Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice - Bennett, Sue; Lockyer, Lori; Agostinho, Shirley (British Journal of Educational Technology, 2018)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 2129771:BDBNETQY 2129771:TSQR3UF8

Ethical Guidelines for Educational Research, fourth edition - BERA (BERA, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LGHU5B6B 2486141:6J3EPYKA

Literacy, Equity, and the Employment of iPads in the Classroom: A Comparison of Secure and Developing Readers - Bergeson, Kristi Tamte; Rosheim, Kay (International Journal of Education in Mathematics, Science and Technology, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.18404/ijemst.408940 10/gf62gh 2129771:9W2VI77W 2129771:SFSI8HTY
Keywords: _C:France FRA; __C:filed:1; __C:scheme:1; verified

School Finance in Latin America: A Conceptual Framework and a Review of Policies - Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Martínez, Matias; Soares, Sammara; Santos, Humberto; Vegas, Emiliana (Education Division Social Sector: Inter-American Development Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:CNSRWMQC 2129771:RCB7Z72C
Keywords: ⛔ No DOI found

Do financial education interventions for women from poor households impact their financial behaviors? Experimental evidence from India - Bhutoria, Aditi; Vignoles, Anna (Journal of Research on Educational Effectiveness, 2018)
Publisher: Taylor & Francis

Dual VET - Vocational Education and Training in Germany - BIBB (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:EETYC6L7 2317526:NJTTNWC2
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Digitization, Digitalization, and Digital Transformation: Confuse Them At Your Peril - Bloomberg, J. (Forbes, 2018)
We digitize information, we digitalize processes and roles that make up the operations of a business, and we digitally transform the business and its strategy. Each one is necessary but not sufficient for the next.
Section: Tech KerkoCite.ItemAlsoKnownAs: 4804264:4H95WXGE 4804264:ERQH4GKR
Keywords: Final_citation; anystyle; existing

Prospects, Issues and Challenges of Technical and Vocational Education and Training (TVET) in Revamping Nigeria's Depressed Economy - Bolarina, Fehintola Fatimoh Bintu; Akinyele, Temitayo Abosede (International Journal of Vocational and Technical Education Research, 2018)
Nigeria aspires to become a major player in the world economy in line with her Vision 20-2020. To achieve this ambitious goal, the most crucial vehicle apart from power and infrastructure, is a skilled and competent workforce. This is necessary for the effective implementation of national development projects and for attracting necessary international investment by hi-tech industries. (NBTE, 2011). Technical and Vocational Education and Training (TVET) is used as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO and ILO 2001) In addition to technical knowledge and aptitude, TVET is also concerned with softer skills like communication, negotiation and teamwork. It is dispensed in public and private educational establishments or other forms of formal or informal instructor aimed at granting all segments of the society access to lifelong resources.
KerkoCite.ItemAlsoKnownAs: 2129771:RCZXNRUT 2317526:V85JMU8R UTI-8A876AB1-4639-3E89-A9AA-2B55532EA115
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:West Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; Q:higher education; T:CTE; T:OE; T:PVE; T:TVET; T:career; T:occupational education; T:professional and vocational education; publicImportV1; ⛔ No DOI found

Manipulative apps to support students with disabilities in mathematics - Bouck, Emily C.; Working, Christopher; Bone, Erin (Intervention in School and Clinic, 2018)
00007 KerkoCite.ItemAlsoKnownAs: 10.1177/1053451217702115 10/gcp7qk 2129771:K8MTTE73 2129771:RPJQ948Q
Keywords: __C:filed:1

Dissemination and implementation research in health: translating science to practice - Brownson, Ross C.; Colditz, Graham A.; Proctor, Enola Knisley (Oxford University Press, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:Y2QQFTJT 4869029:C6JYXX7Q
Keywords: Information Dissemination; Translational Medical Research; methods

Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? - Bruns, Barbara; Costa, Leandro; Cunha, Nina (2018)
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

The future of work: Switzerland’s digital opportunity - Bughin, Jacques; Ziegler, Marco; Mischke, Jan; Wenger, Felix; Reik, Angelika; Läubli, Daniel; Sen, Mita; Schmidt, Minna (https://www.mckinsey.com/mgi/overview, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:ZDEBME8P 5242966:PPRBF5FM

A shifting landscape: using tablets to support learning in students with diverse abilities - Burke, Anne; Hughes, Janette (Technology, Pedagogy and Education, 2018)
00001 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939x.2017.1396492 10/gdm2tb 2129771:M9ZRQEM3 2129771:V2RSUT26
Keywords: __C:filed:1

Achieving quality in early childhood education in the Eastern Caribbean depends on teacher preparation - Burns, Sheron C. (Early Child Development and Care, 2018)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/03004430.2017.1310723 2129771:JFDI73T9

Factors Affecting Students' Acceptance of Tablet PCs: A Study in Italian High Schools - Cacciamani, Stefano; Villani, Daniela; Bonanomi, Andrea; Carissoli, Claudia; Olivari, Maria Giulia; Morganti, Laura; Riva, Giuseppe; Confalonieri, Emanuela (Journal of Research on Technology in Education, 2018)
00001 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2017.1409672 10/gdm2tf 2129771:6IJZMFTL 2129771:ETU2RI59
Keywords: __C:filed:1

El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria - Camacho Martí, Mar; Esteve-Mon, Francesc M. (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:6UCM6PMS 2129771:JQ3P5ULL 2129771:ZZLWABGH
Keywords: _C:Dominican Republic DOM; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Iran IRN; _C:Lebanon LBN; _C:Malaysia MYS; _C:Netherlands NLD; _C:Spain ESP; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Mathematics teacher education curriculum at a university in Zambia: student teachers’ acquisition of appropriate competencies for teaching mathematics in secondary school. - Changwe, Robert; Mulenga, Innocent Mutale (2018)
Publisher: Multidisciplinary Journal of Language and Social Sciences Education
Keywords: ⛔ No DOI found

School Policies as a Determinant for Selection of Home Science Subject: The Belvedere of the Kenyan Secondary School - Chelagat, Abigael; Kitainge, Kisilu; Were, Gertrude (African Journal of Education,Science and Technology, 2018)
Home Science is a subject that facilitates acquisition of knowledge, skills and attitudes meant to improve lives of everyone yet very few students choose to pursue it in secondary school. This study sought to establish the influence of school policies on enrolment in Home Science subject in secondary school in 3 Sub-Counties of Elgeyo Marakwet County. It was guided by the following specific objectives: to identify the various school policies on subject selection in secondary schools in Elgeyo Marakwet County and to investigate how school policies on subject selection influenced enrolment of Home Science in secondary schools. The research design adopted was a descriptive survey. Purposive sampling technique was used to select all the six (6) county secondary schools offering Home Science subject at Kenya Certificate of Secondary Education (KCSE) level. This was to ensure a homogenous group for the study with the aim of curbing extraneous variables. Six (6) Home Science teachers were also purposively selected together with the six (6) Principals of all the purposively sampled county secondary schools. This study had a total of twelve (12) respondents. Data from the Home Science teachers was collected using questionnaires and interview schedules were used to collect data from the Principals. The sample size was deemed adequate due to their respective positions in the sampled schools. Data was analyzed descriptively. The study established that most schools did not have policies thus low enrolment in Home Science subject. Also, schools had streaming practices with a class being set specifically for Home Science thus limiting number of students choosing the subject. The study recommends that Home Science related professionals should market the subject through career talks and curriculum developers should review the curriculum for the sake of re-introducing the Home Science subject at primary school for learners to have prior knowledge to undertake the subject at Secondary school. These interventions will increase student enrolment in Home Science subject.
KerkoCite.ItemAlsoKnownAs: 2129771:EGRWP5NR 2317526:GW4ZDA8S
Keywords: ⛔ No DOI found

Using machine learning to advance synthesis and use of conservation and environmental evidence - Cheng, S. H.; Augustin, C.; Bethel, A.; Gill, D.; Anzaroot, S.; Brun, J.; DeWilde, B.; Minnich, R. C.; Garside, R.; Masuda, Y. J.; Miller, D. C.; Wilkie, D.; et al. (Conservation Biology, 2018)
Article impact statement: Machine learning optimizes processes of systematic evidence synthesis and improves its utility for evidence-based conservation.
_eprint: https://conbio.onlinelibrary.wiley.com/doi/pdf/10.1111/cobi.13117 KerkoCite.ItemAlsoKnownAs: 10.1111/cobi.13117 2129771:J3CYENW2

Impacts of climate change on health and wellbeing in South Africa - Chersich, Matthew F.; Wright, Caradee Y.; Venter, Francois; Rees, Helen; Scorgie, Fiona; Erasmus, Barend (International journal of environmental research and public health, 2018)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph15091884 2129771:EPJ9C9DP 4682641:VTCC4LRL
Keywords: BE:LMIC; BE:RELEVANT

Developing theory using machine learning methods - Choudhury, P.; Allen, R; Endres, M. (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:BJ9SR3N2 2486141:LRWACXLI

Chatbot: An education support system for student - Clarizia, Fabio; Colace, Francesco; Lombardi, Marco; Pascale, Francesco; Santaniello, Domenico (International Symposium on Cyberspace Safety and Security, 2018)

Student engagement with computerized practising: Ability, task value, and difficulty perceptions - Cornelisz, Ilja; Van Klaveren, Chris (Journal of Computer Assisted Learning, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12292 10/gfnwf7 2129771:KIP5C8KW
Keywords: _C:Netherlands NLD; _C:United States USA; __C:filed:1; __C:scheme:1

Too Little or Too Much? Actionable Advice in an Early-Childhood Text Messaging Experiment - Cortes, Kalena E.; Fricke, Hans; Loeb, Susanna; Song, David S. (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:JUH5FI6G

Curriculum and training needs of mid-level health workers in Africa: A situational review from Kenya, Nigeria, South Africa and Uganda - Couper, Ian; Couper, Ian; Ray, Sunanda; Ray, Sunanda; Blaauw, Duane; Ng'Wena, Gideon; Muchiri, Lucy; Oyungu, Eren; Omigbodun, Akinyinka; Omigbodun, Akinyinka; Morhason-Bello, Imran; Ibingira, Charles; et al. (BMC Health Services Research, 2018)
© 2018 The Author(s). Background: Africa's health systems rely on services provided by mid-level health workers (MLWs). Investment in their training is worthwhile since they are more likely to be retained in underserved areas, require shorter training courses and are less dependent on technology and investigations in their clinical practice than physicians. Their training programs and curricula need up-dating to be relevant to their practice and to reflect advances in health professional education. This study was conducted to review the training and curricula of MLWs in Kenya, Nigeria, South Africa and Uganda, to ascertain areas for improvement. Methods: Key informants from professional associations, regulatory bodies, training institutions, labour organisations and government ministries were interviewed in each country. Policy documents and training curricula were reviewed for relevant content. Feedback was provided through stakeholder and participant meetings and comments recorded. 421 District managers and 975 MLWs from urban and rural government district health facilities completed self-administered questionnaires regarding MLW training and performance. Results: Qualitative data indicated commonalities in scope of practice and in training programs across the four countries, with a focus on basic diagnosis and medical treatment. Older programs tended to be more didactic in their training approach and were often lacking in resources. Significant concerns regarding skills gaps and quality of training were raised. Nevertheless, quantitative data showed that most MLWs felt their basic training was adequate for the work they do. MLWs and district managers indicated that training methods needed updating with additional skills offered. MLWs wanted their training to include more problem-solving approaches and practical procedures that could be life-saving. Conclusions: MLWs are essential frontline workers in health services, not just a stop-gap. In Kenya, Nigeria and Uganda, their important role is appreciated by health service managers. At the same time, significant deficiencies in training program content and educational methodologies exist in these countries, whereas programs in South Africa appear to have benefited from their more recent origin. Improvements to training and curricula, based on international educational developments as well as the local burden of disease, will enable them to function with greater effectiveness and contribute to better quality care and outcomes.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12913-018-3362-9 10/gdw4tb 2129771:6QH2RT5L 2317526:KXPW6NSD
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:Kenya; C:Nigeria; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:Improvement; F:curriculum; F:ministry; F:outcomes; F:pedagogy; F:policy; P:health; P:media; P:services; P:technology; R:interview; R:qualitative; R:quantitative; R:questionnaire; T:TVET; T:Training; T:training needs; Z:Curricula; Z:Educational models; Z:Healthcare providers; Z:Healthcare workers; Z:Mid-level workers; Z:Primary healthcare; Z:Quality of healthcare; _C:Uganda UGA; publicImportV1

