung, R}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:I53KBPC4 2317526:2QHUGPLF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, C:Tanzania, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:learning, F:ministry, P:teacher training, Q:e-learning, Q:mobile learning, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{bank_what_2013, title = {What matters most for teacher policies: {A} framework paper}, shorttitle = {What matters most for teacher policies}, journal = {SABER Working Paper Series, No. 4}, author = {Bank, World}, year = {2013}, note = {Publisher: World Bank Group Washington, DC}, keywords = {⛔ No DOI found}, } @article{bonsu_challenges_2013, title = {The challenges and prospects of {ICTs} in teaching and learning in {Sunyani} {Polytechnic}, {Ghana}}, url = {http://tum.ac.ke/assets/highlights/6896059_JOURNAL_FINAL_COPY.pdf#page=16}, abstract = {Globally, the impact of Information and Communication Technology (ICT) in the past decades has been enormous. ICT plays a crucial role in socio-economic development and in bringing the world together as a global village. Indeed, in today‟s knowledge based economy, a completely new set of skills are required. Developing countries need to respond to demand for strategies to prepare the youth for the competitive opportunities driven by information and communication technology. The role of ICT tools in education should be more emphasized despite the heavy investment on ICT infrastructure, equipment and professional development for improved education. However, the adoption of ICT and its integration in teaching and learning have met challenges. This study reports the state of ICT usage in teaching and learning at Sunyani Polytechnic, Ghana. The study highlights factors that influence effective integration of ICT in teaching and learning. The findings revealed minimal adoption of ICT in teaching and learning at Sunyani Polytechnic, Ghana. The study makes recommendations that would enhance ICT uptake and adoption when implemented.}, language = {en}, journal = {Capa Scientific Journal}, author = {Bonsu, KA and Duodu, A and Bonsu, K and Duodu, K}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IBZFIJST 2317526:SDK35I7X}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, F:teaching, P:economy, P:teacher education, Q:ICT, Q:educational technology, R:case study, T:TVET, \_C:Ghana GHA, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @article{boyd_analyzing_2013, title = {Analyzing the {Determinants} of the {Matching} of {Public} {School} {Teachers} to {Jobs}: {Disentangling} the {Preferences} of {Teachers} and {Employers}}, volume = {31}, issn = {0734-306X, 1537-5307}, shorttitle = {Analyzing the {Determinants} of the {Matching} of {Public} {School} {Teachers} to {Jobs}}, url = {https://www.journals.uchicago.edu/doi/10.1086/666725}, doi = {10.1086/666725}, language = {en}, number = {1}, urldate = {2022-01-05}, journal = {Journal of Labor Economics}, author = {Boyd, Donald and Lankford, Hamilton and Loeb, Susanna and Wyckoff, James}, month = jan, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1086/666725 2129771:94IKVPZU 4556019:ZM8P3DDE}, pages = {83--117}, } @phdthesis{frisoli_teachers_2013, title = {Teachers’ {Experiences} of {Professional} {Development} in (post)crisis {Katanga} {Province}, {Southeastern} {Democratic} {Republic} of {Congo}: {A} {Case} {Study} of {Teacher} {Learning} {Circles}}, shorttitle = {Teachers’ {Experiences} of {Professional} {Development} in (post)crisis {Katanga} {Province}, {Southeastern} {Democratic} {Republic} of {Congo}}, url = {https://scholarworks.umass.edu/dissertations_2/82}, language = {en}, urldate = {2021-02-11}, school = {University of Massachusetts Amherst}, author = {Frisoli, Paul St J}, year = {2013}, doi = {10.7275/K457-DR90}, note = {KerkoCite.ItemAlsoKnownAs: 10.7275/K457-DR90 2129771:KF2SMPEU 2129771:RZPB8LDJ}, keywords = {⛔ No DOI found}, } @article{grossman_measure_2013, title = {Measure for measure: {The} relationship between measures of instructional practice in middle school {English} language arts and teachers’ valueadded scores}, volume = {119}, doi = {10.1086/669901}, number = {3}, journal = {American Journal of Education}, author = {Grossman, P. and Loeb, S. and Cohen, J. and Wyckoff, J.}, year = {2013}, pages = {445--470}, } @misc{hennessy_new_2013, title = {A new approach and open resources for school-based teacher professional development in sub-{Saharan} {Africa}}, copyright = {All rights reserved}, url = {http://www.ineesite.org/en/discuss/tpd-in-crisis-series-week-9-open-educational-resources-in-sub-saharan-afri}, author = {Hennessy, S. and Haßler, Björn}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:JWR2SFFI}, keywords = {Author:Haßler, Author:OpenDevEd, \_r:ImportedToMyEducationEvidence}, } @article{ifenthaler_acceptance_2013, title = {The acceptance of {Tablet}-{PCs} in classroom instruction: {The} teachers’ perspectives}, volume = {29}, doi = {10.1016/j.chb.2012.11.004}, number = {3}, journal = {Computers in Human Behavior}, author = {Ifenthaler, Dirk and Schweinbenz, Volker}, year = {2013}, note = {00019 KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2012.11.004 10/f4tjt5 2129771:M9P8TCWL 257089:ZF65327B}, pages = {525--534}, } @article{karami_integrating_2013, title = {Integrating problem-based learning with {ICT} for developing trainee teachers' content knowledge and teaching skill}, volume = {9}, url = {https://www.researchgate.net/publication/260184452_Integrating_problem-based_learning_with_ICT_for_developing_trainee_teachers'_content_knowledge_and_teaching_skill}, abstract = {Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problembased learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Karami, Mehdi and Karami, Zohreh and Attaran, Mohammad}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K4C794SK 2534378:DMHQTSGS 2534378:DRGJJFB4}, keywords = {\_THEME: Curriculum and resources, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096422, \_\_finaldtb, ⛔ No DOI found}, pages = {36--49}, } @incollection{moon_teachers_2013, address = {New York}, series = {Education, {Poverty} and {International} {Development} {Series}}, title = {Teachers and the development agenda: {An} introduction}, shorttitle = {Teachers and the development agenda: {An} introduction}, booktitle = {Teacher {Education} and the {Challenge} of {Development}: a {Global} {Analysis}}, publisher = {Routledge}, author = {Moon, B. and Dladla, N}, editor = {Moon, B.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AS5DFL78 2129771:TMKIIFDA 2317526:8UYLVCSQ 261495:96U29X8H}, keywords = {CitedIn:OER4Schools-2011-PDIE}, pages = {5--18}, } @book{moon_teacher_2013, address = {New York}, series = {Education, {Poverty} and {International} {Development} {Series}}, title = {Teacher {Education} and the {Challenge} of {Development}: a global analysis}, isbn = {978-0-415-60071-2}, shorttitle = {Teacher {Education} and the {Challenge} of {Development}: a global analysis}, publisher = {Routledge}, author = {Moon, B. and Dladla, N and Bird, A. Nordstrum, L. Hanbing, Y. McCormick, B. Banks, F. Dheram, P. Ibn Junaid, M. Wolfenden, F. Buckler, A. Gafar, A. Tao, S., L. Storey and Kirk, J. and Azlam, M. and Kingdon, G. and Dembele, M. and Miaro-II, J. Power, T., B. Anamuah-Mensah and Umar, A.}, editor = {Moon, B.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9ZEGYMQF 2129771:XIRMR2Y4 2317526:JLSR2KAW 261495:GV5J6KI4}, keywords = {AWP2, AWP2-actual, CitedIn:AKFC, CitedIn:OER4Schools-2012-HHH1, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, CitedIn:OER4Schools-HHH3-B, CitedIn:PhD\_Thesis, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Congo XCO, \_C:France FRA, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Mali MLI, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1}, } @article{mubika_challenges_2013, title = {Challenges in the training of teachers through open and distance learning: {Implications} for quality}, url = {http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.2(3)/AJSSH2013(2.3-06).pdf}, abstract = {This study aimed at establishing the challenges that may have affected the training of teachers through ODL at the Zimbabwe Open University. The study was carried out in order to put in place a model that may be implemented to improve the quality teacher training programme. The study adopted the case study design for the gathering the in-depth perceptions held by the given population. Questionnaires, telephone interviews and documentary analysis were adopted for data collection. The population of the study consisted of the National Programme Leader, Regional Programme Coordinators and graduate diploma students and their former school heads. Thirty-three members of the population constituted the sample for this study. Among other findings, results of the study show that while the training of teachers was a very viable undertaking at ZOU, existing collaboration between the schools and the training institution was very informal. Teaching practice faced numerous problems such as inadequate funding and unavailability of teaching practice vehicles. The study recommended that there be collaboration among all the stakeholders. There is also need for the setting up of a Teaching Practice Department which should be fully equipped with to enable the smooth flow of teaching practice supervisory activities.}, language = {en}, journal = {Asian Journal of Social Sciences \& Humanities}, author = {Mubika, KA and Bukaliya, R}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7Y69A25Z 2317526:936H4XCC UTI-BCF2239B-F7FC-3E8D-A3BE-8B8B5C6D7A5D}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:South Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:teachers, Q:ODEL, T:Lehrlingsausbildung, T:Training, publicImportV1, ⛔ No DOI found}, } @article{ntim_exploring_2013, title = {Exploring the mismatch between teacher demand-supply in sub-{Saharan} {Africa}: {Ghana} as case study}, url = {http://www.mcser.org/index.php/38-archive/mjss-archive/mjss-2013/617-mjss-vol-4-no-1-2013-2}, doi = {10.5901/mjss.2013.v4n1p273}, abstract = {This study presents an analysis of the factors affecting the supply and demand of school teachers in Ghana. The findings suggest that the major pull causing the mismatch in teacher supply-demand equation can be summed up under: a) economic demand, b) demographic factors and c) market forces. Sixty percent of those sampled constituting 162 of the respondents were of the view that there was a significant correlation between remuneration and supply while the other 40\% (108) not attributing it to remuneration per se, nevertheless saw a link between supply and other economic issues such as end of service benefit. Ninety five percent of respondents were of the view that teacher upgrading in higher market premium courses in institutions of higher learning exacerbate teacher attrition into other better paid jobs: an indication of non-incentives pulling teachers from the teaching profession. The objective of the study is to contribute to advocacy on teacher issues, especially increased resources as well as innovative funding for the employment of sufficient number of teachers.}, language = {en}, journal = {Mediterranean Center of Social and Educational Research}, author = {Ntim, , S.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2013.v4n1p273 2129771:UFJXNNYW 2317526:G97GX7S6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:incentives, F:learning, F:motivation, F:remuneration, F:teaching, P:economy, P:services, P:teacher education, P:teachers, Q:higher education, R:case study, T:career, Z:Higher education, Z:Teacher career, Z:Teacher deployment, Z:Teacher education, Z:Teacher motivation, \_C:Ghana GHA, publicImportV1, ⚠️ Invalid DOI}, } @techreport{orr_what_2013, address = {London}, title = {What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? {Systematic} review}, language = {en}, institution = {EPPI-Centre, Social Science Research Unit, Institute of Education}, author = {Orr, David and Westbrook, Jo and Pryor, John and Durrani, Naureen and Sebba, Judy and Adu-Yeboah, Christine}, year = {2013}, note = {zotzenLib.CopiedFrom: 2405685:YAT9NL4R KerkoCite.ItemAlsoKnownAs: 2129771:4H2Z7GUV 2339240:K82B5UP3 2405685:YAT9NL4R}, keywords = {C:Low- and middle-income countries, \_\_\_duplicate\_item}, } @book{orr_what_2013, address = {London}, title = {What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?: systematic review}, isbn = {978-1-907345-48-7}, shorttitle = {What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?}, url = {http://sro.sussex.ac.uk/43901/1/Undertrained_teachers_2013_Orr.pdf}, language = {English}, urldate = {2016-03-28}, publisher = {EPPI-Centre, Social Science Research Unit, Institute of Education, University of London}, author = {Orr, David and Westbrook, Jo and Pryor, John and Durrani, Naureen and Sebba, Judy and Adu-Yeboah, Christine and {others}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9YW97PKU 2129771:F4Q5DIY8 2129771:LZYDA4UF 2405685:YAT9NL4R 2486141:LAE22MA6 261495:XSK2293Z}, keywords = {C:Low- and middle-income countries, STC-TLC, \_C:Afghanistan AFG, \_C:Algeria DZA, \_C:Angola AGO, \_C:Antigua and Barbuda ATG, \_C:Argentina ARG, \_C:Armenia ARM, \_C:Australia AUS, \_C:Azerbaijan AZE, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belize BLZ, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Federated States of Micronesia FSM, \_C:Fiji FJI, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Grenada GRD, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guyana GUY, \_C:Haiti HTI, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ivory Coast CIV, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Kosovo XKSVO, \_C:Kyrgyzstan KGZ, \_C:Laos LAO, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Marshall Islands MHL, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Palau PLW, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Portugal PRT, \_C:Republic of Moldova MDA, \_C:Rwanda RWA, \_C:Sahrawi Arab Democratic Republic XSADR, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:Senegal SEN, \_C:Seychelles SYC, \_C:Singapore SGP, \_C:Solomon Islands SLB, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Suriname SUR, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Timor-L'este TLS, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Vanuatu VUT, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_duplicate\_item}, } @article{safford_give_2013, title = {“{Give} courage to the ladies”: {Expansive} apprenticeship for women in rural {Malawi}}, url = {http://www.tandfonline.com/doi/abs/10.1080/13636820.2012.755213}, doi = {10.1080/13636820.2012.755213}, abstract = {Apprenticeship in developed and industrialised nations is increasingly understood and practised as learning which connects workplace activity and formal study. The concept of 'expansive apprenticeship' defines frameworks for workforce development where participants acquire knowledge and skills which will help them in the future as well as in their current roles; 'restrictive' apprenticeships limit opportunities for wider, lifelong learning. In developing world economies, apprenticeships are a traditional route to learning and employment, but tend to reflect a restrictive approach characterised by narrowly defined roles and weak educational outcomes. This paper examines the apprenticeship opportunities in a large scale Access to Teaching Scholarship in Malawi. The programme's study materials and support structures are designed to move participants from restrictive to expansive contexts for learning and to develop hybrid roles as students, community workers and apprentice teachers. The authors examine data from the first cohort of participants and consider the extent to which the Scholarship offers an innovative model of expansive apprenticeship to address barriers to female continuing education and chronic teacher shortages in Sub-Saharan Africa. © 2013 Copyright The Vocational Aspect of Education Ltd.}, language = {en}, journal = {Journal of Vocational Education \& Training}, author = {Safford, K. and Cooper, D. and Wolfenden, F. and Chitsulo, J.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2012.755213 10/gf62pr 2129771:W7A3AETF 2317526:J9QU3SAQ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Malawi, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:T, D:developing world, F:access, F:gender, F:learning, F:motivation, F:outcomes, F:teaching, F:women, P:economy, P:measurement, P:teacher education, P:teacher training, P:teachers, Q:certificate, Q:distance education, Q:lifelong learning, T:Lehrlingsausbildung, T:TVET, T:Training, T:apprentice, T:career, T:continuing education, T:workplace education, Z:Access to Education, Z:Adult Education, Z:Apprenticeships, Z:Barriers, Z:Career aspirations, Z:Continuing Education, Z:Distance Education, Z:Distance education, Z:Donors and NGOs, Z:Economic Development, Z:Elementary Schools, Z:Female empowerment, Z:Females, Z:Foreign Countries, Z:Gender Issues, Z:Mentors, Z:Rural Areas, Z:Teacher Certification, Z:Teacher Education, Z:Teacher Shortage, Z:Teacher education, Z:Teacher motivation, Z:VET and development, Z:VET and economic development, Z:Vocational Education, Z:Vocational education and training, Z:Women Faculty, Z:Workplace Learning, Z:adult learning, Z:gender and learning, Z:learning in life \&, Z:philosophy of VET, Z:teacher training, Z:training, Z:vocational education \&, Z:work transitions, Z:workplace learning, publicImportV1}, } @article{samkange_training_2013, title = {Training {Teachers} at a {Distance}: {Perceptions} and {Challenges} of {Open} and {Distance} {Learning} ({ODL}) in {Teacher} {Education} the {Zimbabwean} {Experience}}, abstract = {Zimbabwe like most developing countries continues to experience shortages in skills. One such area that has experienced skills shortages is education. This has resulted in governments and education institutions coming up with innovative ways to improve the training of of teachers. Such innovative models include the Open \& Distance Learning (ODL) model in the development of skills. In some instances, there has been a combination of the conventional model and the ODL model. The purpose of the study was to examine the different methods used in the training of teachers and the role of ODL in addressing skills shortages. The study used the qualitative methodology and the case study design. The respondents were purposively selected. Data was collected through lesson observations, document analysis and open-ended questionnaires that were administered to senior teachers, deputy school heads and school heads. These gave a total of twenty respondents from different schools. At the same time twenty trainee teachers in different programmes with the Zimbabwe Open University (ZOU) were observed teaching and were assessed. The study also examined views, attitudes and perceptions about the training of teachers. From the data it could be concluded that the model being used by teachers' colleges (2-5-2) was more inclined to ODL than the 'conventional' model, thus demonstrating that indeed teachers can be trained through ODL. Whilst there were mixed feelings about the role of universities in the training of pre-service teachers, it could be concluded that universities had a role in the training of teachers regardless of the mode of delivery they used. The study noted that the lack of resources and lack of understanding between different stakeholders was negatively affecting the success of the ODL model of training teachers at the Zimbabwe Open University (ZOU).}, language = {en}, journal = {Turkish Online Journal of Distance Education}, author = {Samkange, Wellington}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7V79AP65 2317526:56BUMTPF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, AA:Africa, C:Zimbabwe, CA:AandC, CL:en, CL:fr, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:R, CT:T, D:developing country, F:attitude, F:teaching, P:measurement, P:service industry, P:teacher education, P:teacher training, P:teachers, Q:ODEL, Q:distance education, Q:distance learning, R:case study, R:observation, R:qualitative, R:questionnaire, T:Ausbildung, T:trainee, Z:Zimbabwe Open University (ZOU), Z:distance education, Z:teacher training, publicImportV1, ⛔ No DOI found}, } @article{sullivan_teacher_2013, title = {Teacher professional development in crisis edited series: {Annotated} bibliography}, shorttitle = {Teacher professional development in crisis edited series}, journal = {Inter-Agency Network for Education in Emergencies Toolkit. Burns, M., Ed}, author = {Sullivan, Timothy}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6JTMBTQH}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, } @book{suryahadi_assessment_2013, address = {Jakarta}, series = {Working paper}, title = {Assessment of policies to improve teacher quality and reduce teacher absenteeism}, isbn = {978-602-7901-09-4}, language = {en}, publisher = {SMERU Research Institute}, author = {Suryahadi, Asep and Sambodho, Prio}, collaborator = {Social Monitoring {and} Early Response Unit (Indonesia)}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SHUK26YV 4556019:9P4UH786}, } @article{twining_moving_2013, title = {Moving education into the digital age: the contribution of teachers’ professional development}, volume = {29}, issn = {1365-2729}, shorttitle = {Moving education into the digital age: the contribution of teachers’ professional development}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12031}, doi = {10.1111/jcal.12031}, abstract = {This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.}, language = {en}, number = {5}, journal = {Journal of Computer Assisted Learning}, author = {Twining, P. and Raffaghelli, J. and Albion, P. and Knezek, D.}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12031 10/f5f8ts 2129771:FBUXBCTH 2405685:AQTVKM4U 2534378:DKXRGCIE 2534378:NESJ6YZV 261495:GWAQTR9F}, keywords = {ICT, IT, digital age, policy recommendations, practitioner research, teacher professional development, transformation}, pages = {426--437}, } @book{westbrook_pedagogy_2013, title = {Pedagogy, {Curriculum}, {Teaching} {Practices} and {Teacher} {Education}}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3433}, urldate = {2014-05-28}, author = {Westbrook, J. and Durrani, N and Brown, R}, year = {2013}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:XM6FY2CY 257089:IX7S752V}, } @article{widodo_dual-mode_2013, title = {Dual-mode teacher professional development: challenges and re-visioning future {TPD} in {Indonesia}}, volume = {17}, issn = {13664530}, url = {http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._BIOLOGI/196705271992031-ARI_WIDODO/Dual%20Mode%20Teacher%20Professional%20Development.pdf}, doi = {10.1080/13664530.2013.813757}, abstract = {This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia}, number = {3}, journal = {Teacher Development}, author = {Widodo, Ari and {Riandi}}, year = {2013}, note = {Place: United Kingdom Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=BEI.221367\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2013.813757 2405685:M5WDVH5K 2534378:9P4LRFZC 2534378:BR8DXZB4 2534378:UHSPASDV 2534378:Z8BCLDYY}, keywords = {CONTINUING education, EDUCATION \& state, EDUCATION -- Forecasting, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational Change, Educational Strategies, Elementary Secondary Education, FORECASTING, Faculty Development, Foreign Countries, HIGHER education, Higher Education, INDONESIA, Indonesia, Information Skills, Instructional Design, Interviews, Models, Needs Assessment, Online instruction, PROFESSIONAL education, Pedagogical Content Knowledge, Postsecondary Education, Professional development, Public policy, Questionnaires, Science Teachers, TEACHER certification, TEACHER development, TEACHER education, Teacher Education, Teacher education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097039, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {380--392}, } @article{wang_case_2012, title = {A case study of using an online community of practice for teachers' professional development at a secondary school in {China}}, volume = {37}, issn = {17439884}, url = {https://ur.booksc.org/book/35291105/0cfb69}, doi = {10.1080/17439884.2012.685077}, abstract = {In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT]}, language = {English}, number = {4}, journal = {Learning, Media and Technology}, author = {Wang, Qiyun and Lu, Zhiping}, month = dec, year = {2012}, note = {Place: Basingstoke Publisher: Taylor \& Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1240554543?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.685077 2405685:5KA76IR7 2534378:7P96MCEU 2534378:I2ZKMFEE 2534378:TEPS99BX}, keywords = {Case Studies, China, Communities of Practice, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational Practices, Electronic Learning, Electronic Mail, Foreign Countries, Interviews, Learning, Lesson Plans, Mail Surveys, Online instruction, Participant Satisfaction, Pedagogy, Polls \& surveys, Professional Development, Professional development, Secondary Education, Secondary School Teachers, Secondary school teachers, Teacher Surveys, Teaching Methods, Technology Uses in Education, Transformative Learning, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096477, \_\_finaldtb}, pages = {429--446}, } @article{harris_examining_2012, title = {Examining {Teachers}’ {Instructional} {Moves} {Aimed} at {Developing} {Students}’ {Ideas} and {Questions} in {Learner}-{Centered} {Science} {Classrooms}}, volume = {23}, issn = {1046-560X, 1573-1847}, url = {https://www.tandfonline.com/doi/full/10.1007/s10972-011-9237-0}, doi = {10.1007/s10972-011-9237-0}, abstract = {Project-based learning seeks to engage students through sustained investigation of real-world problems or design challenges. Weekly mini-surveys were administered to students during an 8-week project-based learning unit to understand students’ perceptions of alignment of lessons to the overall challenge and usefulness of knowledge gained, their affective responses to lessons, and how these varied across lesson types and teachers. Results from a multilevel model revealed significant teacher level variance; no differences across lesson types were found.}, language = {en}, number = {7}, urldate = {2022-12-25}, journal = {Journal of Science Teacher Education}, author = {Harris, Christopher J. and Phillips, Rachel S. and Penuel, William R.}, month = nov, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-011-9237-0 2129771:GR2NV5L4}, pages = {769--788}, } @article{kabilan_assessing_2012, title = {Assessing pre-service {English} language teachers' learning using e-portfolios: benefits, challenges and competencies gained}, volume = {58}, issn = {0360-1315, 0360-1315}, url = {https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained}, doi = {10.1016/j.compedu.2011.11.011}, abstract = {Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)}, language = {English}, number = {4}, journal = {Computers \& Education}, author = {Kabilan, Muhammad Kamarul and Khan, Mahbub Ahsan}, month = may, year = {2012}, note = {Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN}, keywords = {Academic Achievement, Alternative Assessment, ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, English (Second Language), Ethics, Evaluation, Faculty Workload, Foreign Countries, Higher Education, Information Technology, Internet, Language Teachers, Malaysia, Negative Attitudes, Portfolios (Background Materials), Preservice Teachers, Reliability, Teacher Competencies, Teacher Education, Teaching Methods, Validity, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097613, \_\_finaldtb}, pages = {1007--1020}, } @article{kecik_determining_2012, title = {Determining the feasibility of an e-portfolio application in a distance education teaching practice course}, volume = {13}, url = {https://files.eric.ed.gov/fulltext/EJ983278.pdf}, doi = {10.19173/irrodl.v13i2.1160}, abstract = {[...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, \& Ntuli, 2009; Ludlow \& Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, \& Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).}, language = {English}, number = {2}, journal = {International Review of Research in Open and Distance Learning}, author = {Kecik, Ilknur and Aydin, Belgin and Sakar, Nurhan and Dikdere, Mine and Aydin, Sinan and Yuksel, Ilknur and Caner, Mustafa}, month = apr, year = {2012}, note = {Place: Athabasca Publisher: International Review of Research in Open and Distance Learning Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1634473704?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2405685:WS5G6A39 2534378:29ZCKBN5 2534378:YKJ8RPIT}, keywords = {Collaboration, Cooperating teachers, Distance education, Distance learning, Education--Adult Education, Feedback, Independent study, Interactive learning, Supervisors, Teacher education, Teaching, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096507, \_\_finaldtb, adult learning, interactive learning environments, teaching practice}, } @article{wolfenden_oer_2012, title = {{OER} {Adaptation} and {Reuse} across cultural contexts in {Sub} {Saharan} {Africa}: {Lessons} from {TESSA} ({Teacher} {Education} in {Sub} {Saharan} {Africa})}, volume = {2012}, issn = {1365-893X}, shorttitle = {{OER} {Adaptation} and {Reuse} across cultural contexts in {Sub} {Saharan} {Africa}}, url = {http://jime.open.ac.uk/articles/10.5334/2012-03/}, doi = {10.5334/2012-03}, number = {1}, urldate = {2020-04-28}, journal = {Journal of Interactive Media in Education}, author = {Wolfenden, Freda and Buckler, Alison Sarah Hemmings and Keraro, Fred}, month = mar, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.5334/2012-03 10/gf5f64 2129771:A9MTZRKK 2339240:JII3H25Z 2405685:4AGBND6C 2534378:5DH4QPVZ 2534378:DXRYWBS8 2534378:TSL8CQT4}, pages = {3}, } @incollection{anamuah-mensah_new_2012, address = {Abingdon}, title = {New modes of teacher pre-service training and professional support}, isbn = {978-1-136-20580-4}, url = {http://oro.open.ac.uk/31520/}, booktitle = {Teacher education and the challenge of development: a global analysis}, publisher = {Routledge}, author = {Anamuah-Mensah, Jophus and Banks, Frank and Moon, Bob and Wolfenden, Freda}, editor = {Moon, Bob}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QKECWWAV 2534378:3FC4SJYU}, keywords = {Economic development -- Effect of education on -- Developing countries., Teachers -- Training of -- Developing countries., Teaching -- Developing countries.}, pages = {201--211}, } @article{carrier_pre-service_2012, title = {Pre-service teacher training in {Malawi}: findings of a pilot study on the viability of media players for teacher development}, volume = {8}, url = {https://files.eric.ed.gov/fulltext/EJ1084165.pdf}, abstract = {As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT]}, language = {English}, number = {2}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Carrier, Carol and Finholt-Daniel, Matt and Sales, Gregory C}, year = {2012}, note = {Place: Bridgetown Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:H5SC64NG 2534378:5F2RLGL3 2534378:783739U4}, keywords = {Distance learning, Education, Learning, Malawi, Software, Student teachers, Teacher education, Teaching, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096523, \_\_finaldtb, ⛔ No DOI found}, pages = {77--91}, } @article{duflo_teacher_2012, title = {Teacher community assistant initiative ({TCAI}). {Policy} brief 4004}, url = {http://www.theigc.org/wp-content/uploads/2015/07/Duflo-Kiessel-2012-Policy-Brief.pdf.}, journal = {Economic and Political Science}, author = {Duflo, A. and Kiessel, J.}, year = {2012}, note = {Place: London Publisher: International Growth Centre, London School of}, keywords = {⛔ No DOI found}, } @article{duflo_incentives_2012, title = {Incentives {Work}: {Getting} {Teachers} to {Come} to {School}.}, volume = {102}, url = {https://www.aeaweb.org/articles}, doi = {10.1257/aer.102.4.1241}, journal = {American Economic Review}, author = {Duflo, Esther and Hanna, Rema and Ryan, Stephen P.}, year = {2012}, pages = {1241--78}, } @article{farooq_study_2012, title = {A study of online {English} language teacher education programmes in distance education context in {Pakistan}}, volume = {5}, issn = {1916-4742, 1916-4742}, url = {https://files.eric.ed.gov/fulltext/EJ1080034.pdf}, doi = {10.5539/elt.v5n11p91}, abstract = {Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan.}, language = {English}, number = {11}, journal = {English Language Teaching}, author = {Farooq, Muhammad U. and Al Asmari, AbdulRahman and Javid, Choudhary Z.}, year = {2012}, note = {Publisher: Canadian Center of Science and Education, 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1773213777?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.5539/elt.v5n11p91 2405685:9V9TWTN7 2534378:6E7C4XSE 2534378:BNLKR978}, keywords = {Access to Education, Blended Learning, Computer Mediated Communication, Control Groups, Costs, Distance Education, ERIC, Current Index to Journals in Education (CIJE), Educational Quality, English (Second Language), Experimental Groups, Foreign Countries, Higher Education, Language Teachers, Masters Programs, Online Courses, Open Universities, Pakistan, Postsecondary Education, Pretests Posttests, Program Improvement, Second Language Instruction, Second Language Learning, Statistical Analysis, Student Attitudes, Student Characteristics, Teacher Education Programs, Teaching Methods, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096524, \_\_finaldtb}, pages = {91--103}, } @article{guerrero_what_2012, title = {What works to improve teacher attendance in developing countries? {A} systematic review}, abstract = {Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement.}, language = {en}, author = {Guerrero, Gabriela and Leon, Juan and Zapata, Mayli and Sugimaru, Claudia and Cueto, Santiago}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HQMEK2DN 4556019:9LQMSXJ4}, keywords = {potential solutions, ⛔ No DOI found}, pages = {125}, } @article{hardman_reforming_2012, title = {Reforming teacher education in {Tanzania}}, url = {http://www.sciencedirect.com/science/article/pii/S073805931200003X}, doi = {10.1016/j.ijedudev.2012.01.002}, abstract = {It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and discourse practices, and a review of teacher training colleges, this paper explores the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels.}, language = {en}, journal = {International Journal of Educational Development}, author = {Hardman, F and Abd-Kadir, J and Tibuhinda, A}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.01.002 10/f37fn5 2129771:GK5LZYEH 2317526:AD2UXXH5}, 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:D, CT:F, CT:P, CT:Q, CT:T, D:developing country, F:pedagogy, F:teaching method, P:services, P:teacher education, P:teacher training, P:teachers, Q:college education, Q:primary education, T:Training, T:training needs, Z:African languages, Z:College education, Z:English language, Z:Mathematics education, Z:Primary education, Z:Teacher education, Z:Teaching methods, publicImportV1}, } @inproceedings{hasler_orbit_2012, title = {{ORBIT} and {OER4Schools}: supporting effective primary and secondary school practice through {OER}}, copyright = {All rights reserved}, booktitle = {Proceedings of {Cambridge} 2012: {Innovation} and {Impact} - {Openly} {Collaborating} to {Enhance} {Education}}, author = {Haßler, Björn and Hennessy, Sara and Jestaz, Caroline}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6JDPUE7P 2129771:QFW8NS5E}, keywords = {Author:Haßler, Author:OpenDevEd, \_C:Australia AUS, \_C:Belgium BEL, \_C:Bolivia BOL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Ecuador ECU, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Hungary HUN, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Peru PER, \_C:Poland POL, \_C:Portugal PRT, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:Slovenia SVN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, pages = {311--317}, } @book{hattie_visible_2012, title = {Visible learning for teachers: {Maximizing} impact on learning}, shorttitle = {Visible learning for teachers}, urldate = {2016-07-22}, publisher = {Routledge}, author = {Hattie, John}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:T5TZSC8S 261495:7NDAQ2CS}, } @misc{hennessy_oer4schools_2012, title = {The {OER4Schools} {Professional} {Learning} {Resource}: {Interactive} teaching with and without {ICT}. {A} practical programme for teachers in sub-{Saharan} {Africa}.}, copyright = {Creative Commons Attribution ShareAlike 4.0}, url = {www.oer4schools.org}, author = {Hennessy, S. and Haßler, Björn}, collaborator = {Duggal, Nitu and Leong, Wei Shin and Blair, Janet and Makonga, Abel and Tembo, Agness and Omondi, Juddie}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FULY4AFY}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence}, } @techreport{henry-legall_teachers_2012, address = {St. Augustine, Trinidad and Tobago}, title = {Teachers' perceptions on academic recovery through educational therapy: {A} therapeutic intervention in three co-educational government schools in {North} {Trinidad}}, abstract = {This study introduced the notion of academic recovery through an alternative pedagogical practice of therapeutic intervention called Educational Therapy. As such, its purpose was not only to explore and evaluate an alternative educational practice but also to determine its feasibility in adapting to the local context. This was done using teachers’ perspectives from three co-educational secondary schools whose students had a history of academic underachievement and where violence and student aggression were becoming the norm. Twenty three English and Mathematics teachers participated in the study which was encased in an ethnography theoretical perspective. Their perspectives on the current state of the secondary sector brought bearing to the types of best practices that teachers in their departments subscribed to in terms of teaching, understanding how children learn, assessment strategies and accommodating students who have learning deficits in the regular classroom. In addition, it clarified their stance on the adaptation of therapeutic intervention in Trinidad and Tobago while determining the extent to which it could improve academic achievement in these subject disciplines. Findings from the study revealed that teachers needed assistance to effectively manage, teach and assess children with learning problems. They felt that there was an urgent need to implement therapeutic interventions in educational practice as they had no knowledge of how to deal with students who had underlying cognitive deficits which then became manifested in the forms of social, emotional and behavioural problems. As the study was steeped within a qualitative inquiry, its findings also noted the emergence of eight themes which described the factors believed to be responsible for the present crisis within secondary schools where indiscipline was concerned. The framework of this study thus provided a useful basis for identifying school discipline issues and children who may have learning problems and for suggesting plans for appropriately targeted interventions through Educational Therapy.}, language = {English}, institution = {University of the West Indies}, author = {Henry-Legall, Lisa-Marcella}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:65H4P6D6 2486141:VUD5MUML}, keywords = {\_Added to LR, \_T:reviewed}, } @article{penson_role_2012, title = {The role and status of forced migrant teachers in education in emergencies}, language = {en}, journal = {Commonwealth education partnerships}, author = {Penson, Jonathan}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2AEUD2WL 2129771:AP5BHQD8 2129771:D99ESD2Q 2486141:PDRUBWDA}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Botswana BWA, \_C:Canada CAN, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Grenada GRD, \_C:Kenya KEN, \_C:Malta MLT, \_C:Myanmar MMR, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Seychelles SYC, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Thailand THA, \_C:Uganda UGA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {192--197}, } @incollection{pianta_teacher-student_2012, address = {Boston, MA}, title = {Teacher-{Student} {Relationships} and {Engagement}: {Conceptualizing}, {Measuring}, and {Improving} the {Capacity} of {Classroom} {Interactions}}, isbn = {978-1-4614-2018-7}, shorttitle = {Teacher-{Student} {Relationships} and {Engagement}}, url = {https://doi.org/10.1007/978-1-4614-2018-7_17}, abstract = {Classrooms are complex social systems, and student-teacher relationships and interactions are also complex, multicomponent systems. We posit that the nature and quality of relationship interactions between teachers and students are fundamental to understanding student engagement, can be assessed through standardized observation methods, and can be changed by providing teachers knowledge about developmental processes relevant for classroom interactions and personalized feedback/support about their interactive behaviors and cues. When these supports are provided to teachers’ interactions, student engagement increases. In this chapter, we focus on the theoretical and empirical links between interactions and engagement and present an approach to intervention designed to increase the quality of such interactions and, in turn, increase student engagement and, ultimately, learning and development. Recognizing general principles of development in complex systems, a theory of the classroom as a setting for development, and a theory of change specific to this social setting are the ultimate goals of this work. Engagement, in this context, is both an outcome in its own right and a mediator of impacts that teachers have on student outcomes through their interactions with children and youth. In light of this discussion, we offer suggestions or directions for further research in this area.