Researching Information Technology in Education: Meeting the Challenges of an Ever-Changing Environment - Cox, Margaret J. (Second Handbook of Information Technology in Primary and Secondary Education, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:W5QDQBRC
Keywords: __C:filed:1; ❓ Multiple DOI

Machine learning methods for crop yield prediction and climate change impact assessment in agriculture - Crane-Droesch, Andrew (Environmental Research Letters, 2018)
Publisher: IOP Publishing

Designing and Conducting Mixed Methods Research - Creswell, John; Plano Clark, Vicki (SAGE, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:4Q3R2F3D 2339240:RJTZ4YRF 2486141:3WF2YTFC

Using digital technology to enhance formative assessment in mathematics classrooms - Dalby, Diane; Swan, Malcolm (British Journal of Educational Technology, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12606 2129771:LSCAUXJ2 2129771:Q8TBVWLR 2129771:UJHPHNP7
Keywords: _C:Netherlands NLD; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Etude de cas sur l'intégration des tablettes et du tableau blanc interactif dans un établissement primaire genevois: facteurs d'appropriation chez les enseignants - Dauve-Raeis, Véronique Evelyne Célia (University of Geneva, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:GTCTBUVG
Keywords: _C:Canada CAN; _C:France FRA; _C:Georgia GEO; _C:Portugal PRT; _C:Saudi Arabia SAU; _C:Sweden SWE; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

Bitcoin's growing energy problem - De Vries, Alex (Joule, 2018)
Publisher: Elsevier

DFID Digital Strategy - DFID (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:WHMH62EM 2405685:JXKSWHHT

DFID Education Policy: Get Children Learning - DFID (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:QWCG3Z4G 2405685:LZRSS3GU

Girls Education Challenge: Thematic Review (Education Technology) - DFID (DFID, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KJJSGCBR 2405685:WQ3F6U6S

Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme - DFID (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:V7V2FSG3 2405685:9PJP3ZYU
Keywords: _C:Sierra Leone SLE

Dimensions - A Collaborative Approach to Enhancing Research Discovery - Dimensions Resources; Adams, Jonathan; Phill Jones; Porter, Simon; Szomszor, Martin; Draux, Hélène; Osipov, Igor (2018)
Developed in partnership with over 100 leading research organizations around the world, Dimensions aims to break down barriers to discovery and innovation by enabling users to find and access the most relevant information faster, analyze the academic and broader outcomes of research, and gather insights to inform future activities. This report takes a closer look at some of the research insights that can be gathered using the new Dimensions platform, with a focus on the benefits of its collaborative approach to development.
Artwork Size: 4483018 Bytes Publisher: Dimensions
Keywords: 160511 Research; Science and Technology Policy; FOS: Political science

Skills Training & Certification for Refugees in Uganda - DIT Uganda (2018)
Skills Training & Certification for Refugees in Uganda
KerkoCite.ItemAlsoKnownAs: 2129771:WNHI7AW7 2317526:QAJFVDDB

Global Teacher Status Index 2018 - Dolton, Peter; Marcenaro, Oscar; De Vries, Robert; She, Po-Wen (Varkey Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:2WNEVKAW 2534378:5DF2C2QB

Community Involvement and Teacher Attendance in Basic Schools: The Case of East Mamprusi District in Ghana - Donkor, Anthony Kudjo; Waek, Biliman Izal (International Journal of Education and Practice, 2018)
KerkoCite.ItemAlsoKnownAs: 10.18488/journal.61.2018.62.50.63 2129771:E9APLJTI 4556019:EPP8DR5S

A Conceptual Understanding of How Educational Technology Coaches Help Teachers Integrate iPad Affordances into Their Teaching. - Drennan, Gail; Moll, Ian (Electronic Journal of e-Learning, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:Y995CDCJ
Keywords: __C:filed:1; ⛔ No DOI found

The Impact of Using Geography Open Education Resources (OER) to Capacitate Natural Science Teachers Teaching the Earth and Beyond Strand in South African Schools - Dreyer, J. M.; Dreyer, J.M. (Alternation Journal, 2018)
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

A description of the self-perceived educational needs of emergency nurses in Durban, KwaZulu-Natal, South Africa - Dulandas, Reka; Brysiewicz, Petra (African Journal of Emergency Medicine, 2018)
© 2018 African Federation for Emergency Medicine Introduction: Emergency nurses are usually the first to interact with critically ill patients and victims of violence and injuries, and require advanced skills and knowledge to manage such patients. Inadequate training prevents nurses from providing optimal emergency care, and it is important to investigate if there are any skills and competencies lacking in these emergency nurses. We sought to describe the self-perceived educational needs of emergency nurses in Durban, South Africa. Methods: A descriptive quantitative survey was conducted with nurses working in four emergency centres (two state, and two privately funded hospitals) in Durban, South Africa. Results: The survey questionnaire was distributed with a response rate of 79% (n = 128). Almost half the respondents (48%, n = 61) scored less than the mean score of 29, thus indicating lower competency levels. The majority of respondents (67%, n = 85) perceived themselves as highly competent in basic skills (e.g. assess breathing, administer oxygen, assess circulation). Less than half the respondents (45%, n = 57) perceived themselves as highly competent in the intermediate skills (e.g. control haemorrhage, assist with endotracheal intubation, manage shock). A large number of respondents (46%, n = 59) perceived themselves as least competent in advanced skills (e.g. defibrillation/cardioversion, interpreting an echocardiogram [ECG]). The mean score obtained for educational need was 100, thus reflecting a high educational need, and more than half the respondents (62%, n = 79) scored higher than the mean score of 100 for educational needs. The lowest score was 41. Thirty percent (n = 38) of the respondents scored 117, indicating educational needs for all the competencies listed. Overall, 72% (n = 92) agreed that emergency education was a need. Discussion: The study emphasises the need for support systems for educational development of emergency nurses. Further training in specific skills and competencies may enhance emergency care provided. There is a growing need for ongoing educational development of emergency nurses in South Africa.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.afjem.2018.03.001 10/gf62nv 2129771:RG8A9AFE 2317526:PYTR6KRL
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CCZ:South Africa; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:media; P:nurse; R:quantitative; R:questionnaire; R:survey; T:Training; Z:Competency needs; Z:Educational needs; Z:Emergency nurses; _C:Australia AUS; _C:Botswana BWA; _C:Ghana GHA; _C:Pakistan PAK; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; publicImportV1

Entrepreneurship training and skills development in Africa: Evidence from Koforidua Technical University, Ghana - Dzisi, Smile; Odoom, Franklin Dodzi; Gligah, Bernice (International Journal of Economics and Business Research, 2018)
Copyright © 2018 Inderscience Enterprises Ltd. The significant role entrepreneurial training plays in the success of entrepreneurs has been touted in the literature. This paper explores the idea of practical entrepreneurship training and skills development among African students. The primary objective is to establish the extent to which acquisition of practical entrepreneurial training in addition to the students’ course of study is beneficial to them. The findings revealed that practical entrepreneurial training is new to students in Ghana. The few students who are exposed to practical entrepreneurial training have acquired entrepreneurial skills and knowledge, and this enabled them to set up their own businesses. The findings of this study have implications on growth and development of the economies Africa by creating new and innovative jobs to subsequently and significantly decrease unemployment. The study recommends that tertiary institutions should have entrepreneurial centre for practical sessions.
KerkoCite.ItemAlsoKnownAs: 10.1504/ijebr.2018.092154 10/gf62nw 2129771:99834DNJ 2317526:YQJTXMQD
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:economy; T:Training; Z:Education; Z:Entrepreneurial skills; Z:Entrepreneurs; Z:Innovation; Z:Practical sessions; Z:Students; Z:Training; _C:Ghana GHA; publicImportV1

Common Types of SEN - Best SEN Schools - special educational needs schools in the UK - Education Advisers (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:GP4W2T6A 2486141:T5MSWUSE

Early Years Toolkit - Education Endowment Foundation (Education Endowment Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:X3JS86AB 2486141:GRT2VWFB

Teaching & Learning Toolkit - Education Endowment Foundation (Education Endowment Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:Q585ER3I 2486141:FKQUA2EN

Makerspace in school: considerations from a large-scale national testbed - Eriksson, Eva; Heath, Carl; Ljungstrand, Peter; Parnes, Peter (International Journal of Child-Computer Interaction, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijcci.2017.10.001 2129771:8LDMQVEL 4426965:B4JZM69C
Keywords: Stefanie

Higher Education Students' Ownership and Usage of Smart Phones and Tablets: The Case of Kwame Nkrumah University of Science and Technology (KNUST). - Essel, Harry Barton; Nunoo, Francis Kofi Nimo; Tachie-Menson, Akosua; Amankwa, John Opuni (International Journal of Educational Technology, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:DXG3ZX4S
Keywords: _C:Australia AUS; _C:Ghana GHA; _C:Ireland IRL; _C:Nigeria NGA; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The impact of Artificial Intelligence on learning, teaching, and education. - European Commission. Joint Research Centre. (Publications Office, 2018)
This report describes the current state of the art in artificial intelligence (AI) and its potential impact for learning, teaching, and education. It provides conceptual foundations for well-informed policy-oriented work, research, and forward-looking activities that address the opportunities and challenges created by recent developments in AI. The report is aimed for policy developers, but it also makes contributions that are of interest for AI technology developers and researchers studying the impact of AI on economy, society, and the future of education and learning.
KerkoCite.ItemAlsoKnownAs: 2486141:BMJRCCU7

The Power of a Label: Merit Scholarships vs Needs-Based Scholarships? - Evans, David (World Bank Blog, 2018)

Promoting teachers’ implementation of culturally and contextually relevant class-wide behavior plans - Fallon, Lindsay M.; Cathcart, Sadie C.; DeFouw, Emily R.; O'Keeffe, Breda V.; Sugai, George (Psychology in the Schools, 2018)
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.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22107
Keywords: diverse learners; implementation fidelity; single-case design

The learning circle experience: Findings from the P2PU participant survey - Fellows, Michelle (University of Washington Information School, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:W64QW6V8 2405685:9R6YAL7K

Hur lärare kan arbeta med problemlösningsuppgifter - Findelius Jämsén, Isabelle; Nilsson, Frida (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:7NBBFIVQ 2129771:8BTH37ZQ
Keywords: _C:Australia AUS; _C:Greece GRC; _C:Sweden SWE; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Results from a Study for Teaching Human Body Systems to Primary School Students Using Tablets - Fokides, Emmanuel; Mastrokoukou, Aikaterini (Contemporary Educational Technology, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.30935/cet.414808 10/gf62g3 2129771:CQS9KRSX 2129771:QBFK3ZID
Keywords: _C:Canada CAN; _C:Dominican Republic DOM; _C:Greece GRC; _C:Singapore SGP; _C:Sweden SWE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