}, language = {en}, urldate = {2022-04-01}, booktitle = {Handbook of {Research} on {Student} {Engagement}}, publisher = {Springer US}, author = {Pianta, Robert C. and Hamre, Bridget K. and Allen, Joseph P.}, editor = {Christenson, Sandra L. and Reschly, Amy L. and Wylie, Cathy}, year = {2012}, doi = {10.1007/978-1-4614-2018-7_17}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4614-2018-7\_17 2129771:2E7DYFWC 2486141:TP6MGKT9}, pages = {365--386}, } @article{power_english_2012, title = {English in action: school based teacher development in {Bangladesh}}, volume = {23}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539}, doi = {10.1080/09585176.2012.737539}, language = {en}, number = {4}, urldate = {2020-05-15}, journal = {The Curriculum Journal}, author = {Power, Tom and Shaheen, Robina and Solly, Mike and Woodward, Clare and Burton, Sonia}, month = dec, year = {2012}, note = {shortDOI: 10/gftr33 KerkoCite.ItemAlsoKnownAs: 10/gftr33 2129771:WADQKEDW 2405685:2298G5YZ}, keywords = {C:Bangladesh}, pages = {503--529}, } @book{schleicher_preparing_2012, title = {Preparing {Teachers} and {Developing} {School} {Leaders} for the 21st {Century}: {Lessons} from around the {World}}, isbn = {978-92-64-17421-4}, shorttitle = {Preparing {Teachers} and {Developing} {School} {Leaders} for the 21st {Century}}, abstract = {Results from the Organisation for Economic Cooperation and Development's (OECD's) Programme for International Student Assessment (PISA) have shown that the degree to which education systems succeed in equipping students with important foundation skills varies significantly. Since the quality of teaching is at the heart of student learning outcomes, it is an appealing idea to bring together education leaders from high performing and rapidly improving education systems to explore to what extent educational success and some of the policies related to success transcend the specific characteristics of cultures and countries. To this end, in March 2012 the second "International Summit on the Teaching Profession" was held in New York, hosted by the U.S. Department of Education, the OECD and Education International. The Summit brought together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems, as measured by PISA, to review how to best improve the quality of teaching, teachers and school leaders. This publication underpinned the Summit with available research about what can make educational reforms effective, and highlights examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. The Summit was organized around three interconnected themes: (1) Developing Effective School Leaders; (2) Preparing Teachers to Deliver 21st-Century Skills; and (3) Matching Teacher Demand and Supply. Selected comparative data on education from OECD sources are annexed. Individual chapters contain references and notes. (Contains 37 figures and 35 boxes.)}, language = {en}, urldate = {2020-09-10}, publisher = {OECD Publishing}, author = {Schleicher, Andreas}, year = {2012}, doi = {10.1787/9789264174559-en}, note = {Publication Title: OECD Publishing (NJ1) KerkoCite.ItemAlsoKnownAs: 10.1787/9789264174559-en 2129771:BF8CZPVF 2486141:VVGABYSD}, keywords = {Administrator Effectiveness, Communication Skills, Comparative Analysis, Cooperation, Creativity, Critical Thinking, Educational Assessment, Educational Change, Educational Innovation, Foreign Countries, Outcomes of Education, Problem Solving, Student Evaluation, Teacher Education, Teacher Effectiveness, Teacher Leadership, Teacher Supply and Demand, Teaching (Occupation), Technology Uses in Education, Unions}, } @article{shah_impact_2012, title = {The impact of teachers’ collegiality on their organizational commitment in high-and low-achieving secondary schools in {Islamabad}, {Pakistan}}, volume = {2}, doi = {10.5296/jse.v2i2.1493}, number = {2}, journal = {Journal of Studies in Education}, author = {Shah, Madiha}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.5296/jse.v2i2.1493 2129771:UP6VSUWQ}, pages = {130--156}, } @article{tan_critical_2012, title = {A critical reflection of teacher professionalism in {Cambodia}}, volume = {1}, issn = {2046-3162}, url = {https://www.academia.edu/20740687/A_critical_reflection_of_teacher_professionalism_in_Cambodia}, doi = {10.1108/20463161211240106}, abstract = {Purpose – The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area. Design/methodology/approach – This paper uses Hargreaves’ four ages of teacher professionalism and}, number = {2}, urldate = {2022-07-13}, journal = {Asian Education and Development Studies}, author = {Tan, Charlene and Ng, Pak Tee}, year = {2012}, pages = {124}, } @techreport{turrent_teacher_2012, address = {Education Development Trust}, title = {The teacher salary system in {Sierra} {Leone}}, url = {https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/3b/3b936954-5bde-4a23-b5c3-14117f7a2af5.pdf}, urldate = {2022-05-16}, author = {Turrent, Victoria}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:57MI994B 2129771:EDZ7UPYF 2339240:HPKYUKLY 2405685:JYDRFRHV 4556019:2UB9U5R4}, keywords = {C:Sierra Leone, \_C:Sierra Leone SLE, ⛔ No DOI found}, pages = {24}, } @techreport{walsh_low_2012, title = {Low {Cost} {Mobile} {Phones} for {Large} {Scale} {Teacher}}, abstract = {Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale.}, language = {en}, author = {Walsh, Christopher S and Shaheen, Robina and Power, Tom and Hedges, Claire and Kahtoon, Masuda and Mondol, Sikander}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3ST4QHRJ 2405685:XPZGL85X}, pages = {9}, } @book{walter_what_2012, address = {Oxford}, title = {What professional development makes the most difference to teachers}, url = {http://clie.org.uk/wpcontent/uploads/2011/10/Walter_Briggs_2012.pdf.}, publisher = {University of Oxford Department of Education}, author = {Walter, C. and Briggs, J.}, year = {2012}, } @article{hardman_developing_2011, title = {Developing a systemic approach to teacher education in sub-{Saharan} {Africa}: emerging lessons from {Kenya}, {Tanzania} and {Uganda}}, volume = {41}, issn = {0305-7925, 1469-3623}, shorttitle = {Developing a systemic approach to teacher education in sub-{Saharan} {Africa}}, url = {http://dx.doi.org/10.1080/03057925.2011.581014}, doi = {10.1080/03057925.2011.581014}, abstract = {While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.}, language = {en}, number = {5}, urldate = {2015-10-15}, journal = {Compare: A Journal of Comparative and International Education}, author = {Hardman, Frank and Ackers, Jim and Abrishamian, Niki and O’Sullivan, Margo}, month = sep, year = {2011}, note = {00073 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2011.581014 10/gftr63 2129771:HFSLX6UE 2129771:NCXUKWK4 2129771:Q5IYQCTD 2317526:JIARV2LH 2339240:7KFNHLPK 2405685:J57J3RGT 2405685:QWHDI7ZH 2534378:L9VFMLYK}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:East Africa, A:Sub-Saharan Africa, C:Kenya, C:Kenya / Uganda / Tanzania, C:Tanzania, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:Improvement, F:ministry, F:pedagogy, F:policy, F:teaching, P:teacher education, P:teachers, Q:distance education, Q:open learning, R:survey, T:TVET, T:Training, T:work-based learning, Z:Cost Effectiveness, Z:Educational Change, Z:Educational Development, Z:Educational Improvement, Z:Educational Policy, Z:Educational Quality, Z:Equal Education, Z:Foreign Countries, Z:Systems Approach, Z:Teacher Education, \_C:Botswana BWA, \_C:Brunei Darussalam BRN, \_C:Ghana GHA, \_C:Ireland IRL, \_C:Kenya KEN, \_C:Myanmar MMR, \_C:Nigeria NGA, \_C:Peru PER, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate, publicImportV1}, pages = {669--683}, } @techreport{akyeampong_teacher_2011, address = {Brighton, UK}, title = {Teacher preparation and continuing professional development in {Africa}: {Learning} to teach early reading and mathematics}, shorttitle = {Teacher preparation and continuing professional development in {Africa}: {Learning} to teach early reading and mathematics – {Executive} summary of {Project}}, institution = {Centre for International Education, University of Sussex}, author = {Akyeampong, K. and Pryor, J. and Westbrook, J. and Lussier, K.}, month = jul, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ULIUH28X 261495:Z66ANBBU}, } @article{agyei_ict_2011, title = {{ICT} use in the teaching of mathematics: {Implications} for professional development of pre-service teachers in {Ghana}}, volume = {16}, issn = {1360-2357, 1573-7608}, shorttitle = {{ICT} use in the teaching of mathematics}, url = {http://link.springer.com/10.1007/s10639-010-9141-9}, doi = {10.1007/s10639-010-9141-9}, language = {en}, number = {4}, urldate = {2020-04-28}, journal = {Education and Information Technologies}, author = {Agyei, Douglas D. and Voogt, Joke}, month = dec, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-010-9141-9 2129771:EHN5LYKU}, pages = {423--439}, } @phdthesis{ahmed_building_2011, type = {{PhD} {Thesis}}, title = {Building capacity of teachers and trainers in technical and vocational education and training ({TVET}) in {Sudan} ({Case} of {Khartoum} {State} {University}).}, url = {http://www.qucosa.de/fileadmin/data/qucosa/documents/7391/thesis.pdf}, abstract = {The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers? Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work. In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses. The results of the study showed that essential innovations and reforms on the initial and in service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking ii clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers}, language = {en}, urldate = {2019-05-29}, school = {Technische Universität Dresden}, author = {Ahmed, Hashim}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6N36KIAQ 2317526:6UYEDH2C 2317526:JCRCRCL6 UTI-242D92CD-6820-377B-90B3-574781F893D6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Sudan, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:Q, CT:T, P:social, P:teachers, Q:educational technology, T:TVET, T:trainee, publicImportV1}, } @techreport{akyeampong_teacher_2011, address = {Brighton, UK}, title = {Teacher preparation and continuing professional development in {Africa}: {Learning} to teach early reading and mathematics – {Executive} summary of {Project}, {July} 2011 version}, shorttitle = {Teacher preparation and continuing professional development in {Africa}: {Learning} to teach early reading and mathematics – {Executive} summary of {Project}, {July} 2011 version}, institution = {Centre for International Education, University of Sussex}, author = {Akyeampong, K. and Pryor, J. and Westbrook, J. and Lussier, K.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XRJ9VFFL 261495:DZPUXTXF}, } @article{amman_sierra_2011, title = {The {Sierra} {Leone} {Teachers} {Union}: {Labor} in a {Post}-{Conflict} {Society}}, volume = {14}, copyright = {© The Authors. WorkingUSA: The Journal of Labor and Society © 2011 Immanuel Ness and Wiley Periodicals, Inc.}, issn = {1743-4580}, shorttitle = {The {Sierra} {Leone} {Teachers} {Union}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1743-4580.2011.00320.x}, doi = {10.1111/j.1743-4580.2011.00320.x}, abstract = {The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.}, language = {en}, number = {1}, urldate = {2020-12-15}, journal = {WorkingUSA}, author = {Amman, John and O'Donnell, James}, year = {2011}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1743-4580.2011.00320.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2129771:63MSS39D 2405685:K8W49AUJ}, keywords = {\_C:Sierra Leone SLE}, pages = {57--71}, } @article{amman_sierra_2011, title = {{THE} {SIERRA} {LEONE} {TEACHERS} {UNION}: {LABOR} {IN} {A} {POST}-{CONFLICT} {SOCIETY}: {AMMAN} {AND} {O}'{DONNELL}: {THE} {SIERRA} {LEONE} {TEACHERS} {UNION}}, volume = {14}, issn = {10897011}, shorttitle = {{THE} {SIERRA} {LEONE} {TEACHERS} {UNION}}, url = {https://onlinelibrary.wiley.com/doi/10.1111/j.1743-4580.2011.00320.x}, doi = {10.1111/j.1743-4580.2011.00320.x}, language = {en}, number = {1}, urldate = {2022-12-25}, journal = {WorkingUSA}, author = {Amman, John and O'Donnell, James}, month = mar, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2129771:CAMP2L5T}, keywords = {\_C:Sierra Leone SLE}, pages = {57--71}, } @article{carlisle_first-grade_2011, title = {First-grade teachers’ response to three models of professional development in reading}, volume = {27}, url = {https://doi.org/10.1080/10573569.2011.560482.}, doi = {10.1080/10573569.2011.560482}, number = {3}, journal = {Reading \& Writing Quarterly: Overcoming Difficulties}, author = {Carlisle, J.F. and Cortina, K.A. and Katz, L.A.}, year = {2011}, pages = {212--238}, } @article{chikasanda_teachers_2011, title = {Teachers' views about technical education: implications for reforms towards a broad based technology curriculum in {Malawi}}, url = {https://link.springer.com/article/10.1007/s10798-010-9125-5}, doi = {10.1007/s10798-010-9125-5}, abstract = {Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge. It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced by contextual factors which may have implications on reforms towards broader notions of technology education.}, language = {en}, journal = {International Journal of Technology and Design Education}, author = {Chikasanda, VK and K Otrel-Cass, K and Jones, A}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10798-010-9125-5 10/cqjzj5 2129771:JIJIU75V 2317526:W2LRL8U3}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Malawi, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:curriculum, P:teachers, P:technology, Q:educational technology, T:TVET, publicImportV1}, } @article{duflo_peer_2011, title = {Peer effects, teacher incentives, and the impact of tracking: {Evidence} from a randomized evaluation in {Kenya}}, volume = {101}, url = {https://doi.org/10.1257/aer.101.5.1739.}, doi = {10.1257/aer.101.5.1739}, number = {5}, journal = {The American Economic Review}, author = {Duflo, E. and Dupas, P. and Kremer, M.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E4SEJPBH 2129771:RXYWAM5R}, pages = {1739--1774}, } @techreport{english_in_action_classroom_2011, title = {The {Classroom} {Practices} of {Primary} and {Secondary} {School} {Teachers} {Participating} in {English} in {Action}}, url = {https://assets.publishing.service.gov.uk/media/57a08ad9ed915d622c00093f/2a_the_classroom_practices-teachers_participating_in_english_in_action.pdf}, urldate = {2020-09-23}, author = {English in Action}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KSXNLE3L 2405685:6D7Y5AC8}, } @book{government_of_south_africa_integrated_2011, address = {Pretoria}, title = {Integrated strategic planning framework for teacher education and development in {South} {Africa}, 2011-2025}, isbn = {978-1-4315-0394-0}, url = {https://www.gov.za/sites/default/files/Integrated%20Strategic%20Plan%20Teacher%20Dev_0.pdf}, language = {English}, publisher = {Department of Basic Education}, author = {{Government of South Africa}}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:33373HWY 2317526:GEB5KEP4}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:South Africa, Education, Education and state, Teachers, Training of, publicImportV1}, } @article{kingombe_lessons_2011, title = {Lessons for developing countries from experience with technical and vocational education and training}, url = {http://www.theigc.org/wp-content/uploads/2014/09/Kingombe-2014-Working-Paper-1.pdf}, abstract = {The literacy requirements of both globalization and technological change necessitate enhancement of literacy education and training to keep pace with these phenomena. Sierra Leone‘s An Agenda for Change – Second Poverty Reduction Strategy (PRSPII) 2008-2012 has mainstreamed youth employment and the government has developed a National Action Plan on Youth Employment. Moreover, TVET in Sierra Leone needs a new focus and new direction to strongly respond to the PRSP. In fact a national harmonized policy for TVET is required for a national curriculum. Hitherto, the development and implementation of TVET reform programmes has been severely hampered by budgetary constraints in all 16 countries in the ECOWAS. Based on frontier research on the lessons learned from recent TVET reforms in other developing countries, this paper aims to inform the future comprehensive design and implementation of strategies for TVET in Sierra Leone . The paper makes suggestions for how to address future challenges and opportunities to ensure that the good performance of TVET reforms contribute to the promotion of sustainable growth through private sector development. The paper is structured as follows. Section 2 provides a stock taking of the available quantitative evidence on the impact of TVET. Section 3 presents and discusses different institutional and strategic TVET frameworks. Section 4 discusses the importance of a demand-oriented TVET system. Section 5 discusses the various existing and potential sources for the financing of the TVET system. Section 6 pres ents various examples of successful external cooperation on TVET projects in Africa and Asia. Finally, section 7 concludes and presents policy options.}, language = {en}, journal = {Economic Challenges and Policy Issues in Early Twenty-First-Century Sierra Leone}, author = {Kingombe, Christian}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:P729X3LJ 2317526:ZGB6R7BP}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Sierra Leone, CA:AandC, CC:Sierra Leone, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:T, D:developing country, Education / Educational Policy \& Reform / General, F:learning, F:policy, P:economy, P:measurement, P:teachers, Q:certificate, Q:community education, Q:distance learning, Q:primary education, Q:secondary education, T:Lehrlingsausbildung, T:TVET, \_C:Sierra Leone SLE, publicImportV1, ⛔ No DOI found}, pages = {278--365}, } @article{masaiti_university_2011, title = {{THE} {UNIVERSITY} {OF} {ZAMBIA} {PRE}-{SERVICE} {TEACHER} {EDUCATION} {PROGRAMME}: {IS} {IT} {RESPONSIVE} {TO} {SCHOOLS} {AND} {COMMUNITIES}’{ASPIRATIONS}?}, volume = {3}, shorttitle = {{THE} {UNIVERSITY} {OF} {ZAMBIA} {PRE}-{SERVICE} {TEACHER} {EDUCATION} {PROGRAMME}}, url = {https://scholar.google.com/scholar?cluster=2405329664589217006&hl=en&oi=scholarr}, number = {2}, urldate = {2023-12-05}, journal = {European Journal of Educational Studies}, author = {Masaiti, Gift and Manchishi, Peter Chomba}, year = {2011}, keywords = {⛔ No DOI found}, } @book{miller-grandvaux_first_2011, title = {First {Principles}: {Designing} {Effective} {Education} {Programs} {For} {In}-{Service} {Teacher} {Professional} {Development} ({Compendium})}, url = {http://www.equip123.net/docs/E1-FP_In-Svc_TPD_Compendium.pdf}, publisher = {US Agency for International Development, American Institutes for Research}, editor = {Miller-Grandvaux, Yolande and Jessee, Cassandra}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:8RIBMBE9 261495:7TIXAR5I}, } @article{muralidharan_teacher_2011, title = {Teacher {Performance} {Pay}: {Experimental} {Evidence} from {India}.}, volume = {119}, url = {www.jstor.org/stable/10.1086/659655.}, doi = {10.1086/659655}, journal = {Journal of Political Economy}, author = {Muralidharan, Karthik and Sundararaman, Venkatesh}, year = {2011}, note = {Publisher: JSTOR}, keywords = {interesting}, pages = {39--77}, } @article{musarurwa_teaching_2011, title = {Teaching with and {Learning} through {ICTs} in {Zimbabwe}'s {Teacher} {Education} {Colleges}.}, url = {https://eric.ed.gov/?id=ED529913}, abstract = {The use of ICTs (information and communication technologies) in Zimbabwe’s teacher education colleges is of paramount importance. The teacher trainees have a dual role to play: learning through ICTs and also learning how to teach through them. Interestingly, the rate at which schools have embraced the use of ICTs is unprecedented, but this has not been matched with an equal effort by teacher education colleges and hence teacher trainees have been less exposed and trained in using such technologies. Evidently, this has created a mismatch between the need for teachers who are conversant with ICTs and e-learning and their availability. This paper stems from a pilot programme in which the author was an active participant. It reflects on efforts made to integrate ICTs into the teacher education curriculum and evaluates the impact that this programme will have on teacher education in Zimbabwe.