International large-scale computer-based studies on information technology literacy in education - Fraillon, Julian (Second Handbook of Information Technology in Primary and Secondary Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-53803-7_80-1 10/gf62jg 2129771:28II9WVM
Keywords: _C:Australia AUS; _C:Japan JPN; _C:United States USA; __C:filed:1; __C:scheme:1

Globalization, Mass Education and Technical and Vocational Education and Training - Galguera, MP (2018)
This book assesses the influence of the international organization UNESCO on the development of national Technical and Vocational Education and Training (TVET) systems in the Southern African Community Region (SADC), focusing particularly on Botswana and Namibia. Designed around UNESCO’s Better Education for Africa’s Rise (BEAR) project, the study is an excellent example of applied policy research. Analysis is from the perspective of key stakeholders including UNESCO headquarters and field offices, Ministries of Education and of Labor, employers and employees, education and training institutions, international partners and more. Both qualitative and quantitative evidence are used to provide a comparative overview, and the author also reveals the current state of data on skills. Readers will discover common goals and challenges across the nations but also a common lack of action to measure the impact and influence that UNESCO’s programs have had at a national level, prior to this study. Were the newly implemented educational policies successful or not? If the public policies failed, why was that? These chapters shed light on such questions and how UNESCO's contribution influenced the national development processes, in the context of globalization processes and trends of global mass education. The book has much to offer for both scholars and those working in UN agencies or national governments who seek to develop education systems and better link them to the world of work.
KerkoCite.ItemAlsoKnownAs: 2129771:HHSFUZBU 2317526:HKNVDPCL
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; A:West Africa; C:Namibia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:qualification; P:construction; P:economy; Q:ODEL; Q:open learning; T:Educação profissionalizante; T:TVET; publicImportV1

Equitable access to health professional training in Uganda: A cross sectional study - Galukande, M.; Maling, S.; Kabakyenga, J.; Nshaho, J.; Oboke, H.; Oonge, B.; Muyenje, H.; Katumba-Sentongo, G.; Mayanja-Kizza, H.; Sewankambo, N. K. (Annals of Global Health, 2018)
© 2018 The Author(s). Objective: We set out to assess inequalities to access health professional education, and the impact of an education improvement program supported by MEPI (Medical Education Partnership Initiative). Inequalities in the higher education system in sub-Saharan Africa remain despite some transformative policies and affirmative action. Methods: We reviewed enrollment data from four universities for the period 2001–2014 for various health professional training programs, and conducted group discussions through an iterative process with selected stakeholders, and including a group of education experts. Two time periods, 2001–2010 and 2011–2014, were considered. In 2010–11, the MEPI education program began. Gender ratios, regional representation, secondary schools, and the number of admissions by university and year were analysed. We used SPSS version 17 software to analyse these data with level of significance p < 0.05. We collated qualitative data along predetermined and emerging themes. Results: The overall male-to-female ratio among the student population was 2.3:1. In total, there were 7,023 admissions, 4,403 between 2001–2010 (440 per annum) and 2,620 between 2011–2014 (655 per annum) with p = 0.018. There were no significant increases in admissions in the central and western regions over the two time periods, 1,708 to 849 and 1,113 to 867 respectively, both p = 0.713 and p = 0.253. We propose improving the university admission criteria and increasing enrollment to health professions training schools. Conclusion: There were significant inequalities for higher education training in Uganda by gender, regional representation and school attended. Modifying the admission criteria and increasing enrollment may reduce these inequalities.
KerkoCite.ItemAlsoKnownAs: 10.29024/aogh.7 10/gd4gt8 2129771:FSHRTJ7F 2317526:K42YI764
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; 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:access; F:equity; F:gender; F:policy; P:health; P:media; Q:higher education; R:impact; R:iterative; R:qualitative; T:Ausbildung; T:Educação Profissional Técnica de Nível Médio; T:Fortbildung; _C:Uganda UGA; publicImportV1

Open Educational Resources: Challenges and Opportunities in Indian Primary Education - Ganapathi, Janani (International Review of Research in Open and Distributed Learning, 2018)
Publisher: Athabasca University KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v19i3.3662 2129771:R5XYHP56 2129771:SF383X85
Keywords: _C:Australia AUS; _C:India IND; _C:Kenya KEN; _C:New Zealand NZL; _C:Poland POL; _C:South Africa ZAF; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

The role of open educational resources (OERs) in primary education in developing nations: A case study of India - Ganapathi, Janani (Queensland University of Technology, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:DE9Z22PQ 2129771:JFPVTIE8
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Bangladesh BGD; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Eritrea ERI; _C:Finland FIN; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Mozambique MOZ; _C:Nepal NPL; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Poland POL; _C:Russian Federation RUS; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Tibet XTIBT; _C:Togo TGO; _C:Turkey TUR; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Expert comments on: Are children with low vision adapted to the visual environment in classrooms of mainstream schools? - Ganesh, Sandra; Narendran, Kalpana (Indian Journal of Ophthalmology, 2018)
Publisher: Medknow
Keywords: ⛔ No DOI found

A Well-Incentivised Education System - Glennerster, R; Lea, N; Rudge, A; Fell, S; Mulligan, R (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:UE3XYLUP 2486141:FPXS9DU4

Test of English Language Learning (℡L)(Pearson, 2016) - Gokturk, Nazlinur (Language Assessment Quarterly, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.1080/15434303.2018.1448821 10/gdm2tv 2129771:8794Z7HW 2129771:QYLBCMMH
Keywords: __C:filed:1

Sustainable Development Goal 4 in the Commonwealth - Status Update Report - Goldie-Scot, Matthew; Hollows, Sophie; Hennessy, Sara; Mathew, Primrose; Delbridge-Smith, Paul; Haßler, Björn (Commonwealth Secretariat, 2018)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3958259 2129771:3I3WZ9D9
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahamas BHS; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belize BLZ; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Cameroon CMR; _C:Canada CAN; _C:Cyprus CYP; _C:Dominica DMA; _C:Fiji FJI; _C:Ghana GHA; _C:Grenada GRD; _C:Guinea GIN; _C:Guyana GUY; _C:India IND; _C:Jamaica JAM; _C:Kenya KEN; _C:Kiribati KIR; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Malta MLT; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nauru NRU; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Rwanda RWA; _C:Saint Kitts and Nevis KNA; _C:Saint Lucia LCA; _C:Saint Vincent and the Grenadines VCT; _C:Samoa WSM; _C:Seychelles SYC; _C:Sierra Leone SLE; _C:Singapore SGP; _C:Solomon Islands SLB; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Tanzania TZA; _C:Tonga TON; _C:Trinidad and Tobago TTO; _C:Tuvalu TUV; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Vanuatu VUT; _C:Zambia ZMB; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence

The race between education and technology - Goldin, Claudia; Katz, Lawrence F. (Inequality in the 21st Century, 2018)
KerkoCite.ItemAlsoKnownAs: 4804264:7TVAPJVW
Keywords: Final_citation

The Effects of Tulsa’s Pre‐K Program on Middle School Student Performance. - Gormley, D. Phillips, W. T. Jr.; Anderson, S. (Journal of Policy Analysis and Management, 2018)
Publisher: 37

TVET Strategic Plan 2018-2022 - Government of Kenya (2018)
A Strategic Plan that is aligned to both the dynamic operating environment and the strategic priorities of the Government as outlined in the Kenya Vision 2030, the Constitution of Kenya 2010, and other relevant regional and international policy documents serves as a guide for the organization. I am, therefore, pleased to participate in unveiling of TVETA’s 2018-2022 Strategic Plan which provides a clear road map for the achievement of competitive human capital. The development of this Strategic Plan was based on a review of the Authority’s performance and experiences since its inception, and is a culmination of an extensive consultative process among the Authority’s staff, board of directors and key stakeholders in the country. Our vision and mission are geared towards realizing our mandate by clearly identifying strategic objectives to pursue that conform to our core values. We are aware that this can only be achieved if we continuously align with the dynamism of our operating environment with a view to facilitating fair and competitive practices, while catalyzing the ever-evolving creativity and innovation of the Kenyan public
KerkoCite.ItemAlsoKnownAs: 2129771:AB3ILQTQ 2317526:L7Y2ZTG6
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

TVETA Competency Based Education and Training and Assessment Standards & Guidelines - Government of Kenya (2018)
UA-e24c707c-dc52-4d1d-98a2-551c3a4beb60 KerkoCite.ItemAlsoKnownAs: 2129771:L5K8C4SH 2317526:VAL4BH32
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

Digital Transformation at Scale: Why the Strategy Is Delivery. - Greenway, Andrew (LONDON Publishing PARTNER, 2018)
Organisations that grew up on the web have changed our attitude to the services we rely on every day. We expect them to work, be simple, cheap or free. They have done this by perfecting new technologies, practices, cultures and business models. However, organizations founded before the Internet aren't keeping pace - despite spending millions on IT. Faced with the digital revolution, many people working in large organisations instinctively see its consequences as another layer of complexity. To some of them, `digital' promises a better fax machine, a quicker horse, a brighter candle. In fact, digital is about applying the culture, practices, business models and technologies of the Internet era to respond to people's raised expectations. It is not a new function. It is not even a new way of running the existing functions of an organisation, whether those are IT or communications. It is a new way of running organisations. A successful digital transformation makes it possible not only to deliver products and services that are simpler, cheaper and better, but for the organisation as a whole to operate effectively in the online era. This book is a guide to building a digital institution. Based on experience and not theory it explains how a growing band of reformers in businesses and governments around the world have helped their organisations pivot to this new way of working, and what lessons others can learn from their experience. It is based on the authors' experience designing and helping to deliver the UK government's successful `Government Digital Service'. The GDS was a new institution made responsible for the digital transformation of government, designing public services for the Internet era. It snipped GBP4 billion off the government's technology bill, opened up public sector contracts to thousands of new suppliers, and delivered online services so good that citizens chose to use them over the offline alternatives, without a big marketing campaign. Other countries, and private sector companies too, took note. Here is a simple map to navigate a path through the blockers, buzzwords and bloody-mindedness that doom analogue organisations.
OCLC: 1024230007 KerkoCite.ItemAlsoKnownAs: 2129771:3H5APF92 2129771:9ENIABPD 2129771:U3NRVET2 2129771:WAC3SRJT 2129771:Y9WDGRVJ
Keywords: ⛔ No DOI found

A Content Analysis of Teaching and Learning in a 1: 1 K-12 Tablet Environment as Evidenced by Student Achievement and Pedagogy - Grogan, Kelly (Lamar University-Beaumont, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:Z8J5H67Y
Keywords: __C:filed:1

GSMA Mobile Connectivity Index | Sierra Leone - GSMA (2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
Library Catalog: www.mobileconnectivityindex.com KerkoCite.ItemAlsoKnownAs: 2129771:L7MHP2UX 2405685:AGNKXIPC
Keywords: _C:Sierra Leone SLE

Smarter without smartphones?: effects of mobile phone bans in schools on academic performance, well-being, and bullying - Guldvik, Maria Køber; Kvinnsland, Ingvild (2018)
EdTechHub.ItemAlsoKnownAs: 2129771:C7NSYWY7
Keywords: _C:Colombia COL; _C:France FRA; _C:Norway NOR; _C:Romania ROU; _C:United States USA; __C:filed:1; __C:scheme:1

Principal leadership and the integration of information and communication technolgies for teaching and learning in Zimbabwe - Guvhu, Rosemary (University of the Free State, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:KZGB6VF5
Keywords: __C:filed:1

A systematic review of adolescent girl program implementation in low‐and middle‐income countries: evidence gaps and insights - Haberland, Nicole A.; McCarthy, Katharine J.; Brady, Martha (Journal of Adolescent Health, 2018)

Randomised controlled trials – the gold standard for effectiveness research - Hariton, Eduardo; Locascio, Joseph J (International Journal of Obstetrics & Gynaecology, 2018)
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/1471-0528.15199 KerkoCite.ItemAlsoKnownAs: 10.1111/1471-0528.15199 2129771:P2YYUC5K 2486141:GDJJ32LL

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Björn; Hennessy, Sara; Hofmann, Riikka (Journal of Learning for Development, 2018)
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.
00000 EdTechHub.Source: <this> 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

Short and long-term effects of a mathematics tablet intervention for low performing second graders. - Hassler Hallstedt, Martin; Klingberg, Torkel; Ghaderi, Ata (Journal of Educational Psychology, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1037/edu0000264 10/gf62hs 2129771:VVTM7BJ3
Keywords: Author:NotBjörnHaßler; __C:filed:1

Challenges of life outside the dual system: VET in neo-liberal economies - Hayward, Geoff (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LHESM6W8 2317526:7ZRMZ2IG

Cross-Cultural Requisites for Reducing Educational and Digital Divides through Technology Integration - Heinrich, Carolyn J.; Darling-Aduana, Jennifer; Martin, Caroline (2018)
EdTechHub.ItemAlsoKnownAs: 2129771:YRFNBWLQ
Keywords: __C:filed:1; ⛔ No DOI found

The Potential and Prerequisites of Effective Tablet Integration in Rural Kenya - Heinrich, Carolyn J.; Darling-Aduana, Jennifer; Martin, Caroline (2018)
EdTechHub.ItemAlsoKnownAs: 2129771:39LUB5JZ
Keywords: _C:Cambodia KHM; _C:China CHN; _C:Cuba CUB; _C:Ghana GHA; _C:Kenya KEN; _C:South Africa ZAF; _C:United States USA; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Scaling up an early childhood development programme through a national multisectoral approach to social protection: lessons from Chile Crece Contigo - Helia Molina Milman (The BMJ, 2018)

Young children and tablets: A systematic review of effects on learning and development - Herodotou, Christothea (Journal of Computer Assisted Learning, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12220 10/gdm2tn 2129771:KZV3ADUU 2129771:VC3HA5HN
Keywords: __C:filed:1; literature / systematic review

Intelligent assistants in higher-education environments: the FIT-EBot, a chatbot for administrative and learning support - Hien, Ho Thao; Cuong, Pham-Nguyen; Nam, Le Nguyen Hoai; Nhung, Ho Le Thi Kim; Thang, Le Dinh (Proceedings of the ninth international symposium on information and communication technology, 2018)

Chatbot for education system - Hiremath, Guruswami; Hajare, Aishwarya; Bhosale, Priyanka; Nanaware, Rasika; Wagh, K. S. (International Journal of Advance Research, Ideas and Innovations in Technology, 2018)
Keywords: ⛔ No DOI found

Recognition of Prior Learning Implementation in Library and Information Science Schools in South Africa: A Literature Review - Hlongwane, I (Africa Education Review, 2018)
This article reviews the literature on trends and practices of recognition of prior learning (RPL) in Africa and internationally with specific reference to some of the key elements of the RPL system, including; purpose; assessment methods; quality assurance; and legislative and regulatory frameworks. In addition, a theoretical foundation of RPL is discussed underpinned by the experiential learning theory principles with a brief description of other learning theories related to RPL. The article also discusses the trends and practices of RPL in African countries with an established RPL system. The key finding of the literature review was that there are different conceptions of RPL globally but which all have a similar purpose, that is, economic benefit. Africa has a different take on RPL. A portfolio of evidence is the most commonly used method of assessment both internationally and in Africa with an increased use of e-portfolios internationally. A variety of quality assurance methods are used which differ from country to country but are similar to the Council for Adult and Experiential Learning (CAEL) quality standards which have been in use for many decades in the United States (US) since the inception of RPL. There are discrepancies in terms of legislative and regulatory frameworks. Some countries in Africa and internationally have no formal legislative and regulatory frameworks for RPL despite providing RPL services for years or decades. South Africa and Mauritius boast standardised and regulated RPL systems as do other developed countries such as New Zealand.
KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2017.1353396 10/gf622j 2129771:MQLD49S4 2317526:4T39VFR5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Mauritius; C:Namibia; C:Seychelles; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:Q; CT:R; CT:T; F:learning; Q:open learning; R:literature review; SpecialTopic:Library; T:TVET; publicImportV1

Using Smartphones as Experimental Tools—Effects on Interest, Curiosity, and Learning in Physics Education - Hochberg, Katrin; Kuhn, Jochen; Müller, Andreas (Journal of Science Education and Technology, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.1007/s10956-018-9731-7 10/gdm2tt 2129771:TLEYJXKD 2129771:XJWRK493
Keywords: __C:filed:1

Mixed methods appraisal tool (MMAT), version 2018 user guide - Hong, Q.N.; Pluye, P.; Fabregues, S.; Bartlett, G.; Boardman, F.; Cargo, M.; Dagenais, P.; Gagnon, M-P.; Griffiths, F.; Nicolau, B.; O'Cathain, A.; Rousseau, M-C.; et al. (McGill University Department of Family Medicine, 2018)
EdTechHub.ItemAlsoKnownAs:VPTYK3KB
Keywords: ___working_potential_duplicate

App clusters: Exploring patterns of multiple app use in primary learning contexts - Howard, Sarah K.; Yang, Jie; Ma, Jun; Maton, Karl; Rennie, Ellie (Computers & Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2018.08.021 10/gfm65q 2129771:WVLBMGXV
Keywords: __C:filed:1

Extending a conventional chatbot knowledge base to external knowledge source and introducing user based sessions for diabetes education - Hussain, Shafquat; Athula, Ginige (2018 32nd International Conference on Advanced Information Networking and Applications Workshops (WAINA), 2018)

Artificial intelligence faces reproducibility crisis - Hutson, M. (Science, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1126/science.359.6377.725 2129771:G6W8R5T2 2486141:ZNI22UGY

Has artificial intelligence become alchemy? - Hutson, M. (Science, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1126/science.360.6388.478 2129771:FD78U8QM 2486141:87LRLABI

Policy formulation and programme development - International Institute for Educational Planning (UNESCO, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:558UP689

School Choice: Digital Prints and Network Analysis - Ivaniushina, Valeria; Williams, Elena (Digital Transformation and Global Society, 2018)
We apply social network analysis to examine school choice in the second-largest Russian city Saint-Petersburg. We use online data (“digital footprints”) of between-schools comparisons on a large school information resource shkola-spb.ru. This resource allows to identify clusters of city schools that have been compared to each other more often and thus reflect choice preferences of students and parents looking for a school. Network analysis is conducted in R (‘igraph’ package). For community detection, we employed fast-greedy clustering algorithm (Good et al. 2010). The resulting communities (school clusters) have been placed on a city map to identify territorial patterns formed according to choice preferences.Network analysis of the district school networks based on between-schools online comparisons reveals two main factors for community formation. The first factor is territorial proximity: users compare schools that are relatively close to each other and not separated by wide streets, parks, industrial areas, rivers, etc. The second grouping principle is the type of school: private schools always form a separate cluster which shows that they are not being compared with public schools. In one district there was also a cluster of elite or academically challenging public schools grouped together.
Keywords: Digital prints; Network analysis; School choice; _C:Germany DEU; _C:Russian Federation RUS; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

A review of research on bridging the gap between formal and informal learning with technology in primary school contexts - Jagušt, Tomislav; Botički, Ivica; So, H.-J. (Journal of Computer Assisted Learning, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12252 10/gdm2tr 2129771:3NP5TUGQ 2129771:NWC649MA
Keywords: _C:China CHN; _C:Croatia HRV; _C:France FRA; _C:Korea XKOR; _C:Singapore SGP; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; literature / systematic review

'Living Discourse': Critical Pedagogic Coaching for Active Student for Active Student Learning in Educational Technology - Jameson, Jill (International Conference on e-Learning, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:6PSG4V43
Keywords: __C:filed:1; ⛔ No DOI found

‘Living Discourse’: Critical Pedagogic Coaching for Active Student Learning in Educational Technology - Jameson, Jill (ICEL 2018 13th International Conference on e-Learning, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:6E3HWR2U
Keywords: __C:filed:1; ⛔ No DOI found

Mixing and Matching: Using Qualitative Methods to Improve Quantitative Impact Evaluations (IEs) and Systematic Reviews (SRs) of Development Outcomes - Jimenez, Emmanuel; Waddington, Hugh; Goel, Neeta; Prost, Audrey; Pullin, Andrew (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:YKCBGNC2 2317526:EYC6GBR4
Keywords: -FullBiblioUHMLgen; -GeneralCitations; 3ie; ___duplicate_item; publicImportV1

Measuring the Information Society Report 2018 - Johannes Bauer; Benavente, Daniela; Gillet, Josh; Helsper, Ellen; Van Deursen, Alexander (International Telecommunication Union, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LJ98I2J5 5242966:D6B68FH2

InfoInternet for Education in the Global South: A Study of Applications Enabled by Free Information-only Internet Access in Technologically Disadvantaged Areas (authors' version) - Johansen, Johanna; Johansen, Christian; Noll, Josef (arXiv preprint arXiv:1808.09496, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:LTN7QU6X
Keywords: _C:Bangladesh BGD; _C:Congo; Democratic Republic COD; _C:Congo; Republic COG; _C:Finland FIN; _C:Germany DEU; _C:India IND; _C:Namibia NAM; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Tanzania TZA; _C:Thailand THA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1; ⛔ No DOI found

How do we address the reproducibility crisis in artificial intelligence? Forbes - Jones, M. (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:SM8CLERA 2486141:2BQQGDCD

Exploring the Perspectives of Participants of Two Mathematics Professional Development Courses in South Africa: Personal, Professional and Community Outcomes - Joubert M.; Kenny S. (African Journal of Research in Mathematics, Science and Technology Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2486141:JQJSVUIA

An Overview of ICT for Education of Refugees and IDPs​ - Joynes, D.; James, , Z (Department for International Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:63TNW4PK