}, language = {en}, journal = {US-China Education Review}, author = {Musarurwa, C}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SUIBMCP9 2317526:CRPHCLQS}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Mozambique, C:Zimbabwe, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:curriculum, F:learning, F:teaching, P:measurement, P:teacher education, P:teacher training, Q:ICT, Q:ODEL, Q:open learning, T:TVET, meta, publicImportV1, ⛔ No DOI found}, } @article{ogunniyi_context_2011, title = {The {Context} of {Training} {Teachers} to {Implement} a {Socially} {Relevant} {Science} {Education} in {Africa}}, doi = {10.1080/10288457.2011.10740721}, abstract = {The underlying assumption to this paper is that learners' ability to appreciate the relevance of school science and its importance to socio-economic development of their communities to a large extent depends on the quality of instruction they receive from their teachers. A popular conundrum is that no country is greater than the calibre of its teachers. However, a sort of Mathew's principle of the "haves" having more and the "have-nots" losing even what they do have tends to hold. Hence, learners of well-trained teachers tend to outperform those of poorly trained teachers on most tasks. A vivid example here in South Africa is the usual wide chasm between the matriculation results of learners from the former well-resourced Model C schools and those (with few exceptions due to massive support) from the previously disadvantaged schools. In pursuit of relevance many African political leaders and policy makers have called on teacher training institutions to produce teachers who are capable of making school science relevant to learners' home environment. This paper reports an attempt that has been made to equip teachers in such a way that makes science accessible, interesting and complementary to learners' indigenous knowledge and life worlds in general.}, language = {en}, journal = {African Journal of Research in Mathematics, Science and Technology Education}, author = {Ogunniyi, Meshach B.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/10288457.2011.10740721 10/gf62k6 2129771:E4TZHI8E 2317526:ZTRC6VUX DOI-10.1080/10288457.2011.10740721}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:South Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:access, F:attitude, F:policy, F:teaching method, P:culture, P:economy, P:environment, P:measurement, P:social, P:teacher education, P:teacher training, P:teachers, R:case study, T:Training, T:trainee, Z:African Culture, Z:Case Studies, Z:Course Content, Z:Cultural Context, Z:Culturally Relevant Education, Z:Disadvantaged Schools, Z:Educational Change, Z:Educational Quality, Z:Foreign Countries, Z:Indigenous Knowledge, Z:Interdisciplinary Approach, Z:Relevance (Education), Z:Science Education, Z:Science Instruction, Z:Scientific Principles, Z:Social Problems, Z:Teacher Attitudes, Z:Teacher Education, Z:Teacher Effectiveness, Z:Teaching Methods, Z:Western Civilization, publicImportV1}, } @article{openjuru_lifelong_2011, title = {Lifelong learning, lifelong education and adult education in higher institutions of learning in {Eastern} {Africa}: {The} case of {Makerere} {University} {Institute} of {Adult} and {Continuing} {Education}}, url = {http://www.tandfonline.com/doi/abs/10.1080/02601370.2011.538182}, doi = {10.1080/02601370.2011.538182}, abstract = {This paper advocates for policy recognition of lifelong learning by institutions of higher learning and governments in Eastern Africa. Lifelong learning and lifelong education are two concepts that aim at widening access to and the participation of adult learners in the acquisition of new knowledge, skills, values and attitudes. There are many reasons for advocating for lifelong learning and education in higher institutions of learning in Eastern Africa. Firstly, the demand for higher education in Eastern Africa has increased phenomenally. Secondly, the need to cope with this fast-changing world calls for a continuous acquisition of new knowledge, skills and attitude. This paper looks at the concepts of lifelong learning (LLL) and lifelong education (LLE) in relation to the changes that are affecting the provision of universitybased learning opportunities for non-traditional students in Eastern Africa, with examples from Makerere University Institute of Adult and Continuing Education in Uganda. In looking at the concepts of LLL and LLE, other concepts of lifewide learning and the learning society are also discussed. Adult learning and adult education are discussed as concepts that are used by adult educators in Eastern Africa with very limited understanding of what they really mean. The confusion in the use of these emerging and popular concepts in Eastern Africa is discussed. The paper presents some recommendations for higher institutions of learning in Eastern Africa to develop a clear understanding of and embrace lifelong learning. © 2011 Taylor \& Francis.}, language = {en}, journal = {International Journal of Lifelong Education}, author = {Openjuru, , G.L.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02601370.2011.538182 10/cfzbzf 2129771:KVUATX45 2317526:GKNW4U5H}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:eastern Africa, CA:AandC, CL:de, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:access, F:attitude, F:learning, F:policy, F:teaching, P:measurement, P:teachers, Q:adult education, Q:distance education, Q:higher education, Q:lifelong learning, R:case study, T:continuing education, Z:Adult Education, Z:Adult Educators, Z:Adult Learning, Z:Adult Students, Z:Adult education, Z:African Studies, Z:Case Studies, Z:Concept Teaching, Z:Continuing Education, Z:Continuing education, Z:Definitions, Z:Distance Education, Z:Distance education, Z:Educational Opportunities, Z:Expansion of provision, Z:Foreign Countries, Z:Higher education, Z:Institutional Characteristics, Z:Knowledge, Z:Lifelong Learning, Z:Lifelong learning, Z:Nontraditional Students, Z:Teachers, \_C:Uganda UGA, publicImportV1}, } @article{opfer_conceptualizing_2011, title = {Conceptualizing teacher professional learning}, volume = {81}, url = {https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.874.8856&rep=rep1&type=pdf}, doi = {10.3102/0034654311413609}, number = {3}, journal = {Review of Educational Research}, author = {Opfer, V. Darleen and Pedder, David}, year = {2011}, note = {Publisher: SAGE Publications Sage CA: Los Angeles, CA Extra URL: https://journals.sagepub.com/doi/abs/10.3102/0034654311413609 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654311413609 2405685:8GP9P3IJ 2534378:ECXANTI8}, keywords = {Important, Read}, pages = {376--407}, } @article{saud_effective_2011, title = {Effective integration of information and communication technologies ({ICTs}) in technical and vocational education and training ({TVET}) toward knowledge management}, url = {http://www.academicjournals.org/journal/AJBM/article-abstract/11F54F315018}, abstract = {The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be exhausted by studies available in the “knowledge-based” society. The world of work is in continuous change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Despite numerous studies revealing the extent to which ICTs are applied at different educational specializations, literature on the effective integration of ICTs into Technical and Vocational Education and Training (TVET) field is scarce and needs further exploration to highlight the TVETs’ level of requirement for ICTs integration. Therefore, this paper attempts to add to the available literature on ICTs integration in TVET by bringing out clearly; the need for effective integration of ICTs in TVET, factors influencing the effective integration of ICTs in TVET, overview of the challenges to the effective integration of ICTs in TVET. The paper concludes by recommending for a proper planning and management of ICTs resources in TVET.}, language = {en}, journal = {African Journal of Business Management}, author = {Saud, MS and Shu, B and Yasin, MAM}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EE3XZPBK 2317526:NA75GSZN UTI-AFAB05B4-BFD7-3894-BC00-E85602D62FDF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:pedagogy, F:teaching, P:architecture, P:social, P:teacher education, P:technology, Q:ICT, R:meta-analysis, T:TVET, publicImportV1, ⛔ No DOI found}, } @article{spiro_guided_2011, title = {Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme}, volume = {30}, issn = {0729-4360, 0729-4360}, url = {https://www.researchgate.net/publication/254267313_Guided_Interaction_as_Intercultural_Learning_Designing_Internationalisation_into_a_Mixed_Delivery_Teacher_Education_Programme}, doi = {10.1080/07294360.2011.598453}, abstract = {In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)}, language = {English}, number = {5}, journal = {Higher Education Research and Development}, author = {Spiro, Jane}, year = {2011}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964187791?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2405685:FNNHR2FS 2534378:88QV3D8K 2534378:CYTXXWCR}, keywords = {Asia, ERIC, Current Index to Journals in Education (CIJE), Education Majors, Europe, Foreign Countries, Foreign Students, Higher Education, Interaction, Latin America, Masters Degrees, Middle East, Multicultural Education, Personal Narratives, Private Sector, Southeast Asia, Student Teachers, Teacher Education Programs, United Kingdom, Virtual Classrooms, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097655, \_\_finaldtb}, pages = {635--646}, } @techreport{twining_edusummit_2011, address = {Paris}, title = {{EDUsummIT} 2011 report from {TWG3}: teacher professional development}, url = {http://oro.open.ac.uk/30220/1/Twining%20et%20al%202011%20EDUsummIT%20TWG3%20Report.pdf}, language = {en}, institution = {UNESCO}, author = {Twining, Peter and Albion, Peter and Knezek, Don}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PUNUJQ3I 2534378:T48EQGLU}, } @article{shohel_introducing_2010, title = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}: teacher perspectives}, volume = {25}, issn = {0268-0513}, shorttitle = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}}, url = {https://doi.org/10.1080/02680513.2010.511953}, doi = {10.1080/02680513.2010.511953}, abstract = {This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods).}, language = {English}, number = {3}, urldate = {2020-05-16}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Shohel, M. Mahruf C. and Power, Tom}, month = nov, year = {2010}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02680513.2010.511953 shortDOI: 10/brrchv KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2129771:IMQPGDUK 2339240:9GRACLAU 2405685:EEAEL6VW 2405685:R4EEF7NV 2405685:UTNGW9R7 2534378:HMHCMR9X 2534378:KT2WCVFZ 2534378:QXQHZY9I 2534378:UJQAALFW 2534378:ZJT5CTY3}, keywords = {BANGLADESH, Bangladesh, C:Bangladesh, COMPUTER assisted language instruction, COMPUTERS in education, CONTINUING education, Computer Assisted Instruction, DISTANCE education, Developing Nations, Digital audio players, Distance Education, Distance learning, ENGLISH language -- Study \& teaching -- Foreign speakers, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational Development, Educational Technology, Educational technology, Elementary Secondary Education, English (Second Language), English in Action support model, English language, Foreign Countries, Handheld Devices, Higher Education, Inservice Teacher Education, Interviews, LANGUAGE teachers, Language instruction, Multimedia Instruction, OPEN learning, Open Universities, Pilot Projects, Postsecondary Education, Professional development, Program Descriptions, Program Development, Program Effectiveness, Protocol Materials, SECONDARY education, Second Language Instruction, Secondary Education, Secondary School Teachers, Studies, TEACHER development, TEACHERS -- Attitudes, TELEMATICS, Teacher Attitudes, Teachers, Technology Integration, United Kingdom, Video Technology, \_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098161, \_\_C:filed:1, \_\_\_working\_potential\_duplicate, \_\_finaldtb, mobile learning, mobile technology, technology intervention}, pages = {201--215}, } @incollection{borko_contemporary_2010, title = {Contemporary {Approaches} to {Teacher} {Professional} {Development}}, isbn = {978-0-08-044894-7}, url = {http://linkinghub.elsevier.com/retrieve/pii/B9780080448947006540}, language = {en}, urldate = {2016-03-26}, booktitle = {International {Encyclopedia} of {Education}}, publisher = {Elsevier}, author = {Borko, H. and Jacobs, J. and Koellner, K.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5W2ZBF55 261495:6MQZJXUC}, pages = {548--556}, } @book{darling-hammond_how_2010, title = {How high-achieving countries develop great teachers}, publisher = {Stanford Center for Opportunity Pollcy in Education}, author = {Darling-Hammond, Linda and Wei, Ruth Chung and Andree, Alethea}, year = {2010}, } @article{du_plessis_professional_2010, title = {Professional {Learning} {Communities} in the {Teachers}' {College}: {A} {Resource} for {Teacher} {Educators}.}, journal = {EQUIP1}, author = {Du Plessis, Joy and Muzaffar, Irfan}, year = {2010}, note = {Publisher: ERIC}, keywords = {⛔ No DOI found}, } @book{hanushek_using_2010, title = {Using value-added measures of teacher quality}, publisher = {CALDER Brief}, author = {Hanushek, E.A. and Rivkin, S.G.}, year = {2010}, } @article{hennessy_teacher_2010, title = {Teacher factors influencing classroom use of {ICT} in sub-{Saharan} {Africa}}, volume = {2}, url = {https://pdfs.semanticscholar.org/56ec/8d2248a546352fed0f520972b57034334a45.pdf}, abstract = {This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century.}, journal = {Itupale Online Journal of African Studies}, author = {Hennessy, Sara and Harrison, David and Wamakote, Leonard}, year = {2010}, note = {EdTechHub.Source: 2405685:RXIW5GY7 KerkoCite.ItemAlsoKnownAs: 2129771:J94BQM7C 2339240:957DANTW 2405685:RXIW5GY7 503888:YIGQUDX5}, keywords = {Schools, Secondary, Scientific literature, ⛔ No DOI found}, pages = {39--54}, } @article{horn_teaching_2010, title = {Teaching {Replays}, {Teaching} {Rehearsals} and {Re}-{Visions} of practice: {Learning} from colleagues in a mathematics teacher community}, url = {http://www.tcrecord.org/Content.asp?ContentId=15820}, doi = {10.1177/016146811011200109}, journal = {Teachers College Record: The Voice of Scholarship in Education}, author = {Horn, I}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/016146811011200109 2486141:8EKJZ3K9}, } @article{matsumura_investigating_2010, title = {Investigating the effectiveness of a comprehensive literacy coaching program in schools with high teacher mobility}, volume = {111}, url = {https://doi.org/10.1086/653469.}, doi = {10.1086/653469}, number = {1}, journal = {The Elementary School Journal}, author = {Matsumura, L.C. and Garnier, H.E. and Correnti, R. and Junker, B. and Bickel, D.D.}, year = {2010}, pages = {35--62}, } @phdthesis{mcpherson_international_2010, type = {Ph.{D}.}, title = {International distance learning in special education: a program evaluation of a {US}-{Ecuador} collaboration}, url = {https://digital.library.unt.edu/ark:/67531/metadc30493/m2/1/high_res_d/dissertation.pdf}, abstract = {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.}, language = {English}, school = {University of North Texas}, author = {McPherson, Rebekah}, year = {2010}, note = {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}, } @incollection{moon_creating_2010, address = {Vancouver}, series = {Perspectives on distance education}, title = {Creating new forms of teacher education: {Open} {Educational} {Resources} ({OERs}) and the {Teacher} {Education} in {Sub}-{Saharan} {Africa} ({TESSA}) programme}, shorttitle = {Creating new forms of teacher education}, url = {https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.9604&rep=rep1&type=pdf#page=134}, booktitle = {Teacher education through open and distance learning}, publisher = {Commonwealth of Learning (COL)}, author = {Moon, Bob}, editor = {Danaher, Patrick Alan and Abdurrahman, Umar}, year = {2010}, note = {Publisher: Citeseer KerkoCite.ItemAlsoKnownAs: 2405685:JQZG4SQP 2534378:PCFN73ZM}, keywords = {⛔ No DOI found}, pages = {121--142}, } @article{rakumako_demographic_2010, title = {Demographic profile and perceived {INSET} needs of secondary {Mathematics} teachers in {Limpopo} province}, doi = {10.15700/saje.v30n1a319}, abstract = {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}, author = {Rakumako, Angeline and Laugksch, Rüdiger C.}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.15700/saje.v30n1a319 10/ggtb6g 2129771:V5B498AS}, } @article{reeves_teacher_2010, title = {Teacher learning by script}, volume = {14}, url = {https://doi.org/10.1177/1362168810365252.}, doi = {10.1177/1362168810365252}, number = {3}, journal = {Language Teaching Research}, author = {Reeves, J.}, year = {2010}, pages = {241--258}, } @article{gerber_teacher_2009, title = {Teacher as imperfect test: {Reconceptualizing} the referral process}, copyright = {Copyright Taylor and Francis Group, LLC}, shorttitle = {Teacher as imperfect test}, url = {https://www.tandfonline.com/doi/abs/10.1080/00461528409529290}, doi = {10.1080/00461528409529290}, abstract = {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, ...}, language = {en}, urldate = {2021-03-26}, journal = {Educational Psychologist}, author = {Gerber, Michael M. and Semmel, Melvyn I.}, month = oct, year = {2009}, note = {Publisher: Taylor \& Francis Group KerkoCite.ItemAlsoKnownAs: 10.1080/00461528409529290 2129771:SUHUFZ46 2486141:LKWR3ZNK}, } @article{boitshwarelo_exploring_2009, title = {Exploring {Blended} {Learning} for {Science} {Teacher} {Professional} {Development} in an {African} {Context}}, volume = {10}, issn = {1492-3831}, url = {http://www.irrodl.org/index.php/irrodl/article/view/687}, doi = {10.19173/irrodl.v10i4.687}, abstract = {This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.}, language = {en}, number = {4}, urldate = {2020-05-16}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Boitshwarelo, Bopelo}, month = sep, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.687 2129771:8BY4IISL 2405685:RP3KMTVU 2405685:THJLBADH 2534378:5C3ILQ5H 2534378:LSG5BCAP 2534378:PTQCJYNQ}, keywords = {C:Botswana, \_C:Botswana BWA, \_C:Cuba CUB, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate}, pages = {1--19}, } @article{hardman_changing_2009, title = {Changing pedagogical practice in {Kenyan} primary schools: the impact of school‐based training}, volume = {45}, issn = {0305-0068, 1360-0486}, shorttitle = {Changing pedagogical practice in {Kenyan} primary schools}, url = {http://dx.doi.org/10.1080/03050060802661402}, doi = {10.1080/03050060802661402}, abstract = {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.}, language = {en}, number = {1}, urldate = {2015-10-15}, journal = {Comparative Education}, author = {Hardman, Frank and Abd‐Kadir, Jan and Agg, Catherine and Migwi, James and Ndambuku, Jacinta and Smith, Fay}, month = feb, year = {2009}, note = {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}, pages = {65--86}, } @article{chitiyo_analysis_2009, title = {An analysis of the integration of instructional technology in pre-service teacher education in {Zimbabwe}}, volume = {57}, doi = {10.1007/s11423-009-9136-7}, number = {6}, journal = {Educational Technology Research and Development}, author = {Chitiyo, Rodwell and Harmon, Stephen W.}, year = {2009}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-009-9136-7 2129771:D46PCTCG 4502395:NB67VLK5 4502395:RDGY2ULC 4502395:TX4RD7V4}, pages = {807--830}, } @article{darling-hammond_research_2009, title = {Research review/teacher learning: {What} matters}, volume = {66}, number = {5}, journal = {Educational leadership}, author = {Darling-Hammond, Linda and Richardson, Nikole}, year = {2009}, keywords = {⛔ No DOI found}, pages = {46--53}, } @article{desimone_lm_improving_2009, title = {Improving {Impact} {Studies} of {Teachers}' {Professional} {Development}: {Toward} {Better} {Conceptualizations} and {Measures}}, volume = {38}, doi = {10.3102/0013189x08331140}, number = {3}, journal = {Educational Researcher}, author = {{Desimone L.M.}}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189x08331140 2486141:TMAWFXF3}, pages = {181--199}, } @article{desimone_improving_2009, title = {Improving impact studies of teachers’ professional development: {Toward} better conceptualizations and measures}, volume = {38}, shorttitle = {Improving impact studies of teachers’ professional development}, url = {https://isidore.udayton.edu/access/content/group/48d85ee6-68d7-4a63-ac4e-db6c0e01d494/EDT650/readings/Desimone_Laura_M.pdf}, doi = {10.3102/0013189X08331140}, number = {3}, journal = {Educational Researcher}, author = {Desimone, L.M.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X08331140 2129771:9VLD4ENX 2129771:G668AIEG 2405685:ERA79A94 2534378:7B6KIFA3}, keywords = {\_\_\_duplicate\_item}, pages = {181--199}, } @article{hall_engaging_2009, title = {Engaging in and engaging with research: teacher inquiry and development}, volume = {15}, issn = {1354-0602, 1470-1278}, shorttitle = {Engaging in and engaging with research}, url = {https://nrl.northumbria.ac.uk/id/eprint/42445/1/Engaging%20In%20and%20Engaging%20With%20Research%20-%20Teacher%20Inquiry%20and%20Development.pdf}, doi = {10.1080/13540600903356985}, language = {en}, number = {6}, urldate = {2021-05-31}, journal = {Teachers and Teaching}, author = {Hall, Elaine}, month = dec, year = {2009}, note = {Extra URL: https://www.tandfonline.com/doi/full/10.1080/13540600903356985 KerkoCite.ItemAlsoKnownAs: 10.1080/13540600903356985 2405685:X5KU2IDB 2534378:LPFXMVTM}, pages = {669--681}, } @article{hardman_review_2009, title = {A review of teacher education in {Tanzania} and the potential for closer links between {PRESET} and {INSET}}, url = {http://www.ed-dpg.or.tz/pdf/TE/Review%20of%20PRESET%20%26%20INSET%20Report_2009.pdf}, urldate = {2014-05-01}, author = {Hardman, Frank}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N2CZQPDQ 261495:VPMHQDHP}, keywords = {⛔ No DOI found}, } @techreport{inter-agency_network_for_education_in_emergencies_inee_inee_2009, title = {{INEE} {Guidance} {Notes} on {Teacher} {Compensation} in {Fragile} {States}, {Situations} of {Displacement} and {Post}-{Crisis} {Recovery}}, url = {https://resourcecentre.savethechildren.net/node/12316/pdf/338._inee_guidance_note_on_teacher_compensation.pdf}, abstract = {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.}, language = {en}, urldate = {2021-02-11}, author = {{Inter-Agency Network for Education in Emergencies (INEE)}}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FNXLM6HF}, keywords = {\_\_C:filed:1}, } @article{kanjee_enhancing_2009, title = {Enhancing teacher assessment practices in {South} {African} schools: {Evaluation} of the assessment resource banks}, volume = {13}, shorttitle = {Enhancing teacher assessment practices in {South} {African} schools}, doi = {10.1080/16823200902940599}, number = {1}, journal = {Education as change}, author = {Kanjee, Anil}, year = {2009}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/16823200902940599 2129771:KUUDIVCI}, pages = {73--89}, } @phdthesis{mazala_chileya_mbasilu_effects_2009, title = {The effects of continuing professional development ({CPD}) though sprint on teacher classroom practices and student learning outcomes}, url = {http://dspace.unza.zm/handle/123456789/415}, abstract = {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.}, urldate = {2014-04-22}, author = {Mazala, Chileya Mbasilu}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FN8ZXRRF 261495:TK2CQK8A}, keywords = {CitedIn:OER4S-TPE-HHH2, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, SPRINT}, } @phdthesis{pascarella_blogging_2009, type = {Ph.{D}.}, title = {Blogging as critical praxis: becoming a critical teacher educator in the age of participatory culture}, url = {https://escholarship.mcgill.ca/concern/theses/wp988k86s}, abstract = {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.}, language = {English}, school = {McGill University}, author = {Pascarella, John}, year = {2009}, note = {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}, } @article{thakrar_harnessing_2009, title = {Harnessing {Open} {Educational} {Resources} to the {Challenges} of {Teacher} {Education} in {Sub}-{Saharan} {Africa}.}, volume = {10}, issn = {1492-3831}, shorttitle = {Harnessing open educational resources to the challenges of teacher education in sub-{Saharan} {Africa}}, url = {http://www.irrodl.org/index.php/irrodl/article/view/705}, doi = {10.19173/irrodl.v10i4.705}, number = {4}, journal = {International Review of Research in Open \& Distance Learning}, author = {Thakrar, Jayshree and Zinn, Denise and Wolfenden, Freda}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.705 10/gf5f4z 2129771:SYHXU78A 261495:386IRT53}, pages = {1--15}, } @article{williamson_educational_2009, title = {Educational reform, enquiry‐based learning and the re‐professionalisation of teachers}, volume = {20}, issn = {0958-5176, 1469-3704}, url = {https://www.researchgate.net/publication/248993852_Educational_reform_enquiry-based_learning_and_the_re-professionalisation_of_teachers}, doi = {10.1080/09585170903195894}, language = {en}, number = {3}, urldate = {2021-05-31}, journal = {The Curriculum Journal}, author = {Williamson, Ben and Morgan, John}, month = sep, year = {2009}, note = {Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1080/09585170903195894 KerkoCite.ItemAlsoKnownAs: 10.1080/09585170903195894 2405685:3J8IQVHB 2534378:ZGC3LGMX}, pages = {287--304}, } @article{wayne_experimenting_2008, title = {Experimenting {With} {Teacher} {Professional} {Development}: {Motives} and {Methods}}, volume = {37}, issn = {0013-189X}, shorttitle = {Experimenting {With} {Teacher} {Professional} {Development}}, url = {https://doi.org/10.3102/0013189X08327154}, doi = {10.3102/0013189X08327154}, abstract = {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.}, language = {en}, number = {8}, urldate = {2016-03-26}, journal = {Educational Researcher}, author = {Wayne, A. J. and Yoon, K. S. and Zhu, P. and Cronen, S. and Garet, M. S.}, month = nov, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X08327154 10/fhz33n 2129771:2S34L8CP 2129771:DT6R2YTD 2405685:FDVV5CN4 261495:D8BKHHPB}, keywords = {C:United States / International}, pages = {469--479}, } @techreport{benveniste_teaching_2008, address = {Washington, DC}, title = {Teaching in {Cambodia}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo/}, url = {https://openknowledge.worldbank.org/handle/10986/8073}, abstract = {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.}, language = {en\_US}, urldate = {2022-07-13}, institution = {World Bank}, author = {Benveniste, Luis and Marshall, Jeffery and Araujo, M. Caridad}, month = jun, year = {2008}, note = {Accepted: 2012-06-14T19:08:18Z}, keywords = {Attendance, Civil Service, Classroom Performance, Contracts, Educational Development, Incentives, Salaries, School System, Teachers, Working Conditions}, } @article{mitchell_lets_2008, title = {"{Let}'s not leave this problem": exploring inclusive education in rural {South} {Africa}}, volume = {38}, issn = {0033-1538, 0033-1538}, url = {https://www.academia.edu/14219181/_Let_s_not_leave_this_problem_exploring_inclusive_education_in_rural_South_Africa}, doi = {10.1007/s11125-008-9057-y}, abstract = {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.}, language = {English}, number = {1}, journal = {Prospects: Quarterly Review of Comparative Education}, author = {Mitchell, Claudia and De Lange, Naydene and Thuy, Nguyen-Thi Xuan}, month = mar, year = {2008}, note = {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}, pages = {99--112}, } @article{borko_video_2008, title = {Video as a tool for fostering productive discussions in mathematics professional development}, volume = {24}, issn = {0742-051X}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X0600179X}, doi = {10.1016/j.tate.2006.11.012}, abstract = {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.}, language = {en}, number = {2}, urldate = {2020-08-05}, journal = {Teaching and Teacher Education}, author = {Borko, Hilda and Jacobs, Jennifer and Eiteljorg, Eric and Pittman, Mary Ellen}, month = feb, year = {2008}, note = {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}, pages = {417--436}, } @article{hardman_pedagogical_2008, title = {Pedagogical renewal: {Improving} the quality of classroom interaction in {Nigerian} primary schools}, volume = {28}, issn = {0738-0593}, shorttitle = {Pedagogical renewal}, url = {http://www.sciencedirect.com/science/article/pii/S0738059307000235}, doi = {10.1016/j.ijedudev.2007.02.008}, abstract = {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.}, number = {1}, urldate = {2015-10-15}, journal = {International Journal of Educational Development}, author = {Hardman, Frank and Abd-Kadir, Jan and Smith, Fay}, month = jan, year = {2008}, note = {00109 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2007.02.008 10/cq6k4z 2129771:4Y992QRW 261495:A886PDXT}, pages = {55--69}, } @book{jaworski_international_2008, title = {The {International} {Handbook} of {Mathematics} {Teacher} {Education}}, volume = {4}, publisher = {Sense Publishers}, author = {Jaworski, B and Wood, T}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2486141:PUAFD4WD}, } @article{moon_role_2008, title = {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}, volume = {29}, shorttitle = {The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training}, doi = {10.1590/s0101-73302008000300008}, abstract = {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 ).}, language = {Portuguese}, number = {104}, journal = {Educação \& Sociedade}, author = {Moon, Bob}, year = {2008}, note = {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}, pages = {791--814}, } @article{onderi_-service_2008, title = {In-{Service} {Training} {Needs} in an {African} {Context}: {A} {Study} of {Headteacher} and {Teacher} {Perspectives} in the {Gucha} {District} of {Kenya}}, doi = {10.1080/13674580801950832}, abstract = {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.)}, language = {en}, journal = {Journal of in‐service education}, author = {Onderi, Henry and Croll, Paul}, year = {2008}, note = {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}, } @misc{teachers_registration_council_of_nigeria_introducing_2008, title = {Introducing {Teachers} {Registration} {Council} of {Nigeria}}, url = {https://trcn.gov.ng/file/Introducing%20TRCN.pdf}, urldate = {2020-08-05}, author = {Teachers Registration Council of Nigeria}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MNQPKBPQ}, } @techreport{unesco_ict_2008, address = {Paris}, title = {{ICT} competency standards for teachers: policy framework}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000156210}, institution = {UNESCO}, author = {{UNESCO}}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WJ3FMNHE 2534378:DFXARHI2}, } @article{belay_how_2007, title = {How newly qualified primary teachers develop: {A} case study in rural {Eritrea}}, volume = {27}, issn = {0738-0593}, shorttitle = {How newly qualified primary teachers develop}, url = {https://www.sciencedirect.com/science/article/pii/S0738059306001386}, doi = {10.1016/j.ijedudev.2006.10.018}, abstract = {This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed. It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts.}, language = {en}, number = {6}, urldate = {2021-02-11}, journal = {International Journal of Educational Development}, author = {Belay, Abraham and Ghebreab, Freweini and Ghebremichael, Tewolde and Ghebreselassie, Asmerom and Holmes, John and White, Goodith}, month = nov, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2006.10.018 2129771:DQPX3SCS}, keywords = {African education, Educational quality, Rural education, Teacher development, \_\_C:filed:1}, pages = {669--682}, } @article{moon_school-based_2007, title = {School-based teacher development in {Sub}-{Saharan} {Africa}: building a new research agenda}, volume = {18}, issn = {0958-5176}, shorttitle = {School-based teacher development in {Sub}-{Saharan} {Africa}}, url = {http://dx.doi.org/10.1080/09585170701590007}, doi = {10.1080/09585170701590007}, abstract = {This article explores and analyses the context of school-based teacher development in Sub-Saharan Africa. The argument is made that many aspects of the teacher problem in these regions mirror those in the rest of the world, but the size and scale of the need makes the challenge of providing schools and teachers to achieve ‘Education for All’ (EFA) one of the world's biggest educational problems. As such, a response from the global community, parallel to similar initiatives in health, is required. The context of the problem is set out, particularly the inevitability of creating new school-based modes of teacher development. The analysis draws extensively on the work of the Teacher Education in Sub-Saharan Africa (TESSA) research programme. The article then goes on to suggest: (1) the revolution in communication technologies provides an opportunity radically to reassess the forms and modes of teacher development, particularly in rural areas; and (2) there is a need for research and development activity to provide the foundation upon which such potential can be realized. In this context a new ‘architecture for teacher development’ needs putting in place, a process that should be a mainstream concern for the world's education research community.}, number = {3}, urldate = {2016-03-28}, journal = {The Curriculum Journal}, author = {Moon, Bob}, month = sep, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/09585170701590007 10/cdnf7g 2129771:CZ2RVZ64 261495:5HIE35B3}, pages = {355--371}, } @article{mutepfa_inclusive_2007, title = {Inclusive {Education} in {Zimbabwe}: {Policy}, {Curriculum}, {Practice}, {Family}, and {Teacher} {Education} {Issues}}, volume = {83}, issn = {0009-4056}, shorttitle = {Inclusive {Education} in {Zimbabwe}}, url = {https://doi.org/10.1080/00094056.2007.10522947}, doi = {10.1080/00094056.2007.10522947}, number = {6}, urldate = {2021-11-10}, journal = {Childhood Education}, author = {Mutepfa, Magen M. and Mpofu, Elias and Chataika, Tsitsi}, month = sep, year = {2007}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00094056.2007.10522947 KerkoCite.ItemAlsoKnownAs: 10.1080/00094056.2007.10522947 2129771:ZV4J2RXV 4502395:Q2XENIKB}, pages = {342--346}, } @article{murray_importance_2007, title = {The {Importance} of {Teacher}-{Student} {Relationships} for {Adolescents} with {High} {Incidence} {Disabilities}}, volume = {46}, issn = {0040-5841}, url = {https://doi.org/10.1080/00405840701232943}, doi = {10.1080/00405840701232943}, abstract = {In this article the authors examine the theoretical and empirical basis of teacher-student relationships. They focus specifically on the importance of supportive teacher-student relationships in the lives of adolescents with high-incidence disabilities. Students receiving special education services in these categories are at a heightened risk of experiencing social, emotional, and mental health problems. School-based programs and practices designed to promote supportive relationships between teachers and students with disabilities have the potential to provide these students with much needed support within the contexts of schools. A number of factors that can enhance teacher-student relationships including school and classroom structures, teacher beliefs and practices, and social-emotional curricula are presented and discussed.}, number = {2}, urldate = {2022-04-01}, journal = {Theory Into Practice}, author = {Murray, Christopher and Pianta, Robert C.}, month = apr, year = {2007}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00405840701232943 KerkoCite.ItemAlsoKnownAs: 10.1080/00405840701232943 2129771:L353S346 2486141:W86KIWDB}, pages = {105--112}, } @article{zwart_experienced_2007, title = {Experienced teacher learning within the context of reciprocal peer coaching}, volume = {13}, shorttitle = {Experienced teacher learning within the context of reciprocal peer coaching}, url = {http://dx.doi.org/10.1080/13540600601152520}, doi = {10.1080/13540600601152520}, number = {2}, journal = {Teachers and Teaching: Theory and Practice}, author = {Zwart, R.C. and Wubbels, T. and Bergen, T.C.M. and Bolhuis, S.}, month = apr, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13540600601152520 10/c22ctv 2129771:2SJH9DV8 261495:HZKPTAR9}, pages = {165--187}, } @book{mulkeen_recruiting_2007, series = {World {Bank} {Working} {Papers}}, title = {Recruiting, {Retaining}, and {Retraining} {Secondary} {School} {Teachers} and {Principals} in {Sub}-{Saharan} {Africa}}, isbn = {978-0-8213-7066-7}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/978-0-8213-7066-7}, urldate = {2021-03-07}, publisher = {The World Bank}, author = {Mulkeen, Aidan and Chapman, David and DeJaeghere, Joan and Leu, Elizabeth}, month = mar, year = {2007}, doi = {10.1596/978-0-8213-7066-7}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7066-7 2129771:5HWPXNVN}, keywords = {\_C:Angola AGO, \_C:Benin BEN, \_C:Botswana BWA, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:China CHN, \_C:Comoros COM, \_C:Congo XCO, \_C:Djibouti DJI, \_C:Dominican Republic DOM, \_C:Equatorial Guinea GNQ, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:India IND, \_C:Ireland IRL, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Togo TGO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @article{abd-kadir_discourse_2007, title = {The {Discourse} of {Whole} {Class} {Teaching}: {A} {Comparative} {Study} of {Kenyan} and {Nigerian} {Primary} {English} {Lessons}}, volume = {21}, issn = {0950-0782}, shorttitle = {The {Discourse} of {Whole} {Class} {Teaching}}, url = {http://dx.doi.org/10.2167/le684.0}, doi = {10.2167/le684.0}, abstract = {This paper explores the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons. Twenty lessons were analysed using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation – Response – Feedback (IRF). The focus of the analysis was on the first and third part of the IRF sequence as it is here that research suggests teachers can enhance pupil learning through questions and follow-up which asks pupils to expand on their thinking, justify or clarify their opinions, or make connections to their own experiences. The findings suggest that teacher questions were mainly closed requiring recall of information and teacher follow-up, where it occurred, often consisting of a low level evaluation of a pupil response, thereby severely constraining opportunities for pupil participation in the classroom discourse and higher order thinking. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of Kenyan and Nigerian primary teachers.}, number = {1}, urldate = {2015-10-15}, journal = {Language and Education}, author = {Abd-Kadir, Jan and Hardman, Frank}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.2167/le684.0 10/fj4ndk 2129771:S2L8BL4U 261495:4TNZ3UXU}, pages = {1--15}, } @article{schwille_global_2007, title = {Global perspectives on teacher learning: improving policy and practice}, shorttitle = {Global perspectives on teacher learning}, url = {https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice}, abstract = {This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... {\textbar} Find, read and cite all the research you need on ResearchGate}, language = {en}, urldate = {2020-09-15}, journal = {UNESCO-IIEP}, author = {Schwille, Jack and Dembelé, Martial}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E54PCBBP 2534378:Q4HM2RDT}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{adekola_language_2007, address = {Washington, DC}, title = {Language, literacy, and learning in primary schools: {Implications} for teacher development programs in {Nigeria}}, shorttitle = {Language, literacy, and learning in primary schools: {Implications} for teacher development programs in {Nigeria}}, url = {https://openknowledge.worldbank.org/handle/10986/6737}, institution = {The World Bank}, author = {Adekola, O. A.}, year = {2007}, note = {96 KerkoCite.ItemAlsoKnownAs: 2129771:J2AU79PJ 261495:HTIT4MCB}, } @techreport{bennell_teacher_2007, title = {Teacher {Motivation} in {Sub}-{Saharan} {Africa} and {South} {Asia}}, url = {https://assets.publishing.service.gov.uk/media/57a08be640f0b652dd000f9a/ResearchingtheIssuesNo71.pdf}, language = {en}, institution = {DfID London}, author = {Bennell, Paul and Akyeampong, Kwame}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:242EHRP6 2129771:5XS5KY3U 2129771:N5KTN9CE 2339240:4YDHY6PL 2405685:25GLFYDL 4556019:J65GX7JX}, keywords = {C:sub-Saharan Africa and South Asia, \_C:Afghanistan AFG, \_C:Argentina ARG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Benin BEN, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Chad TCD, \_C:China CHN, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guinea GIN, \_C:India IND, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mauritania MRT, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nepal NPL, \_C:New Zealand NZL, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Togo TGO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {114}, } @article{che_technical_2007, title = {Technical and {Vocational} {Education} in {Cameroon} and {Critical} {Avenues} for {Development}}, doi = {10.2304/rcie.2007.2.4.333}, abstract = {Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution was enacted. This article qualitatively analyzes fourteen Cameroonian secondary mathematics teachers' spontaneous discussions about the possibilities and perceived necessity for increased TVE avenues in Cameroon. Relationships between TVE, the problem of educated unemployed, the public and private sectors, and development are explored. This article views teachers' discussions from a lens of critical theory.