Developing inclusive education policy and practice in Zanzibar : collaborative action research - Juma, Said (Jyväskylä studies in education, psychology and social research, 2018)
This doctoral dissertation, which consists of three interrelated sub-studies and an overarching summary, explores the inclusive education development process in Zanzibar, Tanzania. The purpose of the research is to contribute to the development of inclusive policies and practices in order to increase the presence, participation and achievement of all learners. The overarching research question investigated in this research was as follows: How is inclusive education developed in Zanzibar, and how can it be better integrated into the education system? This question was divided into six sub-questions. Each of the three interrelated sub-studies in this dissertation focused on specific sub-questions. The data included several documents related to inclusive education development; interviews conducted with 20 teachers from two primary schools; these teachers’ reflective diaries, which were kept during their action research projects, and the researcher’s reflective diary. The data were analysed using qualitative content analysis and thematic analysis. The findings revealed that Zanzibar has taken several measures to make its education system more inclusive. These measures include acknowledging inclusive education in its 2006 education policy, drafting an inclusive education policy, introducing a re-entry policy for school girls who become pregnant, increasing the number of years of compulsory education from 10 to 12, removing school fees for both primary and secondary schools, providing in-service teacher training for inclusive education, recruiting inclusive education and life skills advisors and resource teachers, and introducing inclusive education courses in teacher training colleges. It is also worth noting that the teachers in this research experienced collaborative action research as valuable in developing their inclusive practices, despite the challenges they encounter in the course of conducting their projects. Despite its advantages, collaborative action research demands additional time from the teachers beyond their teaching responsibilities. The research participants found the teacher resource centres to be key in enhancing their professional development. This research shows the need to review the teaching methods and materials used in schools. Reforms in teacher education curricula are also needed in response to increasingly diverse learning needs and educational changes. In addition, this research emphasises the integration of inclusive education and collaborative action research into teacher education so that all teachers can teach inclusively. Both school-based organisational learning and school–community and school–university collaborations can foster collaborative school cultures and inclusive teacher education.
KerkoCite.ItemAlsoKnownAs: 2129771:5SMNLRN4 2129771:95RCWSF9 2129771:HE6NVBQE
Keywords: _C:Argentina ARG; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Cambodia KHM; _C:Canada CAN; _C:Central African Republic CAF; _C:China CHN; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Ireland IRL; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Mongolia MNG; _C:Namibia NAM; _C:Nepal NPL; _C:New Zealand NZL; _C:North Macedonia MKD; _C:Norway NOR; _C:Oman OMN; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _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; ⛔ No DOI found

Combining innovation systems and global value chains for development: Towards a research agenda - Jurowetzki, Roman; Lema, Rasmus; Lundvall, Bengt-Åke (The European Journal of Development Research, 2018)
Publisher: Springer

Gender and Education in Africa, 20 years on, Experiences from Malawi - Kadzamira, Esme (REAL Centre One day Conference Celebrating the work of Professor Colclough, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LJRGI5UB 4752638:R6CF3CD2 4752638:W6KL3I74
Keywords: _C:Malawi MWI; ⛔ No DOI found

Who benefits from abolishing secondary school fees in Malawi, and what are the costs - Kadzamira, Esme; Rose, Pauline; Zubairi, Asma (World Education Blog. Global Education Monitoring Report.[online]. Available from: https://gemreportunesco. wordpress. com/2018/10/19/who-benefits-from-abolishing-secondary-school-fees-in-malawi-and-what-are-the-costs//>.[Accessed on 12th November 2018], 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:H88WGUMX 4752638:G7B697BS
Keywords: _C:Malawi MWI; ⛔ No DOI found

Estimating the impact of women’s education on fertility, child mortality, and empowerment when schooling ain’t learning’ - Kaffenberger, Michelle; Pritchett, Lant; Sandefur, Justin (RISE (Research on Improving Systems of Education) Working Paper, 2018)
Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. The paper's findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (eg grade completion) versus learning (eg literacy) on life outcomes. The results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
Keywords: ⛔ No DOI found

Social Dimensions and Participation in Vocational Education and Training - Special Issue - Kaiser, Franz; Krugmann, Susann (2018)
IJRVET's special edition in 2013 "Social Dimension and Participation in VET-System".
KerkoCite.ItemAlsoKnownAs: 2129771:IQ3RIKM7 2249382:BMMGMTSL 2317526:N44CND95

Current and potential future seasonal trends of indoor dwelling temperature and likely health risks in rural Southern Africa - Kapwata, Thandi; Gebreslasie, Michael T.; Mathee, Angela; Wright, Caradee Yael (International journal of environmental research and public health, 2018)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph15050952 2129771:69DINMNG 4682641:USE7MRT4
Keywords: BE:LMIC; BE:RELEVANT

Tablet Use in Teaching: A Study on Developing an Attitude Scale for Academics. - Kayapinar, Ulas; Spathopoulou, Filomachi; Safieddine, Fadi; Nakhoul, Imad; Kadry, Seifedine (Eurasian Journal of Educational Research, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:76X8A39V
Keywords: _C:Belgium BEL; _C:Brazil BRA; _C:Canada CAN; _C:Denmark DNK; _C:France FRA; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Kuwait KWT; _C:Lebanon LBN; _C:Malawi MWI; _C:Nigeria NGA; _C:Romania ROU; _C:Saudi Arabia SAU; _C:Spain ESP; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Digital humanities, libraries, and partnerships: a critical examination of labor, networks, and community - Kear, Robin; Joranson, Kate (Chandos Publishing, an imprint of Elsevier, 2018)
OCLC: on1001456620
Keywords: Digital humanities; Digital libraries; Humanities; Libraries and Museums

Gut zu wissen: Technologiegestütztes Lernen während der Arbeit - Kempter, Guido; Jost, Patrick; Künz, Andreas (Zukunft der Arbeit–Perspektive Mensch, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:9LYYEHHB 2129771:G2L857J8 2129771:JQIJEU2X
Keywords: __C:filed:1

Sector Policy for Learners and Trainees with Disabilities - Kenya Ministry of Education (2018)

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason; Thornton, Rebecca L. (SSRN Electronic Journal, 2018)
shortDOI: 10/ghgn5h KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3002723 10/ghgn5h 2405685:NY5IKG96
Keywords: _C:Australia AUS; _C:Chad TCD; _C:Ecuador ECU; _C:India IND; _C:Kenya KEN; _C:Mexico MEX; _C:Spain ESP; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; __C:scheme:1; interesting

The rise of artificial intelligence under the lens of sustainability - Khakurel, Jayden; Penzenstadler, Birgit; Porras, Jari; Knutas, Antti; Zhang, Wenlu (Technologies, 2018)
Publisher: MDPI

Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning - Khan, Asma (TEFLIN Journal, 2018)
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.
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

International Review of Research in Open and Distributed Learning - King, Monty; Pegrum, Mark; Forsey, Martin (International Review of Research in Open and Distributed Learning, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:5TFM87VY
Keywords: ⛔ No DOI found

Resilienz, Empowerment und Selbstorganisation geflüchteter Menschen - Kleefeldt, Esther (Vandenhoeck & Ruprecht, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:GFD6565A 2317526:E33UK76D

Use of mobile touch device for knowledge retention - Klubal, Libor; Kostolányová, Kateřina (AIP Conference Proceedings, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1063/1.5079080 10/gf62hp 2129771:AFXI4QT2
Keywords: __C:filed:1

DigComp into Action: Get inspired, make it happen. A user guide to the European Digital Competence Framework - Kluzer, Stefano; Pujol Priego, Laia (Publications Office of the European Union, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:UJ83HVD9 5242966:EFEBZZQT

Digital technology in physical education: global perspectives - Koekoek, Jeroen; Hilvoorde, Ivo van (2018)
OCLC: 1013481819

Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa - Kotze, Janeli; Taylor, Stephen; Fleisch, Brahm (2018)
KerkoCite.ItemAlsoKnownAs: 4804264:CYFMBDXH
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa - Kotze, Janeli; Taylor, Stephen; Fleisch, Brahm (2018)
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.
KerkoCite.ItemAlsoKnownAs: 2339240:A58ENCQR 2405685:PLJ4WN63 2534378:4AZ7VHMD 2534378:U88KUB3W
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425920; __finaldtb; ⛔ No DOI found

The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Effect - Kraft, Matthew A.; Blazar, David; Hogan, Dylan (Review of Educational Research, 2018)
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.
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

ACADEMIC USE OF MOBILE TECHNOLOGY BY STUDENT ATHLETES AT A LARGE DIVISION I MIDWESTERN UNIVERSITY: A GROUNDED THEORY STUDY - Kraft, Nicole (2018)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:5V26P7PE 2129771:97RJVUH6
Keywords: _C:Cyprus CYP; _C:Estonia EST; _C:Ireland IRL; _C:Italy ITA; _C:Kuwait KWT; _C:Netherlands NLD; _C:New Zealand NZL; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Understanding educational change: Agency-structure dynamics in a novel design and making environment - Kumpulainen, Kristiina; Kajamaa, Anu; Rajala, Antti (Digital Education Review, 2018)
Publisher: Digital Education Observatory (OED) KerkoCite.ItemAlsoKnownAs: 2129771:PXX37I3D 2129771:UJPWGVCU
Keywords: _C:Finland FIN; _C:Jordan JOR; _C:Netherlands NLD; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

Rapid Evidence Assessment (REA) of What Works to Improve Educational Outcomes for People with Disabilities in Low and Middle-Income Countries. Campbell Collaboration and International Centre for Evidence in Disability - Kuper, Hannah; Saran, Ashrita; White, Howard (2018)
Keywords: ⛔ No DOI found

GIS FOR SCHOOL LIBRARIES EMERGENCY PLANNING - Kuzucuoğlu, Alpaslan (journals University of Alberta Libraries, 2018)
Geographic Information Systems (GIS) are a means of providing great contributions to users in decision making processes based on location. It presents the information to the users serves and provides data collecting, storing, processing, managing, analyzing, querying. GIS ensures that a lot of data are layered on the architectural plans of school libraries. A data that is not well evaluated due to the data intensity in the analysis studies may prevent both the delay and the accuracy of the desired diagnosis for solution. For this reason, GIS technology is used in places where intensive data usage. GIS, which has been started to be used by different disciplines together with technological developments, enables the storage and processing of all kinds of data to be analyzed. It is a system consisting of necessary hardware and software and users for these processes. It is a tool that enables effective management of data. Complex data is easily analyzed by users in a database by GIS software. It is also concernedwith the association of spatial data and non-graphical (verbal) data. GIS is able to compare measurement results successfully according to conventional measurement evaluation methods. There are also a number of projects where GIS has been implemented in interior areas. School libraries can also serve in many areas or more than one floor. The GIS layers must be shown on floor plans as emergency exit doors, location of emergency intervention tools (fire extinguisher, fire hose, hydrant, fire alarm buttons, electric panel, gas valve, first aid kit etc.), nearest emergency service centers (fire brigade, police, ambulance, etc.), evacuation routes leading to emergency assembly area, external, main and service ladders, building non structural materials. As there are many people in schools and school libraries as a number of users, in case of fire, their evacuation must also be fast. GIS will also provide effective planning for rapid evacuation of schools and school libraries. Digital data obtained from service providers such as municipalities, water, natural gas companies can also be used as separated GIS layers. All building elements in the building can be classified in different colors and typologies for each floor (Balcony, wall, threshold, hall, stairs, room, window, shelves etc.). Emergency lighting kits should be installed in school libraries. Sensors, which are part of the fire alarm system, must also be located in the GIS layers. Furniture and furnishings used in the floors can also be shown on the GIS. Routes to be used by disabled users in emergency situations should be specified in these plans and physical arrangements such as ramps should be implemented. Area names in the school and in the school library should also be included in the GIS layers. The joint meetings should be held with the school library experts working in this field in the world, problems should be discussed, national and international networks should be established.
Keywords: ⛔ No DOI found

Rethinking mobile learning for development: Using the Capability Approach and a mixed-methods systematic review to conceptualise the application of mobile technologies as an educational tool in Low-and Middle-Income Countries - Langer, Laurenz (UCL (University College London), 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:BG4ZYAUR 2129771:CJXZIALC 2129771:RS4CDYDC 2129771:SATN7D48 2129771:XTA3NAN5
Keywords: _C:Afghanistan AFG; _C:Albania ALB; _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:Belarus BLR; _C:Belize BLZ; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Bosnia and Herzegovina BIH; _C:Botswana BWA; _C:Brazil BRA; _C:Bulgaria BGR; _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:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Czech Republic CZE; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Eritrea ERI; _C:Estonia EST; _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:Greece GRC; _C:Grenada GRD; _C:Guatemala GTM; _C:Guinea GIN; _C:Guyana GUY; _C:Haiti HTI; _C:Honduras HND; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Italy ITA; _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:Latvia LVA; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Libya LBY; _C:Lithuania LTU; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Malta MLT; _C:Marshall Islands MHL; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mexico MEX; _C:Mongolia MNG; _C:Montenegro MNE

Handbook of comparative studies on community colleges and global counterparts - Latiner Raby, Rosalind (Springer Berlin Heidelberg, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:9XBP698I 2249382:EP2B5LEI 2317526:ULGLVBDG UA-959dc1ce-edef-4780-a442-bd4e9bdec895
Keywords: C:South Africa

How could digital learning at scale address the issue of equity in education? - Laurillard, Diana; Kennedy, Eileen; Wang, Tianchong (Foundation for Information Technology Education and Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NPGSRKJA 2405685:TKBHHATW 2534378:2SFG4YZU
Keywords: ___working_potential_duplicate; ⛔ No DOI found

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - Law, Nancy; Woo, David; de la Torre, Jimmy; Wong, Gary (UNESCO Institute for Statistics, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:2TCMRIAT 5242966:Z5MXP7T9

Evidence-based Education policy and practice of teacher recruitment and deployment in five States, Nigeria - Lawal, Hafsat; Abdul-Ismail, Aisha; Abubakar, Tasiu; Ngaski, Mustapha; Akogun, Oladele; Adesina, Adedoyin; Allsop, Terry (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:4PDWHMP4 2129771:SQSXYIFY 2486141:6ZP42XTD

Secondary education expansion in Tanzania: Policy and practice implications for teachers’ sense of efficacy - Lawrent, Godlove (The University of Waikato, 2018)
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

“Thinking Outside the Camp”: Education Solutions for Syrian Refugees in Jordan - VON BAEYER - 2017 - Ethnographic Praxis in Industry Conference Proceedings - Wiley Online Library - Lebaron von Baeyer, Sarah (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:3QUZWXRI

Review and theory symbiosis: an introspective retrospective - Leidner, D.E. (Journal of the Association for Information Systems, 2018)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00501 2129771:TCSX63UA 2486141:6ZMWXBX2

Technologies of Refuge and Displacement Rethinking Digital Divides - Leung, Linda (Lexington Books, 2018)

From classification to causality: advancing understanding of mechanisms of change in implementation science - Lewis, Cara C.; Klasnja, Predrag; Powell, Byron J.; Lyon, Aaron R.; Tuzzio, Leah; Jones, Salene; Walsh-Bailey, Callie; Weiner, Bryan (Frontiers in public health, 2018)
Publisher: Frontiers Media SA KerkoCite.ItemAlsoKnownAs: 10.3389/fpubh.2018.00136 2129771:K4F9YZN6

Digital learning for developing Asian countries - Lim, Cher Ping; Tinio, Victoria; Smith, Matthew; Bhowmik, Miron Kumar (Routledge International Handbook of Schools and Schooling in Asia, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:PCVW7PY7 2339240:9HMQ57TL 2405685:ZXUFKWM5
Keywords: __C:filed:1; __C:scheme:1

Open Initiatives for Decolonising the Curriculum - Lockley, Pat (Decolonising the University, 2018)
KerkoCite.ItemAlsoKnownAs: 2486141:KDF7G6ME 4804264:ZKLFRCE3
Keywords: Final_citation; cited; existing

Open Initiatives for Decolonising the Curriculum - Lockley, Pat (Decolonising the University, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:5UTXVSBW

Data-driven meets theory-driven research in the era of big data: opportunities and challenges for Information Systems research - Maass, W.; Parsons, J.; Purao, S. (Journal of the Association for Information Systems, 2018)
KerkoCite.ItemAlsoKnownAs: 10.17705/1jais.00526 2129771:TYHB48SE 2486141:B4DX8TPE
Keywords: _z:no_pdf

Improving Home Economics Education: A Review of Factors Militating Inclusion of Home Economics Studies in Kenyan Secondary Schools - Maina, Robert; Kitainge, Kisilu (Arts and Social Sciences Journal, 2018)
KerkoCite.ItemAlsoKnownAs: 10.4172/2151-6200.1000338 2129771:3SXRFUH6 2317526:Q7X6UZ7J

Using video to support in-service teacher professional development: the state of the field, limitations and possibilities - Major, Louis; Watson, Steven (Technology, Pedagogy and Education, 2018)
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

Effect of Classroom Learning Environment on Students' Academic Achievement in Mathematics at Secondary Level - Malik, Riaz Hussain; Rizvi, Asad Abbas (2018)
The aim of the study was to examine the effect of the perceptions of students about classroom learning environment on their academic achievement at secondary level in the Mathematics classrooms. The participants were selected from the secondary and higher secondary schools located in Tehsil Rawalpindi and Islamabad (Federal Area), Pakistan. Twenty four schools were selected randomly. A total of five hundred sixteen students of 10th grade studying Mathematics in twenty seven classrooms, were included in the sample. Classroom Environment Instrument (Personal Form) was used to measure the students' perceptions after translating it into Urdu for Urdu medium schools. The pilot testing was carried out before the actual application of this instrument. The reliability of the instrument was determined by the use of Cronbach Alpha which was found as 0.85. The marks obtained by students in the subject of Mathematics in annual examination in 10th grade conducted by both BISE Rawalpindi and FBISE Islamabad were taken as achievements in Mathematics. The data was analyzed using multiple regression, Pearson r and ANOVA to find out the effect of perception of students about classroom learning environment on their academic achievement. The results of study revealed that the subscales, `Involvement', `Personal relevance', `Emphasis on understanding', were major predictors contributing towards classroom learning environment and students' academic achievement whereas subscales `Investigation' and `Autonomy' have negative effect on students' academic achievement. The researcher recommends that active involvement of the low achievers may affect their learning more positively.
KerkoCite.ItemAlsoKnownAs: 2129771:7JLQ5CTP 4682641:Z4WLWNSH
Keywords: BE:RELEVANT; ⛔ No DOI found

A comparative study between Telegram and Whatsapp in respect of library services - Manna, Rubi Acherjya; Ghosh, Shyamal (International Journal of Library & Information Science (IJLIS), 2018)
Keywords: ⛔ No DOI found

A Global Framework to Measure Digital Literacy - Manos Antoninis (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:736QNGSW 5242966:H95KF7UC

Travel without visas: teacher perception of a technology intervention in the Dadaab refugee camp - Mansour, Rebecca Grace Telford (University of Leicester, 2018)
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

The use of tablets and their impact on learning. A national research in Primary Education schools1 El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria - Martí, Mar Camacho; Mon, Francesc Marc Esteve (Revista de Educación, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:DHNWR326 2129771:Z4GRPID4
Keywords: _C:Dominican Republic DOM; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Iran IRN; _C:Lebanon LBN; _C:Malaysia MYS; _C:Netherlands NLD; _C:Spain ESP; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Evidence of open access of scientific publications in Google Scholar: A large-scale analysis - Martín-Martín, Alberto; Costas, Rodrigo; van Leeuwen, Thed; López-Cózar, Emilio Delgado (Journal of Informetrics, 2018)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.joi.2018.06.012 2129771:AX2HRCKF

Coverage of highly-cited documents in Google Scholar, Web of Science, and Scopus: a multidisciplinary comparison - Martín-Martín, Alberto; Orduna-Malea, Enrique; López-Cózar, Emilio Delgado (Scientometrics, 2018)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-018-2820-9 2129771:3HEMK5TM

Google Scholar, Web of Science, and Scopus: A systematic comparison of citations in 252 subject categories - Martín-Martín, Alberto; Orduna-Malea, Enrique; Thelwall, Mike; López-Cózar, Emilio Delgado (Journal of informetrics, 2018)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.joi.2018.09.002 2129771:ZKFZRYUP

Evaluation of professional learning communities in TVET: Implications for leadership development and teacher motivation in Ecuador - März, Virginie; Lauwers, Ingrid; Moreno, Oscar; Patiño, Isabel; Frenay, Mariane (Comparative and International Education Society Annual Conference, 2018)
Keywords: ⛔ No DOI found

Education as currently provided in Zambia. - Masaiti, Gift (UNZA Press, 2018)

Education in Zambia at fifty years of independence and beyond: history, current status and contemporary issues. - Masaiti, Gift (Unza Press, 2018)

University education in Zambia in the face of austerity: history, trends and financing. - Masaiti, Gift; Simuyaba, Eunifridah (UNZA Press, 2018)

Training community healthcare workers on the use of information and communication technologies: a randomised controlled trial of traditional versus blended learning in Malawi, Africa - Mastellos, Nikolaos; Tran, Tammy; Dharmayat, Kanika; Cecil, Elizabeth; Lee, Hsin-Yi; PengWong, Cybele C.; Mkandawire, Winnie; Ngalande, Emmanuel; Tsung-ShuWu, Joseph; Hardy, Victoria; Chirambo, Baxter Griphin; O'Donoghue, John Martin (BMC Medical Education, 2018)
Background: Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and mobile apps. The ` Introduction to Information and Communication Technology and eHealth' course was developed with the aim to provide CHWs in Malawi, Africa, with basic knowledge and computer skills to use digital solutions in healthcare delivery. The course was delivered using a traditional and a blended learning approach. Methods: Two questionnaires were developed and tested for face validity and reliability in a pilot course with 20 CHWs. Those were designed to measure CHWs' knowledge of and attitudes towards the use of ICT, before and after each course, as well as their satisfaction with each learning approach. Following validation, a randomised controlled trial was conducted to assess the effectiveness of the two learning approaches. A total of 40 CHWs were recruited, stratified by position, gender and computer experience, and allocated to the traditional or blended learning group using block randomisation. Participants completed the baseline and follow-up questionnaires before and after each course to assess the impact of each learning approach on their knowledge, attitudes, and satisfaction. Per-item, pre-post and between-group, mean differences for each approach were calculated using paired and unpaired t-tests, respectively. Per-item, between-group, satisfaction scores were compared using unpaired t-tests. Results: Scores across all scales improved after attending the traditional and blended learning courses. Self-rated ICT knowledge was significantly improved in both groups with significant differences between groups in seven domains. However, actual ICT knowledge scores were similar across groups. There were no significant differences between groups in attitudinal gains. Satisfaction with the course was generally high in both groups. However, participants in the blended learning group found it more difficult to follow the content of the course. Conclusions: This study shows that there is no difference between blended and traditional learning in the acquisition of actual ICT knowledge among community healthcare workers in developing countries. Given the human resource constraints in remote resource-poor areas, the blended learning approach may present an advantageous alternative to traditional learning.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12909-018-1175-5 10/gdc33z 2129771:ZRWBTANL 2317526:Y6TI63MF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Malawi; 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 country; F:attitude; F:gender; F:learning; HDR25; P:health; P:service industry; Q:ICT; R:impact; R:questionnaire; R:trial; T:Ausbildung; Z:Blended learning; Z:Community healthcare workers; Z:Developing countries; Z:Information and communication technologies; Z:Traditional learning; Z:eHealth; Z:mLearning; publicImportV1

Technology-Supported Professional Development for Teachers: Lessons from Developing Countries. - McAleavy, Tony; Hall-Chen, Alex; Horrocks, Sarah; Riggall, Anna (Education Development Trust, 2018)
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

Humanitarian-Innovation-Untangling-the-Many-Paths-to-Scale-GAHI.pdf - McClure, Dan; Bourns, Lesley; Obrecht, Alice (2018)

Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp: Benefits and Challenges. - Mendenhall, Mary; Skinner, Makala; Collas, Sophia; French, Sarah (Current Issues in Comparative Education, 2018)
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

Evaluating teachers’ professional development initiatives: towards an extended evaluative framework - Merchie, Emmelien; Tuytens, Melissa; Devos, Geert; Vanderlinde, Ruben (Research papers in education, 2018)
ISBN: 0267-1522 Publisher: Taylor & Francis

Effect of Flipped Classroom Strategy on The Performance of Prospective Teachers of Khyber Pakhtunkhwa - Minaz, Maksal (Northern University Nowshera, 2018)
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

Special Needs & Inclusive Education Strategic Plan 2018/19-2023/24 - Ministry of Education (Rwanda) (2018)

Education Sector Plan 2018-2020 - Ministry of Education, Science and Technology (Sierra Leone) (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:4PRIBRQ2 2405685:24PRFKEK

Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan - Ministry of Education, Science and Technology (Sierra Leone) (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:CKJRFWUQ 2405685:GVAZB6TM

ENSEÑAR Y APRENDER CON ESCHOLARIUM: UN ESTUDIO DE CASO SOBRE LA IMPLEMENTACIÓN DEL PROYECTO EN UN CEIP DE LA COMUNIDAD DE EXTREMADURA. - Miranda, Sofía Sánchez; Carvalho, José Luis Torres (Campo Abierto. Revista de Educación, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:AH5DRTI9 2129771:C8IB4QXP 2129771:PBR2WXIW
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Cuba CUB; _C:Germany DEU; _C:Israel ISR; _C:Portugal PRT; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Equity in international research collaborations: evidence from the African Education Research Database - Mitchell, Rafael; Asare, Samuel; Rose, Pauline (Cambridge Global Challenges Annual Conference. https://www. educ. cam. ac …, 2018)
Keywords: ⛔ No DOI found

Literature search protocol for the African Education Research Database - Mitchell, Rafael; Rose, Pauline (2018)
Publisher: REAL Centre, University of Cambridge KerkoCite.ItemAlsoKnownAs: 2129771:4INRA5XV 2129771:F7DSZ6NG
Keywords: ⛔ No DOI found

Mapping the African research evidence base for educational policy and practice - Mitchell, Rafael; Rose, Pauline (CIES Conference, Mexico City, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:AE9U2ZJV 2129771:V7WG9LGK
Keywords: ⛔ No DOI found

Open access research and policy impact: experiences from developing the African Education Research Database - Mitchell, Rafael; Rose, Pauline; Asare, Samuel (Is Open Research really changing the world, 2018)
Keywords: ⛔ No DOI found

Research in African universities to inform the Sustainable Development Goal for Education: visibility, gaps and future priorities - Mitchell, Rafael; Rose, Pauline; Asare, Samuel (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LYLZLMVX 2129771:P6NVBAUX
Keywords: ⛔ No DOI found

Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings? - Moir, Taryn (Frontiers in Education, 2018)
The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change.
KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2018.00061 2129771:4SWE4NLZ 2129771:KS4SXXEW 2486141:3BB5265B 4869029:DQUEVB45 4869029:Y27BZZEZ
Keywords: education

Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms - Molina, Ezequiel; Pushparatnam, Adelle; Rimm-Kaufman, Sara; Wong, Keri Ka-Yee (World Bank, Washington, DC, 2018)

Supranational Political Economy: the Globalisation of the State-Market Relationship. - Montani, Guido (Routledge, 2018)
With the ending of the Cold War and the rise of a nationalistic 'America First' strategy, the post-war liberal international order, based upon the hegemonic power of the USA, is fading away. In its place, a multipolar world is emerging which, while offering some the hope of a better future, is also open to disorder and instability. This book offers an insight into the relationship between politics and economics in this new era. As an alternative, this volume argues for a form of global governance that will offer a better balance between politics and economics, based on a supranational approach. A supranational approach in which world powers and UN member states can work in agreement would follow the principle on which European political and economic integration was built. The system put forward here is based on a Keynesian world clearing union and a reform of the World Trade Organization and a United Nations budget, which would accelerate the convergence of rich and poor countries in the aim of a more sustainable global system. This book demonstrates that globalisations and today's ecological challenges are both a cause of social discontent and an opportunity. Supranational institutions can greatly increase our ability to address global risks, and this book shows how a 'supranational' world order could reduce the uncertainty of the transition from the post-war order to the future multipolar order. The supranational principle enables us to view globalisation, world capitalism and the ecological crisis not only as causes of inequality, poverty and social instability, but also as processes that can be governed. Wise politicians and political parties cannot let the future of humanity be decided by the precarious equilibrium of the Westphalia system. In post-war Europe a group of nation states, once fierce enemies, embarked on a process of integration which led to the abolition of inter-European national borders. With supranational global governance, the same could be achieved in the global system.
OCLC: 1056908172

The didactical use of tablets: a balancing act between teacher-centred and learner-centred education - Montrieux, Hannelore; Schellens, Tammy (12th International Technology, Education and Development Conference (INTED), 2018)
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

Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom - Morgana, Valentina; Shrestha, Prithvi N. (International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2018)
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

Le renforcement de la formation technique et l’industrialisation en Afrique subsaharienne : le cas du Gabon - Moussone, Emmanuel; Metougue Nang, Prosper (Marché et organisations, 2018)
The objective of this article is to analyze the relationship between the technical training, the skills and the setting up or development of various industries in a developing country by focussing on Gabon. The issues addressed are diverse and varied and more particularly, they relate to the contribution of technical training to the progress of industry and techniques, to the conditions of and needs for economic and social development and finally to innovation, a thread by which all those elements are interconnected. The study shows that the post-colonial economic processes of income and cooperation set up since the independences did not allow for a long time to further on the one hand true skills transfers and one the other hand the setting up of industries. Now, in the face of the current changes in the international environment, the technical training appears as a sufficient condition for acquiring skills essential to the appropriation of innovations and the setting up of industries.
KerkoCite.ItemAlsoKnownAs: 10.3917/maorg.032.0153 10/gf62xr 2129771:HRRLBPVW 2317526:IEVXZ7GJ 2317526:ZHSJXMW3 UTI-26D9E3E9-03B0-3044-ABFC-35627CE2E7BE
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; -RRQv:f2-H-fr; A:Sub-Saharan Africa; C:Gabon; CA:AandC; CL:en; CL:fr; CLL:fr; CLS:en; CT:A; CT:C; CT:D; CT:T; D:developing nation; T:Training; publicImportV1

From teacher oriented to student centered learning, developing an ICT supported learning approach at the Eduardo Mondlane University, Mozambique - Muianga, Xavier; Klomsri, Tina; Tedre, Matti; Mutimucuio, Inocente (TOJET: The Turkish Online Journal of Educational Technology, 2018)
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.
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

Conceptualization and Definition of a Curriculum - Mulenga, Innocent Mutale (Journal of Lexicography and Terminology (Online ISSN 2664-0899. Print ISSN 2517-9306)., 2018)
Keywords: ⛔ No DOI found

Policy and practice: roles of the guidance and counseling teachers in the implementation of the girls’ reentry policy in selected schools in Lusaka, Zambia. - Mulenga, Innocent Mutale; Mukaba, Brenda (2018)
Publisher: Journal of Education and Practice KerkoCite.ItemAlsoKnownAs: 2129771:PBND6QHC 2129771:XH36HK83
Keywords: ⛔ No DOI found

Conceptualization of competency based curricula in pre-service nursing and midwifery education: A grounded theory approach - Muraraneza, Claudine; Mtshali, Gloria Ntombifikile (Nurse Education in Practice, 2018)
In health professional education, the competency-based curriculum concept has been an important driver of reform in the training of competent graduates for the 21st century. In African countries, although there has been implementing it in pre-service nursing and midwifery education and the literature reports a lack of understanding of what is it on the part of the implementers. This article explores the meaning of competency based curriculum in pre-service nursing and midwifery education in Rwanda. A grounded theory approach, following Corbin and Strauss, was used. Following ethical clearance by the university ethical committee, data was collected from 17 participants through in-depth individual interviews of staff. Four categories emerged: (a) transformation, (b) tool for primary health care philosophy, (c) technological approach to education, (d) and modular system. Competency-based curriculum is confirmed as an appropriate educational tool in producing competent graduates for today and the future.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.nepr.2017.09.018 10/gc8bbc 2129771:QM52498T 2317526:4INW3TVV DOI-10.1016/j.nepr.2017.09.018
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:leadership; F:learning; P:health; P:health professionals; P:media; P:nurse; P:services; P:technology; R:grounded theory; R:interview; R:qualitative; T:TVET; T:Training; Z:Approaches; Z:Clinical competence; Z:Competency based learning; Z:Core curriculum; Z:Curriculum; Z:Curriculum development; Z:Data collection; Z:Education reform; Z:Grounded theory; Z:Health professionals; Z:Leadership; Z:Learning; Z:Meaning; Z:Medical education; Z:Medical ethics; Z:Midwifery; Z:Midwifery education; Z:Nursing; Z:Nursing education; Z:Primary health care; Z:Professional competence; Z:Qualitative research; Z:Students; Z:Transformation; publicImportV1

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 - Mwakabenga, Rehema Japhet (Massey University, 2018)
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

The influence of effective use of mobile devices for learning outside the classroom: case study of secondary school students in Tanzania and South Africa - Mwapwele, Samwel Dick (University of Cape Town, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:TZ8I7CPS
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:China CHN; _C:Dominican Republic DOM; _C:Eritrea ERI; _C:France FRA; _C:Ghana GHA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Malaysia MYS; _C:Namibia NAM; _C:Nepal NPL; _C:New Zealand NZL; _C:Nigeria NGA; _C:Portugal PRT; _C:Rwanda RWA; _C:Singapore SGP; _C:South Africa ZAF; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Is farmer-to-farmer extension effective? The impact of training on technology adoption and rice farming productivity in Tanzania - Nakano, Yuko; Tsusaka, Takuji W.; Aida, Takeshi; Pede, Valerien O. (World Development, 2018)
Abstract Agricultural training is a potentially effective method to diffuse relevant new technologies to increase productivity and alleviate rural poverty in Sub-Saharan Africa (SSA). However, since it is prohibitively expensive to provide direct training to all the farmers in SSA, it is critically important to examine the extent to which technologies taught to a small number of farmers disseminate to non-trained farmers. This paper investigates the technology dissemination pathways among smallholder rice producers within a rural irrigation scheme in Tanzania. As an innovative feature, we compare the performance of three categories of farmers: key farmers, who receive intensive pre-season training at a local training center; intermediate farmers, who are trained by the key farmers; and other ordinary farmers. By collecting and analyzing a unique five-year household-level panel data set, we estimate difference-in-differences models to assess how the gap in performance evolve as the technologies spill over from the trained farmers to the ordinary farmers. To disentangle the technology spillover process, we also examine the extent to which social and geographical network with the key and intermediate farmers influences the adoption of technologies by the ordinary farmers, by incorporating social relationship variables into spatial econometric models. We found that the ordinary farmers who were a relative or residential neighbor of a key or intermediate farmer were more likely to adopt new technologies than those who were not. As a result, while the key farmers’ technology adoption rates rose immediately after the training, those of the non-trained ordinary farmers caught up belatedly. As the technologies disseminated, the paddy yield of the key farmers increased from 3.1 to 5.3 tons per hectare, while the yield of the ordinary farmers increased from 2.6 to 3.7 tons per hectare. Our results suggest the effectiveness and practical potential of farmer-to-farmer extension programs for smallholders in SSA as a cost effective alternative to the conventional farmer training approach.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2017.12.013 10/gf62mx 2129771:WC9P2ZP8 2317526:95UDVN5X
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CCZ:Tanzania; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; P:agricultural; P:economy; P:measurement; P:social; P:technology; R:impact; T:Training; T:trainee; Z:Agricultural training; Z:Rice cultivation; Z:Social learning; Z:Sub-Saharan Africa; Z:Technology adoption; publicImportV1