}, language = {en}, journal = {Research in Comparative and International Education}, author = {Che, S. Megan}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.2304/rcie.2007.2.4.333 10/fhg7ds 2129771:RTRHDLV2 2317526:4UEBKKQ7}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Cameroon, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:R, CT:T, D:developing nation, F:access, F:attitude, F:curriculum, P:economy, P:teachers, R:qualitative, T:TVET, Z:Critical Theory, Z:Curriculum Development, Z:Developing Nations, Z:Economic Development, Z:Economic Progress, Z:Foreign Countries, Z:Job Skills, Z:Labor Force Development, Z:Labor Market, Z:Mathematics Teachers, Z:Secondary School Mathematics, Z:Secondary School Teachers, Z:Teacher Attitudes, Z:Technical Education, Z:Unemployment, Z:Vocational Education, publicImportV1}, } @phdthesis{choi_understanding_2007, address = {United States -- Arizona}, type = {Ph.{D}.}, title = {Understanding the impact of district-level decision -making on the distribution of highly qualified teachers: {A} multi-method and geo -spatial approach}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, shorttitle = {Understanding the impact of district-level decision -making on the distribution of highly qualified teachers}, url = {https://search.proquest.com/docview/304896333/abstract/19EAB292F07744BBPQ/1}, abstract = {June 30, 2006 was the deadline under the No Child Left Behind (NCLB) Act for ensuring “...that poor and minority children were not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers...” In the weeks after the deadline, the US Department of Education informed state departments of education that while no extension had been declared, states can still be in good standing if they show a “good faith” effort. Though states bear this responsibility, districts have the most direct influence on the distribution of “highly qualified” teachers. It is the district that directly recruits, selects, hires, and places teachers in all its schools. Therefore, the district makes the final decisions that control, in many ways, the balance of the distribution. This study, therefore, takes a district-level perspective for understanding the distribution of highly qualified teachers (HQTs) across schools. A multiple methods study approach was used to understand the various influences on the distribution of highly qualified teachers. In particular, I used three distinct, yet related methods in this study. They were: (1) Quantitative Analysis; (2) Geographical Analysis; and (3) Qualitative Analysis. The quantitative analyses revealed that weaker definitions of teacher quality mask the teacher quality shortage and gap that exists between local districts and between schools of varying demographic characteristics---particularly those with high concentrations of poor and minority students. The geographical analyses suggested that quality of geographical space influenced the presence of teacher quality in schools. Lastly, the qualitative analyses revealed that the district plays a mediating role as it enacts its own policy. In this process, the district is both influenced and is itself an influence on the final distribution of HQTs. The interviews with district and school staff revealed that the district's definition of teacher quality becomes stronger as the process moves closer to an actual hiring decision. It is at the school site where they seem to apply or screen for the fuller range of characteristics consistent with what the literature has identified as a HQT. In the end, these findings contribute to understanding the distribution of teacher quality more fully.}, language = {English}, urldate = {2021-03-07}, school = {Arizona State University}, author = {Choi, Daniel S.}, year = {2007}, note = {ISBN: 9781109960174}, keywords = {Decision-making, Education, Highly qualified teachers, School districts, \_C:India IND, \_C:Philippines PHL, \_C:Spain ESP, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @article{kirk_promoting_2007, title = {Promoting {Quality} {Education} in {Refugee} {Contexts}: {Supporting} {Teacher} {Development} in {Northern} {Ethiopia}}, volume = {53}, issn = {0020-8566}, shorttitle = {Promoting {Quality} {Education} in {Refugee} {Contexts}}, url = {https://www.jstor.org/stable/27715426}, doi = {10.1007/s11159-007-9061-0}, number = {5/6}, urldate = {2020-07-16}, journal = {International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l'Education}, author = {Kirk, Jackie and Winthrop, Rebecca}, year = {2007}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-007-9061-0 2129771:H3K4ND9F 2129771:RP3MC7E8 2486141:5L3NTX36}, pages = {715--723}, } @incollection{roth_epistemic_2007, address = {New York}, title = {Epistemic mediation: {Video} data as filters for the objectification of teaching by teachers}, abstract = {Learning science researchers attempting to understand situated human practices traditionally have relied on ethnographic observation and field notes recorded after the events have occurred. However, as Jordan and Henderson articulated in the opening quote, they are faced with the gap between accounts of action and (situated) ac-tions themselves. The problem is heightened when learning science researchers become themselves participants in the setting under study. Thus, a number of learning science researchers-including Magdalene Lampert, Jim Minstrell, David Hammer, and myself-conducted research on cognition and instruction all the while teaching the lessons that are the focus of their studies. Furthermore, an increasing number of teachers continue their formal education and become learning science researchers and teach at elementary and secondary schools. Teacher-researchers are confronted with particular challenges arising from the fact that they are participants in rather than onlookers to the situation to be analyzed and theorized. They are interested rather than disinterested participants, and therefore have something at stake, which harbors particular dangers for the quality of the analyses of learning and instruction in their classrooms that accompany the analytic advantages that derive from their insider role (Roth \& Tobin, 2002). Video, as the second quote shows, provides opportunities to teacher-researchers to see themselves and their experiences differently, even pertaining to their own actions. In the second quote, Christina described how watching herself on videotape allowed her notice that she was standing a lot next to the chalkboard even when it was not used during interactions with students. That is, by means of the video, she became aware of her own actions in a different way.}, booktitle = {Video {Research} in the {Learning} {Sciences}}, publisher = {Routledge}, author = {Roth, Wolff-Michael}, editor = {Goldman, Ricki and Pea, Roy and Barron, Brigid and Derry, Sharon}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:D4TXLE5U 2405685:MSWLJ5Z6}, } @techreport{schwille_global_2007, address = {Paris}, title = {Global perspectives on teacher learning: improving policy and practice}, shorttitle = {Global perspectives on teacher learning: improving policy and practice}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000150261}, institution = {UNESCO: International Institute for Educational Planning}, author = {Schwille, J. and Dembélé, M.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HWW8Q4W8 2129771:R5FQ338D 2405685:XX6H8UUD 261495:627CXNWB}, keywords = {C:International}, } @article{shriberg_teaching_2007, title = {Teaching well? {Educational} reconstruction efforts and support to teachers in postwar {Liberia}}, journal = {New York: International Rescue Committee}, author = {Shriberg, Janet and Kirk, J. and Winthrop, R.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:AAWVIUNW}, keywords = {⛔ No DOI found}, } @techreport{suda_teacher_2007, title = {Teacher {Learning} {Circles}: {Reading} {Theory} in {Practice} {Through} {Dialogue}}, shorttitle = {Teacher {Learning} {Circles}}, url = {https://www.academia.edu/18061797/Teacher_Learning_Circles}, abstract = {The research suggests that teachers need to keep abreast of new ideas about student learning and effective strategies for enhancing that learning, and that professional learning is an essential aspect of improving practice at the classroom level. Furthermore, the evidence suggests that traditional approaches to professional development, usually delivered away from the school and focusing on teacher needs and development rather than student learning, have little impact on practice unless they are explicitly followed up through application in the classroom.}, language = {en}, urldate = {2021-02-11}, author = {Suda, L.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LCLX3VLV}, keywords = {\_\_C:filed:1}, } @techreport{timperley_teacher_2007, address = {Wellington}, title = {Teacher professional learning and development: {Best} evidence synthesis iteration}, shorttitle = {Teacher professional learning and dvelopment: {Best} evidence synthesis iteration}, url = {http://www.minedu.govt.nz/goto/bestevidencesynthesis}, institution = {Ministry of Education www.minedu.govt.nz/goto/bestevidencesynthesis}, author = {Timperley, H and Wilson, A and Barrar, H and Fung, I}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BHN2ZGRK 2129771:XNQX3DCU 2292089:3N2RPF5M 261495:9CUM94IV}, keywords = {Cited, TPD\_SSA}, } @book{timperley_teacher_2007, address = {Thorndon, Wellington}, title = {Teacher professional learning and development: {Best} {Evidence} {Synthesis} {Iteration} ({BES})}, isbn = {978-0-7903-2628-3 978-0-7903-2629-0}, shorttitle = {Teacher professional learning and development}, language = {en}, publisher = {Education Counts}, author = {Timperley, Helen and {Education Counts} and {Iterative Best Evidence Synthesis (programme)}}, year = {2007}, note = {OCLC: 770678800 KerkoCite.ItemAlsoKnownAs: 2129771:G3L95B74 2129771:ZRBUJWVV 2405685:FUMAUAXK}, keywords = {C:New Zealand, \_C:Australia AUS, \_C:Canada CAN, \_C:Cuba CUB, \_C:France FRA, \_C:India IND, \_C:Iran IRN, \_C:Israel ISR, \_C:Latvia LVA, \_C:Lithuania LTU, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Spain ESP, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tonga TON, \_C:Tuvalu TUV, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{yoon_reviewing_2007, address = {Washington, D.C.}, title = {Reviewing the evidence on how teacher professional development affects student achievement}, shorttitle = {Reviewing the evidence on how teacher projessional development affects student achievement}, url = {http://files.eric.ed.gov/fulltext/ED498548.pdf}, abstract = {The Regional Educational Laboratory - Southwest (REL Southwest) conducted a systematic and comprehensive review of the research-based evidence on the effects of professional development (PD) on growth in student achievement in three core academic subjects (reading/ELA, mathematics, and science). The primary goal of this study was to address the question, What is the impact of teacher participation in professional development on student achievement? Nine studies emerged as meeting What Works Clearinghouse (WWC) evidence standards, from more than 1,300 manuscripts identified as potentially relevant. Although the number of studies that met evidence standards was small, the average overall effect size of 0.54 was observed when examined within the three content areas included in the review. The consistency of this effect size indicates that across all forms and content of PD, providing training to elementary school teachers does have a moderate effect on their students' achievement. However, because the average number of contact hours averaged almost 49 hours across the nine studies, the total contact hours must be substantial to get such an effect size. Because of the limited number of studies and the variability in the PD that was represented among the nine studies we examined, we were unable to make any conclusions about the effectiveness of specific PD programs or about the effectiveness of PD by form, content, or intensity. The following are appended: (1) Methodology; (2) Protocol for the review of research-based evidence on the effects of professional development on student achievement; (3) Key terms and definitions related to professional development; (4) List of keywords used in electronic searches; and (5) Relevant studies, listed by coding results. (Contains 3 boxes, 2 figures, 9 tables, and 3 notes.) [This report was produced for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional EducationalLaboratory Southwest administered by Edvance Research.]}, number = {033}, institution = {U.S. Department of Education, Institute of Education Sciences, National Centre for Educational Evaluation and Regional Assistance, Regional Educational Laboratory Southwest}, author = {Yoon, K.S. and Duncan, T. and Lee, S.W.-Y. and Scarloss, B. and Shapley, K.}, year = {2007}, note = {033 KerkoCite.ItemAlsoKnownAs: 2129771:CTLDICFZ 261495:3GSQU63M}, } @article{darling-hammond_constructing_2006, title = {Constructing 21st-{Century} {Teacher} {Education}}, volume = {57}, issn = {0022-4871}, url = {https://doi.org/10.1177/0022487105285962}, doi = {10.1177/0022487105285962}, abstract = {Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs. Three critical components of such programs include tight coherence and integration among courses and between course work and clinical work in schools, extensive and intensely supervised clinical work integrated with course work using pedagogies that link theory and practice, and closer, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching. The article also urges that schools of education should resist pressures to water down preparation, which ultimately undermine the preparation of entering teachers, the reputation of schools of education, and the strength of the profession.}, language = {en}, number = {3}, urldate = {2020-09-10}, journal = {Journal of Teacher Education}, author = {Darling-Hammond, Linda}, month = may, year = {2006}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0022487105285962 2129771:VPMLULF5 2486141:EKSRU8IF}, pages = {300--314}, } @techreport{binns_teacher_2006, title = {Teacher {Education} at a {Distance}: {Impact} on {Development} in the {Community}}, language = {en}, institution = {DFID}, author = {Binns, Felicity and Wrightson, Tony}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YC4QXI68 2405685:3IPM5K7Y}, keywords = {C:Low- and middle-income countries, \_C:Canada CAN, \_C:Egypt EGY, \_C:Ghana GHA, \_C:Guyana GUY, \_C:Jamaica JAM, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Mexico MEX, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Trinidad and Tobago TTO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {74}, } @article{bressoux_teachers_2006, title = {Teachers training, class size and students’ outcomes: {Evidence} from third grade classes in {France}. {Unpublished} paper}, author = {Bressoux, P. and Kramarz, F. and Prost, C.}, year = {2006}, keywords = {⛔ No DOI found}, } @techreport{kadzamira_teacher_2006, address = {Zomba, Malawi}, title = {Teacher motivation and incentives in {Malawi}}, url = {https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b}, language = {en}, institution = {Centre for Educational Research and Training University of Malawi}, author = {Kadzamira, Esme Chipo}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5JBMK24W 2129771:5TI4XUFN 4556019:IX6M7P8I 4556019:M4TPZI27 4752638:4I5N2859 4752638:7C6UCMHK}, keywords = {C:Malawi, \_C:Malawi MWI, ⛔ No DOI found}, pages = {1--26}, } @techreport{leach_deep_2006, address = {London}, title = {{DEEP} {IMPACT}: an investigation of the use of information and communication technologies for teacher education in the {Global} {South}}, url = {http://oro.open.ac.uk/17802/1/ReportFeb2006.pdf}, language = {en}, institution = {DFID}, author = {Leach, Jenny and Ahmed, Atef and Makalima, Shumi and Power, Tom}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RQHCLU3T 2405685:V427KR5D 2534378:7SP4UDPQ}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{leu_quality_2006, address = {Washington, DC}, title = {Quality of {Education} and {Teacher} {Learning}: {A} {Review} of the {Literature}}, shorttitle = {Quality of {Education} and {Teacher} {Learning}: {A} {Review} of the {Literature}}, url = {http://www.equip123.net/docs/E1-QualityEdLitReview.pdf}, institution = {USAID/EQUIP1}, author = {Leu, E. and Price-Rom, A.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DTBIL78F 261495:Z4BF9RA7}, } @techreport{mattson_field-based_2006, address = {London}, title = {Field-based models of primary teacher training; case studies of student support systems form sub-{Saharan} {Africa}}, institution = {DfID}, author = {Mattson, E}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DRVA6F6H 261495:KW74V2SM}, } @article{murthy_designing_2006, title = {Designing the {Course} and {Curricula} for {Teacher} {Development}, {Open} {School} and {Vocational} {Education} through {Media} {Education} in {Eritrea}}, doi = {10.1080/09523980600641213}, abstract = {Since Eritrea became independent in 1993, efforts have been underway to revise and update the conventional education curriculum. With a determination to quickly bridge the growing knowledge gap between Eritrea and the rest of the world, the Eritrean Government has decided on media education as a sustainable alternative. This choice is in line with developments emerging from many African, Asian and Latin American countries as the only option in line with the philosophy of UNESCO and the Association for Development of Education in Africa (ADEA). It is against this backdrop that a strategy paper "Media education in Eritrean education" was developed. This paper formed the basis of the developments discussed in this article. (Contains 1 figure.)}, language = {en}, journal = {Educational Media International}, author = {Murthy, C. S. H. N.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/09523980600641213 10/c8nzvz 2129771:ENCXFHUL 2317526:2X9VBVGU LOCAL-PQ-62101066}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Eritrea, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:T, D:developing nation, F:curriculum, P:media, P:teacher education, P:teachers, T:TVET, Z:Curriculum Design, Z:Curriculum Development, Z:Developing Nations, Z:Educational Radio, Z:Educational Television, Z:Faculty Development, Z:Foreign Countries, Z:Teacher Education, Z:Vocational Education, publicImportV1}, } @article{boyd_explaining_2005, title = {Explaining the {Short} {Careers} of {High}-{Achieving} {Teachers} in {Schools} with {Low}-{Performing} {Students}}, volume = {95}, issn = {0002-8282}, url = {https://www.aeaweb.org/articles?id=10.1257/000282805774669628}, doi = {10.1257/000282805774669628}, language = {en}, number = {2}, urldate = {2021-03-07}, journal = {American Economic Review}, author = {Boyd, Donald and Lankford, Hamilton and Loeb, Susanna and Wyckoff, James}, month = may, year = {2005}, keywords = {Analysis of Education, Public Sector Labor Markets, \_C:Georgia GEO, \_C:Norway NOR, \_\_C:filed:1, \_\_C:scheme:1}, pages = {166--171}, } @article{darling-hammond_teaching_2005, title = {Teaching as a profession: {Lessons} in teacher preparation and professional development}, volume = {87}, url = {http://www.oup.hu/howhigh_doug.pdf.}, doi = {10.1177/003172170508700318}, number = {3}, journal = {Phi delta kappan}, author = {Darling-Hammond, L.}, year = {2005}, note = {Place: Stanford, CA Publisher: Stanford Center}, pages = {237}, } @article{kanu_tensions_2005, title = {Tensions and dilemmas of cross-cultural transfer of knowledge: post-structural/postcolonial reflections on an innovative teacher education in {Pakistan}}, volume = {25}, doi = {10.1016/j.ijedudev.2005.01.002}, number = {5}, journal = {International Journal of Educational Development}, author = {Kanu, Yatta}, year = {2005}, note = {ISBN: 0738-0593 Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2005.01.002 2129771:X3AA34IC}, pages = {493--513}, } @article{unwin_towards_2005, title = {Towards a framework for the use of {ICT} in teacher training in {Africa}}, volume = {20}, doi = {10.1080/02680510500094124}, number = {2}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Unwin, Tim}, year = {2005}, note = {ISBN: 0268-0513 Publisher: Taylor \& Francis}, pages = {113--129}, } @techreport{becta_review_2004, title = {A review of the research literature on barriers to the uptake of {ICT} by teachers}, url = {https://dera.ioe.ac.uk//1603/}, language = {en}, author = {{Becta}}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I3WIHBV9 2534378:K8RQ2MGT}, } @article{bof_distance_2004, title = {Distance {Learning} for {Teacher} {Training} in {Brazil}}, volume = {5}, doi = {10.19173/irrodl.v5i1.172}, language = {EN}, number = {1}, journal = {International Review of Research in Open and Distance Learning}, author = {Bof, Alvana}, year = {2004}, note = {shortDOI: 10/ggx3rc KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v5i1.172 10/ggx3rc 2129771:GFRAXRCR 2405685:7N6P78H9}, keywords = {C:Brazil, \_C:Brazil BRA, \_C:Germany DEU, \_\_C:filed:1, \_\_C:scheme:1}, } @article{borko_professional_2004, title = {Professional development and teacher learning: mapping the terrain}, volume = {33}, doi = {10.3102/0013189X033008003}, number = {8}, journal = {Educational Researcher}, author = {Borko, H.}, year = {2004}, pages = {3--15}, } @article{butler_collaboration_2004, title = {Collaboration and self-regulation in teachers' professional development}, volume = {20}, shorttitle = {Collaboration and self-regulation in teachers' professional development}, doi = {10.1016/j.tate.2004.04.003}, number = {5}, journal = {Teaching and Teacher Education}, author = {Butler, D.L. and Lauscher, H.N. and Jarvis-Selinger, S. and Beckingham, B.}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2004.04.003 10/cchbhg 2129771:KS9UAIYH 261495:FZ6SUSM7}, pages = {435--455}, } @inproceedings{cordingley_transmission_2004, address = {Rotterdam, The Netherlands}, title = {From transmission to collaborative learning: {Best} evidence in continuing professional development ({CPD})}, author = {Cordingley, P and Rundell, B and Temperey, J and McGregor, J}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:83353YKQ 261495:W3HB9MTG}, keywords = {⛔ No DOI found}, } @article{leu_patterns_2004, title = {The patterns and purposes of school-based and cluster teacher professional development programs}, volume = {1}, url = {http://www.equip123.net/docs/working-p2.pdf}, urldate = {2014-07-22}, journal = {Issues Brief}, author = {Leu, Elizabeth}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TMDBJQZU 261495:M444CXUB}, keywords = {⛔ No DOI found}, } @book{moran_vocational_2004, title = {Vocational {Education} and {Training} through {Open} and {Distance} {Learning}: {World} review of distance education and open learning}, volume = {5}, url = {https://content.taylorfrancis.com/books/download?dac=C2004-0-01665-6&isbn=9781134283057&format=googlePreviewPdf}, abstract = {The world needs workers with more and better skills. Conventional apprenticeships and old methods of professional training are not providing enough skilled workers, so governments, companies and colleges are all using open and distance learning to fill these gaps. This unique international review of experience looks at the policies needed in both the private and the public sector for effective vocational education and training at all levels – from basic skills to continuing professional education. It goes on to examine the new roles of information and communication technologies, establishing what we know about their performance, and identifying the choices to be made in applying technologies to vocational education and training. The book will help senior institutional managers and policy makers to understand and appreciate: • the role distance education can play in increasing skills levels in young people and the existing workforce; • the potential advantages and disadvantages of using technology, and therefore make better-informed choices about technology use; • how to integrate distance education with traditional educational models and approaches.}, language = {en}, author = {Moran, L and Rumble, G}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:26J6H6AI 2317526:754E3R6X}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:South Africa, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:learning, F:policy, P:measurement, P:media, P:teacher education, Q:ICT, Q:ODEL, Q:distance education, Q:distance learning, Q:educational technology, Q:open learning, T:Ausbildung, T:Educação Profissional Técnica de Nível Médio, T:Educação profissionalizante, T:Fortbildung, T:Lehrlingsausbildung, T:TVET, T:continuing education, T:work-based learning, publicImportV1, ⛔ No DOI found}, } @article{mantzicopoulos_development_2003, title = {Development and validation of a measure to assess head start children's appraisals of teacher support}, volume = {41}, doi = {10.1016/j.jsp.2003.08.002}, abstract = {In this study, we present data on the development of Young Children's Appraisals of Teacher Support (Y-CATS), a measure designed to explore children's perceptions of their relations with teachers along dimensions that comprise warmth, conflict, and autonomy. Three cohorts of Head Start children and prior Head Start attendees (N=364) served as the sample. Cohort 1 children (n1=108) were in first grade, cohort 2 children (n2=123) were in kindergarten, and cohort 3 children (n3=133) attended the Head Start program. Factor analyses supported a three-factor solution, with acceptable internal consistency, along hypothesized dimensions. Males, compared to females, reported more conflictual relationships with their teachers. Conflict scores were particularly pronounced for African American males. Children's reports on the Y-CATS were significantly associated with academic achievement and with teachers' ratings of social skills and behavior problems.}, journal = {Journal of School Psychology}, author = {Mantzicopoulos, Panayota and Neuharth-Pritchett, Stacey}, month = nov, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.jsp.2003.08.002 2129771:LPQTWHQP}, pages = {431--451}, } @article{donaghue_instrument_2003, title = {An instrument to elicit teachers' beliefs and assumptions}, volume = {57}, issn = {0951-0893}, url = {https://www.researchgate.net/publication/31494759_An_instrument_to_elicit_teachers'_beliefs_and_assumptions}, doi = {10.1093/elt/57.4.344}, abstract = {Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique.}, number = {4}, urldate = {2021-06-10}, journal = {ELT Journal}, author = {Donaghue, Helen}, month = oct, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/elt/57.4.344 2405685:KN4XKI2I 2534378:HIFAXKCC}, pages = {344--351}, } @article{darling-hammond_wanted_2003, title = {Wanted, {A} {National} {Teacher} {Supply} {Policy} for {Education}:{The} {Right} {Way} to {Meet} {The} "{Highly} {Qualified} {Teacher}" {Challenge}}, volume = {11}, copyright = {Copyright (c) 2019 Linda Darling-Hammond, Gary Sykes}, issn = {1068-2341}, shorttitle = {Wanted, {A} {National} {Teacher} {Supply} {Policy} for {Education}}, url = {https://epaa.asu.edu/ojs/article/view/261}, doi = {10.14507/epaa.v11n33.2003}, abstract = {Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qualified teachers are a critical national resource that requires federal investment and cross-state coordination as well as other state and local action. NCLB provides a standard for equitable access to teacher quality that is both reasonable and feasible. Achieving this goal will require a new vision of the teacher labor market and the framing of a national teacher supply policy. States and local districts have vital roles to play in ensuring a supply of highly qualified teachers; however, they must be supported by appropriate national programs. These programs should be modeled on U.S. medical manpower efforts, which have long supplied doctors to high- need communities and eased shortages in specific health fields. We argue that teacher supply policy should attract well-prepared teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences. We study the mal-distribution of teachers and examine its causes. We describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. Unfortunately, highly successful state and local program to meet the demand for qualified teachers are the exception rather than the rule. They stand out amid widespread use of under-prepared teachers and untrained aides, mainly for disadvantaged children in schools that suffer from poor working conditions, inadequate pay and high teacher turnover. The federal government has a critical role to play in enhancing the supply of qualified teachers targeted to high-need fields and locations, improving retention of qualified teachers, especially in hard-to-staff schools, and in creating a national labor market by removing interstate barriers to mobility.}, language = {en}, number = {0}, urldate = {2021-03-07}, journal = {education policy analysis archives}, author = {Darling-Hammond, Linda and Sykes, Gary}, month = sep, year = {2003}, note = {Number: 0}, keywords = {Program Development, Teacher Qualifications, Teacher Supply and Demand, \_C:Argentina ARG, \_C:Brazil BRA, \_C:Canada CAN, \_C:Dominican Republic DOM, \_C:Georgia GEO, \_C:Singapore SGP, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1}, pages = {33}, } @inproceedings{dembele_pedagogical_2003, title = {Pedagogical renewal and teacher development in sub-{Saharan} {Africa}: {A} thematic synthesis}, shorttitle = {Pedagogical renewal and teacher development in sub-{Saharan} {Africa}}, booktitle = {Background paper for the {Beinnial} {Meeting} of {ADEA}, {Grand} {Baie} {Mauritius}}, publisher = {Citeseer}, author = {Dembélé, Martial and Miaro-II, Be Rammaj}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3V4572ND}, keywords = {⛔ No DOI found}, } @article{villegas-reimers_teacher_2003, title = {Teacher professional development: {An} international review of the literature}, author = {Villegas-Reimers, E.}, year = {2003}, keywords = {⛔ No DOI found}, } @incollection{wallace_introduction_2003, address = {London}, title = {Introduction: {Learning} about teacher learning: reflections of a science educator}, shorttitle = {Introduction: {Learning} about teacher learning: reflections of a science educator}, booktitle = {Leadership and {Professional} {Development} in {Science} {Education}: {New} {Possibilities} for {Enhancing} {Teacher} {Learning}}, publisher = {Routledge Falmer}, author = {Wallace, J.}, editor = {Wallace, J. and Loughran, J.}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FYY263VX 261495:AT6XDXF5}, pages = {1--16}, } @article{guskey_professional_2002, title = {Professional development and teacher change}, volume = {8}, shorttitle = {Professional development and teacher change}, url = {http://www.tandfonline.com/doi/abs/10.1080/135406002100000512}, doi = {10.1080/135406002100000512}, number = {3}, journal = {Teachers and Teaching}, author = {Guskey, T. R.}, month = aug, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/135406002100000512 10/fnm4h7 2129771:6WYTJTRH 261495:3VSAHQRS}, pages = {381--391}, } @article{hedges_importance_2002, series = {Researching {Teacher} {Education}: {The} {Multi} {Site} {Teacher} {Educations} {Project} ({MUSTER})}, title = {The importance of posting and interaction with the education bureaucracy in becoming a teacher in {Ghana}}, volume = {22}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059301000578}, doi = {10.1016/S0738-0593(01)00057-8}, abstract = {This paper addresses some of the issues surrounding the posting of newly trained teachers in Ghana. It specifically investigates the assertion that the posting system is ‘ineffective’ from the perspective of newly trained teachers who have been through the process. It emerged from analysis of the qualitative data that newly trained teachers’ experiences and perceptions of the posting process had a significant impact on their occupational culture. The research draws upon documents, interviews with members of the education bureaucracy, and interviews with 23 newly trained teachers posted to basic schools in rural areas in Central Region. The paper illuminates some of the problems involved in posting newly trained teachers to rural schools and looks for explanations as to why some teachers take up their postings and others do not.}, language = {en}, number = {3}, urldate = {2022-01-05}, journal = {International Journal of Educational Development}, author = {Hedges, John}, month = apr, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(01)00057-8 2129771:TGZLHPBR 4556019:LGT3LZ52}, keywords = {Basic education, C:Ghana, Deployment, Ghana, Induction, NQTs, Teacher education}, pages = {353--366}, } @article{bennell_impact_2002, title = {The {Impact} of the {Aids} {Epidemic} on {Primary} and {Secondary} {School} {Teachers} and {University} {Staff} in {Malawi}.“}, journal = {University of Sussex, Brighton, UK}, author = {Bennell, Paul and Kadzamira, Esme}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ELKJXNCL 4752638:PRW8AF9C}, keywords = {\_C:Malawi MWI, ⛔ No DOI found}, } @techreport{khvilon_information_2002, title = {Information and communication technologies in teacher education: a planning guide}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000129533}, language = {en}, institution = {UNESCO}, author = {Khvilon, Evgueni and Patru, Mariana}, year = {2002}, } @article{osullivan_action_2002, title = {Action research and the transfer of reflective approaches to in-service education and training ({INSET}) for unqualified and underqualified primary teachers in {Namibia}}, volume = {18}, issn = {0742051X}, url = {http://eprints.teachingandlearning.ie/3359/1/O'Sullivan%202002.pdf}, doi = {10.1016/S0742-051X(02)00014-8}, abstract = {The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reflective approaches. This has undoubtedly influenced the relatively recent introduction of reflective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reflective approaches in the training of unqualified and underqualified primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reflective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reflection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved.}, language = {en}, number = {5}, urldate = {2021-06-10}, journal = {Teaching and Teacher Education}, author = {O’Sullivan, Margo C.}, month = jul, year = {2002}, note = {Extra URL: https://linkinghub.elsevier.com/retrieve/pii/S0742051X02000148 KerkoCite.ItemAlsoKnownAs: 10.1016/S0742-051X(02)00014-8 2339240:TQI4YUMP 2405685:RPEHPJH5 2405685:UPFKVQ5A 2534378:G446AQHA}, pages = {523--539}, } @article{osullivan_effective_2002, title = {Effective follow-up strategies for professional development for primary teachers in {Namibia}}, volume = {6}, doi = {10.1080/13664530200200164}, number = {2}, journal = {Teacher development}, author = {O'Sullivan, Margo C.}, year = {2002}, note = {Publisher: Taylor \& Francis}, pages = {181--203}, } @article{angrist_does_2001, title = {Does teacher training affect pupil learning? {Evidence} from matched comparisons in {Jerusalem} public schools}, volume = {19}, url = {https://doi.org/10.1086/319564.}, doi = {10.1086/319564}, number = {2}, journal = {Journal of Labor Economics}, author = {Angrist, J. and Lavy, V.}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H7LFTKD4 2129771:SFIG35CC}, pages = {343--369}, } @article{hlophe_computer_2001, title = {Computer literacy among practical arts teachers in swaziland vocational schools}, doi = {10.1080/13636820100200161}, abstract = {This article reports findings of a study conducted in Swaziland to determine computer literacy skills of teachers of agriculture, commerce, home economics and technical studies in 16 pilot vocational schools. These teachers are expected to teach the new vocationalised curriculum of the four subjects. Findings revealed that the teachers lacked the basic computer knowledge and skills needed in the newly vocationalised curriculum that was to be mounted in the year 2000 with the financial assistance (loan) from the African Development Bank. However, the teachers indicated a strong interest in taking computer technology courses. © 2001 Taylor \& Francis Group, LLC.}, language = {en}, journal = {Journal of Vocational Education and Training}, author = {Hlophe, Zanele F. and Mindebele, CBS}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13636820100200161 10/cxxtx9 2129771:3GU7567E 2317526:VP54IRPY}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:eSwatini, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:curriculum, P:agriculture, P:economy, P:services, P:teachers, P:technology, Q:educational technology, T:TVET, T:Training, T:vocational school, publicImportV1}, } @article{howe_local_2001, title = {Local community training and education in southern {Tanzania}—a case study}, url = {https://www.sciencedirect.com/science/article/pii/S0308597X0100029X}, doi = {10.1016/s0308-597x(01)00029-x}, abstract = {Abstract Local coastal communities are highly dependent upon the marine environment not only for protein but also as a primary source of income. In addition, there are growing economic opportunities offered within the coastal zone. As populations increase in these areas there is an increasing demand on coastal resources. This in turn requires effective management initiatives at regional, national and local levels.The Marine Education and Training Programme in Mtwara, southern Tanzania was a small scale capacity building project that incorporated two elements; a primary schools field day education programme and a marine coastal resources course for fishermen and women from the Mtwara District. The programme ran for a period of 1year and during that time 14 schools, 198 children, 34 fishermen, 2 women and 14 villages participated. Results from preliminary evaluation indicated that such education is not only welcome by the local government offices, teachers, village chairmen and fishermen as an expansion of the knowledge base, but is also an important and valuable stepping stone for the local communities to become active in issues regarding the management of coastal resources.}, language = {en}, journal = {Marine Policy}, author = {Howe, Vicki}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/s0308-597x(01)00029-x 10/bkddg8 2129771:8F3ZUDIB 2317526:I83Z95UT}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:East 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:women, P:economy, P:environment, P:teachers, R:case study, R:evaluation, T:Training, Z:Capacity building, Z:East Africa, Z:Local community, Z:Marine environmental education, publicImportV1}, } @article{datnow_teachers_2000, title = {Teachers' {Responses} to {Success} for {All}: {How} {Beliefs}, {Experiences}, and {Adaptations} {Shape} {Implementation}}, volume = {37}, issn = {0002-8312}, shorttitle = {Teachers' {Responses} to {Success} for {All}}, url = {https://doi.org/10.3102/00028312037003775}, doi = {10.3102/00028312037003775}, abstract = {Success for All (SFA) is a whole-school reform model that organizes resources to focus on prevention and early intervention to ensure that students succeed in reading throughout the elementary grades. In this article we use qualitative data gathered in extensive interviews and observations in two SFA schools to examine how teachers respond to SFA and how their beliefs, experiences, and programmatic adaptations influence implementation. We found that teachers fell into four distinct categories ranging from strong support for SFA to resistance. Support for the reform did not directly correlate with teachers' personal characteristics such as experience level, gender, or ethnic background. Moreover, teachers' levels of support for SFA did not necessarily predict the degree of fidelity with which they implemented it. Almost all teachers made adaptations to the program, in spite of the developers' demands to closely follow the model. Teachers supported the continued implementation of SFA because they believed it was beneficial for students. At the same time many teachers felt that the program constrained their autonomy and creativity. Implications of this study for the future successful implementation of SFA and other externally developed reform models are discussed.}, language = {en}, number = {3}, urldate = {2022-11-23}, journal = {American Educational Research Journal}, author = {Datnow, Amanda and Castellano, Marisa}, month = jan, year = {2000}, note = {Publisher: American Educational Research Association}, pages = {775--799}, } @article{hayes_cascade_2000, title = {Cascade training and teachers' professional development}, volume = {54}, url = {http://eltj.oxfordjournals.org/content/54/2/135.short}, doi = {10.1093/elt/54.2.135}, number = {2}, urldate = {2016-01-26}, journal = {ELT journal}, author = {Hayes, David}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/elt/54.2.135 10/fwhj57 2129771:MN25SPQG 261495:4WJZGR6V}, pages = {135--145}, } @article{wenglinsky_how_2000, title = {How teaching matters: {Bringing} the classroom back into discussions of teacher quality {Policy} {Information} {Center} {Report}, {Educational} {Testing} {Service} ({ETS})}, author = {Wenglinsky, H.