A Framework for Evaluating Tablet-based Educational Applications for Primary School Levels in Thailand - Nang, Hsu Mon Pyae; Harfield, Antony (International Journal of Interactive Mobile Technologies (iJIM), 2018)
KerkoCite.ItemAlsoKnownAs: 10.3991/ijim.v12i5.9009 10/gf62hr 2129771:IDREFIGX
Keywords: _C:Denmark DNK; _C:Korea XKOR; _C:Thailand THA; __C:filed:1; __C:scheme:1

The Importance of Educating Girls in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan: Policy Paper - Naveed, Sumbal (Center for Universal Education at The Brookings Institution, 2018)
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.
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

Themes in mathematics teacher professional learning research in South Africa: A review of the period 2006–2015 - Ndlovu, Mdutshekelwa (Invited Lectures from the 13th International Congress on Mathematical Education, 2018)

Towards an inclusive digital literacy framework for digital India - Nedungandi, Prema; Menon, Rajani; Gutjahr, Georg; Erickson, Lynnea; Raman, Raghu (Emerald Publishing, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1108/et-03-2018-0061 2129771:MJX4EAY4 5242966:ERBCEXDV

Impact Evaluation of Tayari School Readiness Program in Kenya. - Ngware, Moses W.; Hungi, Njora; Wekulo, Patricia; Mutisya, Maurice; Njagi, Joan; Muhia, Nelson; Wambiya, Elvis; Donfouet, Hermann; Gathoni, Grace; Mambe, Shem (African Population and Health Research Center, RTI International, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:N34XLN2Z 2129771:S8WTGBMK
Keywords: ⛔ No DOI found

Barns och lärares aktiviteter med datorplattor och appar i förskolan - Nilsen, Malin (2018)
EdTechHub.ItemAlsoKnownAs: 2129771:YIQVVGCJ
Keywords: __C:filed:1; ⛔ No DOI found

Recursos educativos abiertos: oportunidades y barreras - Nincehelser, García; Elena, María (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:7I3XMYUT
Keywords: __C:filed:1; ⛔ No DOI found

Lagu Nusantara: Android Role Playing Game for Elementary School Music Learning - Nugraha, R. Gita Ardhy; Florentinus, Totok Sumaryanto; Utomo, Kamsidjo Budi (Journal of Primary Education, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:C3XD4NC3 2129771:XM76PTYB
Keywords: _C:Indonesia IDN; _C:Korea XKOR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Developing Android Role Playing Game for Elementary Music Learning - Nugraha, R. Gita Ardhy; Sumaryanto, Totok; Utomo, Kamsijo Budi (Harmonia: Journal of Arts Research and Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.15294/harmonia.v18i2.14018 10/gf62hm 2129771:LA48JC5X 2129771:NENZ5QCC
Keywords: _C:Indonesia IDN; __C:filed:1; __C:scheme:1

Entrepreneurship education in Ghana – the case of the KNUST entrepreneurship clinic - Nyadu-Addo, Ralph; Mensah, Mavis Serwah Benneh (Journal of Small Business and Enterprise Development, 2018)
© 2018, Emerald Publishing Limited. Purpose: Entrepreneurship education thrives on the pillars of experiential education. Using the case of the Kwame Nkrumah University of Science and Technology in Ghana, the purpose of this paper is to examine the entrepreneurship clinic (EC) as a viable pedagogy for the promotion of experiential education in entrepreneurship. Design/methodology/approach: The paper relies on insider action research to analyse, within Joplin’s five-step model, the case of the EC at the Kwame Nkrumah University of Science and Technology (KNUST), Ghana. Findings: The analysis showed that the KNUST clinic comprises five main activities including preparation, orientation, selection and matching, coaching and monitoring and evaluation. In relation to Joplin’s five-step model, the first three stages of the clinic provide focus for the clinic while the remaining two stages – coaching and monitoring and evaluation – entail activities that are geared towards action, support, feedback and debrief. Through the clinic, thousands of tertiary students have been trained in entrepreneurship and new venture creation; some selected participants have been coached while others have had the opportunity to qualify for business incubation. Research limitations/implications: Although the paper discusses some achievements of the clinic in relation to enrolment and fundraising, it does not assess the impact of the clinic on the entrepreneurial competencies, intentions and initiatives of participants, hence, these issues are recommended for future research. Practical implications: The paper demonstrates that it is feasible to implement the EC methodology, irrespective of the cost and time implications that are often associated with experiential educational methodologies. However, support from university management, funding raising from internal and external sources and technical support from industry and government agencies are key to the sustainability of clinics. Originality/value: The paper adds novelty to the entrepreneurship education literature by bringing to the fore how a university in an emerging African economy is implementing and managing the EC pedagogy.
KerkoCite.ItemAlsoKnownAs: 10.1108/jsbed-02-2017-0062 10/gf62p2 2129771:8T5MIJXW 2317526:3JJTGLIK
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:achievement; F:pedagogy; P:economy; P:measurement; P:technology; R:evaluation; R:impact; T:entrepreneurship education; T:trainee; Z:Clinic; Z:Development; Z:Education; Z:Entrepreneurship; Z:Experiential; _C:Ghana GHA; publicImportV1

Using Machine Learning to Parameterize Moist Convection: Potential for Modeling of Climate, Climate Change, and Extreme Events - O'Gorman, Paul A.; Dwyer, John G. (Journal of Advances in Modeling Earth Systems, 2018)
Abstract The parameterization of moist convection contributes to uncertainty in climate modeling and numerical weather prediction. Machine learning (ML) can be used to learn new parameterizations directly from high‐resolution model output, but it remains poorly understood how such parameterizations behave when fully coupled in a general circulation model (GCM) and whether they are useful for simulations of climate change or extreme events. Here we focus on these issues using idealized tests in which an ML‐based parameterization is trained on output from a conventional parameterization and its performance is assessed in simulations with a GCM. We use an ensemble of decision trees (random forest) as the ML algorithm, and this has the advantage that it automatically ensures conservation of energy and nonnegativity of surface precipitation. The GCM with the ML convective parameterization runs stably and accurately captures important climate statistics including precipitation extremes without the need for special training on extremes. Climate change between a control climate and a warm climate is not captured if the ML parameterization is only trained on the control climate, but it is captured if the training includes samples from both climates. Remarkably, climate change is also captured when training only on the warm climate, and this is because the extratropics of the warm climate provides training samples for the tropics of the control climate. In addition to being potentially useful for the simulation of climate, we show that ML parameterizations can be interrogated to provide diagnostics of the interaction between convection and the large‐scale environment. , Plain Language Summary Small‐scale features such as clouds are typically represented in climate models by simplified physical models, and these simplified models introduce errors and uncertainties. A promising alternative approach is to use machine learning to train a statistical model to represent small‐scale processes based on output from expensive physics‐based models that better represent the small‐scale processes. Here we use idealized tests to explore the implications of incorporating a machine‐learning model of atmospheric convection in a climate model. We find that such an approach can give accurate simulations of mean climate and heavy rainfall events. The machine‐learning model does not work well for global warming if it is only trained on the current climate. However, it does work well for global warming if trained on both the current and warmer climates, and it works surprisingly well if only trained on the warmer climate. We also show that the machine‐learning model can be used to better understand the underlying physical processes. , Key Points Random‐forest parameterization of convection gives accurate GCM simulations of climate and precipitation extremes in idealized tests Climate change captured when trained on control and warm climate, or only on warm climate, but not when trained only on control climate Machine‐learning parameterizations can also be interrogated to generate diagnostics of interaction of convection with the environment

Re-visioning Technical Vocational Education and Training (TVET) for the Youth in Sub-Saharan Africa (SSA) and the Sustainable Development Goals (SDGs): Prospects and Promises Within the Framework of the Ubuntu Paradigm - Ogwo, Benjamin A. (Re-Visioning Education in Africa: Ubuntu-Inspired Education for Humanity, 2018)
Ogwo explains the concept of Ubuntu paradigm and analyses how its precepts could be adopted in designing and implementing technical vocational education and training (TVET) programmes that can enhance the attainment of the sustainable development goals (SDGs) in sub-Saharan African countries. The chapter adopts the conceptual approach of using the Ubuntu lens to re-vision technical vocational education and training (TVET), which is the fundamental means for technically acculturating the youth who will steer the sustainable development goals (SDGs) programmes towards eradicating poverty, enhancing food security, encouraging gender empowerment, improving quality of life, and sustainable progress of sub-Saharan Africa. It also examines Ubuntu-based soft skills, affective competencies, and ethical re-engineering of TVET programmes for environmentally friendly, justice-driven, people oriented and communally derived sustainable development of sub-Saharan Africa.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-70043-4_9 2129771:DZ4H7WNQ 2317526:PHI3KQ5P

Yearbook of Educational Data - Oliveira, Andre Correa de (State Department of Education of Minas Gerais, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:4BYUDHJK
Keywords: Author:OpenDevEd

Contract of Apprenticeship and Employment Generation in Nigeria - Olulu, Robinson Monday; Udeorah, Sylvester Alor F. (International Journal of Scientific Research in Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:V4H9CPPQ 2317526:TUAQ4HRU
Keywords: ⛔ No DOI found

What would make Global Skills Partnerships work in practice? - Organization for Economic Cooperation Development (OECD) (OECD Paris, 2018)
KerkoCite.ItemAlsoKnownAs: 2486141:WFQE9897

New product development process: The case of selected technical and vocational colleges in Nigeria - Oyebola, Abiodun Isaac; Olaposi, Titilayo Olubunmi; Adejuwon, Olawale Oladapo; Akarakiri, Joshua Babatunde (African Journal of Science, Technology, Innovation and Development, 2018)
© 2017 African Journal of Science, Technology, Innovation and Development. An examination of the literature reveals that studies on new product development processes have been carried out mostly in western contexts using sequential models. This study was conducted using the innovation systems approach and a sequential model to analyze new product development processes in selected technical and vocational colleges in Nigeria. Using a questionnaire survey method, the sequential model revealed that most of the respondents (91%) conceived of their products through job experience and only 4.9% conceived of product ideas through R&D, showing a weakness in science-based enquiries in the invention stages. In addition, 73.9% developed prototypes while 82.2%, 80.4%, and 69.2% conducted feasibly studies, business analyses and market surveys, respectively. These results imply capability in the commercialization stages of the sequential model. The systems of innovation approach however revealed very weak linkages with universities and R&D institutes which could have complemented lack of R&D activities in the technical and vocational colleges. While some useful and beneficial technological products have been developed in the colleges, we conclude that the use of sequential models and systems of innovation approach may bring a fresh perspective to the product development process.
KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2017.1381458 10/gf62p5 2129771:SQHSDCCC 2317526:T7FIYYQ5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:measurement; P:technology; R:questionnaire; R:survey; T:TVET; T:vocational college; Z:innovation; Z:process; Z:product development; Z:technical and vocational education; Z:technological products; publicImportV1

Looking back, moving forward: Impact and measurability of the use of educational technology - Pachler, Norbert; Turvey, Keith (Second Handbook of Information Technology in Primary and Secondary Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-53803-7_82-1 10/gf62jh 2129771:QGIJXYCC
Keywords: __C:filed:1