}, year = {2000}, keywords = {⛔ No DOI found}, } @article{hughes_influence_1999, title = {Influence of the teacher-student relationship in childhood conduct problems: {A} prospective study}, volume = {28}, issn = {0047-228X}, shorttitle = {Influence of the teacher-student relationship in childhood conduct problems}, url = {https://doi.org/10.1207/s15374424jccp2802_5}, doi = {10.1207/s15374424jccp2802_5}, abstract = {Examined the influence of the quality of the teacher-student relationship on children's subsequent levels of aggression in a sample of 61 second and third-grade children nominated and rated by teachers as aggressive. The stability of teachers' and children's reports of relationship quality across academic years was in the low to moderate range. Teachers and children showed little agreement in their reports of relationship quality. Teachers' and children's reports of relationship quality in Year 1 ( Y l ) predicted teacher-rated aggression the following year, controlling for Y1 ratings of aggression. Teachers' reports of relationship quality across Y1 and Y2 predicted peer-rated aggression, but not teacher-rated aggression, in Y3, controlling for Yl aggression. Consistent with a buffering role for teacher-student relationships, a positive teacher-student relationship was of greatest benefit to children whose mothers reported rejecting parenting histories. We discuss implications for school-based prevention programs.}, number = {2}, urldate = {2022-04-01}, journal = {Journal of Clinical Child Psychology}, author = {Hughes, Jan N. and Cavell, Timothy A.}, month = jun, year = {1999}, pmid = {10353077}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1207/s15374424jccp2802\_5 KerkoCite.ItemAlsoKnownAs: 10.1207/s15374424jccp2802\_5 2129771:T4NTFC8C 2486141:8ZC2JFWT}, pages = {173--184}, } @article{cochran-smith_relationships_1999, title = {Relationships of knowledge and practice: {Teacher} learning in communities}, volume = {24}, issn = {0091-732X}, shorttitle = {Relationships of knowledge and practice: {Teacher} learning in communities}, url = {http://www.jstor.org/stable/1167272 .}, doi = {10.2307/1167272}, journal = {Review of Research in Education}, author = {Cochran-Smith, M. and Lytle, S.L.}, editor = {Iran-Nejar, A. and Pearson, P.D.}, year = {1999}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9FCKMGVZ 2129771:A8E5A5EC 261495:EQJPK252}, pages = {249--305}, } @book{pianta_enhancing_1999, address = {Washington, DC, US}, series = {Enhancing relationships between children and teachers}, title = {Enhancing relationships between children and teachers}, isbn = {978-1-55798-542-2}, abstract = {Aims to provide school psychologists, child psychologists, and other mental health professionals working with children with the theoretical and technical basis for designing interventions that enhance relationships between children and teachers. The author draws on research in social development and relationship-systems theory to describe the role of child–adult relationships in the development of social and academic competencies and the potential of child–teacher relationships to promote healthy development. It is explicitly focused on the use of child–teacher relationships as a preventive intervention and the role of the psychologist as a consultant to the classroom teacher, the school, and the school district. (PsycINFO Database Record (c) 2016 APA, all rights reserved)}, publisher = {American Psychological Association}, author = {Pianta, Robert C.}, year = {1999}, doi = {10.1037/10314-000}, note = {Pages: ix, 207 KerkoCite.ItemAlsoKnownAs: 10.1037/10314-000 2129771:BV72AFQ3 2486141:GGBSBF93}, keywords = {Academic Achievement, Psychosocial Development, Teacher Student Interaction}, } @techreport{organisation_for_economic_co-operation_and_development_oecd_staying_1998, address = {Paris}, title = {Staying ahead: {In}-service training and teacher professional development}, shorttitle = {Staying ahead: {In}-service training and teacher professional development}, institution = {Organisation for Economic Co-operation and Development}, author = {{Organisation for Economic Co-operation and Development [OECD]}}, year = {1998}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ELZKYJQL 261495:RB6BVMSH}, } @article{bressoux_effects_1996, title = {The effects of teachers’ training on pupils’ achievement: {The} case of elementary schools in {France}}, volume = {7}, url = {https://doi.org/10.1080/0924345960070303.}, doi = {10.1080/0924345960070303}, number = {3}, journal = {School Effectiveness and School Improvement}, author = {Bressoux, P.}, year = {1996}, pages = {252--279}, } @book{mercer_guided_1995, address = {Bristol}, title = {The {Guided} {Construction} of {Knowledge}: {Talk} {Amongst} {Teachers} and {Learners}}, publisher = {Multilingual Matters}, author = {Mercer, Neil}, year = {1995}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WIHX3J9V 2486141:F33YGYMJ}, } @article{wiley_teacher_1995, title = {Teacher reports of opportunity to learn: {Analyses} of the}, volume = {17}, doi = {10.3102/01623737017003355}, number = {3}, journal = {Educational Evaluation and Policy Analysis}, author = {Wiley, D. and Yoon, B.}, year = {1995}, pages = {355--370}, } @techreport{buckley_cttp--innovative_1992, address = {Castries, St. Lucia}, title = {The {CTTP}--{An} {Innovative} and {Successful} {Caribbean} {Project} {Using} {Distance} {Learning}}, url = {https://eric.ed.gov/?id=ED392768}, abstract = {The Comprehensive Teacher Training Project (CTTP) was an innovative and successful Caribbean project in distance learning designed to assist prospective or untrained teachers to qualify for entry to training colleges, to produce four Caribbean Examinations Council (CXC) "O" level courses, to develop a delivery and distribution system, and to promote the development of distance education in the region and abroad. The project has consistently worked to maintain a learner centered focus. Courses were developed in English, mathematics, social studies, and integrated science. Material in all four courses was print-based with anticipated audio and face-to-face supports. Courses were divided into self-study learning packages called modules made up of several lessons, with each lesson to be completed at one sitting. Based on recent experience, it is estimated that the part-time adult learner should take approximately one to one and one-half years to complete the English course, from one and one-half to two years to complete the Social Studies course, and two years to complete the mathematics and science courses. Internal evaluation of the entire CTTP has been very good to excellent despite various problems. Data on learner characteristics, performance and feedback throughout the field-testing period has been collected and analyzed for the module revisions process. Of 95 field testing learners who wrote CXC exams in June 1992, 47 passed. In addition to the examination results and feedback from learners, comments indicating satisfaction with the program are summarized in the conclusion. (JB)}, language = {en}, urldate = {2020-11-19}, institution = {Organisation for Co-operation in Overseas Development}, author = {Buckley, Helen}, year = {1992}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QGY5CBUP 2486141:H5QP32VI}, keywords = {Academic Achievement, Adult Learning, Adult Students, College Entrance Examinations, College Preparation, Continuing Education, Curriculum Development, Distance Education, Elementary Education, Elementary School Teachers, English Instruction, Foreign Countries, General Science, Mathematics Instruction, Postsecondary Education, Program Descriptions, Social Studies, Student Centered Curriculum, Teacher Education Programs, \_Added to LR, \_T:reviewed}, } @article{huberman_professional_1989, title = {The professional life cycle of teachers}, volume = {91}, doi = {10.1177/016146818909100107}, number = {1}, journal = {Teachers College Record}, author = {Huberman, M.}, year = {1989}, pages = {31--57}, } @misc{noauthor_collective_nodate, title = {Collective action and the deployment of teachers in {Niger}: a political economy analysis}, shorttitle = {Collective action and the deployment of teachers in {Niger}}, url = {https://odi.org/en/publications/collective-action-and-the-deployment-of-teachers-in-niger-a-political-economy-analysis/}, abstract = {This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.}, language = {en-gb}, urldate = {2022-01-05}, journal = {ODI: Think change}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9AZYCCK2 4556019:GLCTA6ZM}, } @misc{noauthor_education_nodate, title = {Education {Technology} for {Effective} {Teachers}}, url = {https://www.cgdev.org/publication/education-technology-effective-teachers}, abstract = {Education systems around the world are investing in technology to help teachers be more effective. In some cases, the results are exciting. In others, the impact of technology falls short of expectations or remains unevaluated. This note lays out four principles for investing in technology for effective teachers and six aspects of teaching where technology can boost teacher performance, together with examples of tested, promising, and cautionary experiences with teacher technologies.}, language = {en}, urldate = {2021-07-07}, journal = {Center For Global Development}, } @techreport{noauthor_five_nodate, title = {Five foundational considerations when using technology for teacher professional development in low-resource countries}, } @misc{noauthor_guidelines_nodate, title = {Guidelines for {Class} {Teachers} (v3)}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:C29RLEDA}, } @techreport{noauthor_hlr3_nodate, title = {{HLR3} - {SL} {Teacher} {Allocation} / {GIS} [{GDrive}]}, url = {https://drive.google.com/drive/u/2/folders/1dpiGBd0orcfVGi8Jspy53t6BEZ6gdGiL}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:B4STCFEW 4556019:5VLY47K6}, } @techreport{noauthor_hlr3_nodate, title = {{HLR3} - {SL} {Teacher} {Allocation}/{GIS} {Technical} {Proposal} - working copy ({Google} {Doc})}, url = {https://docs.google.com/document/d/1P-XzBKhIf2hV-gyOukcj3VcqhuUsJjDgZXjKSI1FuMU/edit}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:939AU96Y 4556019:4TVKF6D2}, } @misc{noauthor_oer4schools_nodate, title = {{OER4Schools}}, url = {http://oer.educ.cam.ac.uk/wiki/OER4Schools}, urldate = {2020-05-27}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2I8HATS8 2317526:M92WYMA6}, } @article{noauthor_relationship_nodate, title = {Relationship of {Job} {Satisfaction} and {Turnover} {Intention} of {Private} {Secondary} {School} {Teachers} {\textbar} {Mediterranean} {Journal} of {Social} {Sciences}}, url = {http://www.richtmann.org/journal/index.php/mjss/article/view/7082}, language = {en-US}, urldate = {2021-03-07}, keywords = {Lebanon\_event\_2021}, } @misc{noauthor_teacher_educator_framework_final_webv1_0pdf_nodate, title = {teacher\_educator\_framework\_final\_webv1\_0.pdf}, } @misc{noauthor_teachers_nodate, title = {Teachers in {Crisis} {Contexts}: {Promising} {Practices} in {Teacher} {Management}, {Professional} {Development}, and {Well}-being {\textbar} {INEE}}, url = {https://inee.org/events/teachers-crisis-contexts-ticc-roundtable/case-studies}, urldate = {2021-02-11}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GEQNUWCG}, } @misc{noauthor_teachers_nodate, title = {Teachers in {Crisis} {Contexts} {Training} for {Primary} {School} {Teachers} {\textbar} {INEE}}, url = {https://inee.org/resources/teachers-crisis-contexts-training-primary-school-teachers}, urldate = {2021-02-11}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5Z2T3CH5}, } @misc{noauthor_teachers_preferences_for_proximity_and_the_implications_for_staffing_schools_evidence_from_peru_en_nodate, title = {Teachers\_Preferences\_for\_Proximity\_and\_the\_Implications\_for\_Staffing\_Schools\_Evidence\_from\_Peru\_en (1).pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QT5QZ76B 4556019:4LUXSXHZ}, } @misc{noauthor_teaching_nodate, title = {Teaching amidst conflict and displacement: persistent challenges and promising practices for refugee, internally displaced and national teachers - {UNESCO} {Digital} {Library}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000266060}, urldate = {2021-02-11}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DCHTX69B}, } @misc{noauthor_teaching_nodate, title = {Teaching and teachers {\textbar} {RISE} {Programme}}, url = {https://riseprogramme.org/systems-thinking/teaching}, urldate = {2020-09-06}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:IPJEDUTW}, } @misc{noauthor_-market-design-approach--teacher-assignment-evidence--ecuadorpdf_nodate, title = {The-{Market}-{Design}-{Approach}-to-{Teacher}-{Assignment}-{Evidence}-from-{Ecuador}.pdf}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N4WHTSYQ 4556019:T7EJFZIC}, } @misc{noauthor_theme_nodate, title = {Theme 6 {National} {Teachers}\_ {Standards} ({NTS}) and {National} {Teacher} {Education} {Curriculum} {Framework} ({NTECF}) {Handbook} - {Professional} {Development} {Coordinators}.pdf}, } @misc{noauthor_theme_nodate, title = {Theme 6 {National} {Teachers}\_ {Standards} ({NTS}) and {National} {Teacher} {Education} {Curriculum} {Framework} ({NTECF}) - {Professional} {Development} for {Tutors}.pdf}, } @misc{noauthor_theme_nodate, title = {Theme 7 {Assessing} {Student} {Teachers} - {Professional} {Development} {Coordinators}.pdf}, } @misc{noauthor_theme_nodate, title = {Theme 7 {Assessing} {Trainee} {Teachers} - {Professional} {Development} for {Tutors}.pdf}, } @misc{noauthor_where_nodate, title = {Where {It}’s {Needed} {Most}: {Quality} {Professional} {Development} for {All} {Teachers} {\textbar} {INEE}}, url = {https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers}, urldate = {2021-02-11}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:YNQY5N34}, } @article{asim_moving_nodate, title = {Moving {Teachers} to {Malawi}’s {Remote} {Communities}: {A} {Data}-{Driven} {Approach} to {Teacher} {Deployment}}, language = {en}, author = {Asim, Salman and Chimombo, Joseph and Chugunov, Dmitry and Gera, Ravinder}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:VSWE6JMG 4556019:ZPRX465S}, keywords = {❓ Multiple DOI}, pages = {42}, } @techreport{el-sefary_effectiveness_nodate, title = {The effectiveness of technology-supported teacher professional learning communities in emergency settings. {Future}-{Proofing} {Teacher} {Education}: {Voices} from {South} {Africa} and {Beyond} [open access]}, author = {El-Sefary, Yomna and Adam, Taskeen and Haßler, Björn}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MPLD3RBR}, keywords = {Author:OpenDevEd}, } @article{guajardo_teacher_nodate, title = {Teacher {Motivation}: {Theoretical} {Framework}, {Situation} {Analysis} of {Save} the {Children} {Country} {Offices}, and {Recommended} {Strategies}}, shorttitle = {Teacher {Motivation}}, url = {https://www.academia.edu/28952777/Teacher_Motivation_Theoretical_Framework_Situation_Analysis_of_Save_the_Children_Country_Offices_and_Recommended_Strategies}, language = {en}, urldate = {2021-02-11}, author = {Guajardo, Jarret}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QIYMD4GD}, keywords = {⛔ No DOI found}, } @article{islam_moderating_nodate, title = {The {Moderating} {Effect} of {ICT} {Skills} on {Relationship} {Between} {HRM} {Practices} and {Teacher} {Educator} {Development} in {Bangladesh}}, author = {Islam, Md Motaharul and Islam, Md Aminul}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BCNRZV6Z}, keywords = {\_C:Bangladesh BGD, \_C:Brazil BRA, \_C:India IND, \_C:Jordan JOR, \_C:Malaysia MYS, \_C:Mauritius MUS, \_C:Pakistan PAK, \_C:United States USA, \_C:Viet Nam VNM, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{khalayleh_guide_nodate, title = {A {Guide} for {Technology}-{Enabled} {Teacher} {Learning} {Circles}  — {Rapid} {Review} of the {Literature}}, author = {Khalayleh, Abdullah and El-Serafy, Yomna and Megha-Bongnkar, Ghislaine and Haßler, Björn}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:3CAU3FUU}, keywords = {Author:OpenDevEd}, } @article{lundie_teachers_nodate, title = {Teachers’ {Responses} and {Expectations} in the {COVID}-19 {School} {Shutdown} {Period} in the {UK}}, language = {en}, author = {Lundie, Dr David}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NUG5Z4PD}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {17}, } @article{muller_education_nodate, title = {Education in times of crisis: {The} potential implications of school closures for teachers and students}, language = {en}, author = {Müller, Lisa-Maria and Goldenberg, Gemma}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:LHWKTJB6}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {62}, } @article{mwewa_assessing_nodate, title = {Assessing {ICT} availability and use by {Mathematics} and {Science} {Teachers} of {High} {Schools} in {Zambia}: {A} {Case} of {Copperbelt} and {North}-{Western} {Provinces} of {Zambia}}, shorttitle = {Assessing {ICT} availability and use by {Mathematics} and {Science} {Teachers} of {High} {Schools} in {Zambia}}, journal = {SAARMSTE COMMITTEES}, author = {Mwewa, Godfrey and Ndhlovu, Zanzini B.}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XR8JKBF8}, keywords = {\_\_C:filed:1, ⛔ No DOI found}, pages = {124}, } @article{ngwane_information_nodate, title = {Information and {Communication} {Technology} as {Agents} of {Change} for {Teaching} and {Teacher} {Development}: {A} {Case} {Study} of a {Secondary} {School}, {KwaZulu}-{Natal}}, shorttitle = {Information and {Communication} {Technology} as {Agents} of {Change} for {Teaching} and {Teacher} {Development}}, doi = {10.21125/inted.2017.1036}, author = {Ngwane, Knowledge S.}, note = {KerkoCite.ItemAlsoKnownAs: 10.21125/inted.2017.1036 2129771:X7BUS9LA}, keywords = {\_C:Finland FIN, \_C:South Africa ZAF, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{roger_federer_founation_iact_nodate, title = {{iAct} {Teacher} {Guide}}, copyright = {Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/)}, url = {http://iact.info/pdfs/iAct-Teacher-Guide.pdf}, urldate = {2020-08-05}, author = {{Roger Federer Founation}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HPNTER6C}, } @article{sharma_reforming_nodate, title = {Reforming {Teacher} {Education} for {Inclusion} in {Developing} {Countries} in the {Asia}-{Pacific} {Region}}, abstract = {A number of Asian Pacific countries have ratified the UN Conventions on the Rights of People with Disabilities and have identified an urgent need to include children with special educational needs in regular school programs. Successful implementation of such a policy reform requires significant changes in the way education is provided to all students, but most importantly depends upon how adequately the teachers and related professionals are prepared to implement the reform. This paper reviews research from 13 Asian Pacific countries, undertaken in the last five years, to address two questions. First it reports on the issues, challenges, and proposals related to inclusive education in these countries. Second the review reports on how each region has progressed towards implementing the Millennium Development Goals with particular emphasis on how teacher education has or has not responded to this. The review concludes that a lack of well thought out policy, few resources, and limited understanding of inclusion seems widespread in the Asia-Pacific region. As yet special education and related service expertise and teacher education for inclusion, is not in place to support teachers to work inclusively.}, language = {en}, author = {Sharma, Umesh and Forlin, Chris and Deppeler, Joanne and Guang-xue, Yang}, keywords = {⛔ No DOI found}, pages = {15}, } @misc{sierra_leone_education_attendance_monitoring_system_sleams_teacher_nodate, title = {Teacher {Monitoring} {Pilot}}, url = {https://sleams.org/}, abstract = {A pilot project to monitor teacher attendance aimed at achieving better education outcomes in Sierra Leone.}, urldate = {2020-09-17}, author = {Sierra Leone Education Attendance Monitoring System (SLEAMS)}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DFNUGK8T 2405685:VBF825V5}, keywords = {\_C:Sierra Leone SLE}, } @techreport{simmons_zuilkowski_literature_nodate, type = {Science of {Teaching}}, title = {Literature {Review} on {Pre}-service {Teacher} {Education} for {Primary} {Grade} {Literacy} and {Numeracy}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/PSTE-Lit-Review_REV.pdf}, urldate = {2022-07-28}, author = {Simmons Zuilkowski, Stephanie and Sowa, Patience and Ralaingita, Wendi and Piper, Benjamin}, } @techreport{simmons_zuilkowski_pre-service_nodate, type = {Science of {Teaching}}, title = {Pre-service {Teacher} {Education}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://scienceofteaching.site/wp-content/uploads/2021/11/PSTE-How-To-Guide_REV.pdf}, urldate = {2022-07-28}, author = {Simmons Zuilkowski, Stephanie and Sowa, Patience and Ralaingita, Wendi and Piper, Benjamin}, } @techreport{world_bank_technical_nodate, title = {Technical {Guidance} {Note}: {Monitoring} and {Evaluation} for in-{Service} {Teacher} {Professional} {Development} {Programs} ({COACH})}, url = {https://documents1.worldbank.org/curated/en/552161639775545406/pdf/Technical-Guidance-Note.pdf}, urldate = {2022-12-18}, author = {{World Bank}}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:K52ICW2L 2129771:PRCDVMEK}, } @article{wright_continuing_nodate, title = {Continuing {Professional} {Development} ({CPD}) {Framework} for teachers}, language = {en}, author = {Wright, Mat}, keywords = {⛔ No DOI found}, pages = {20}, }