Students’ and teachers’ attitudes and views on employing the use of iPads in science lessons - Oliviera, Jose (University of Cambridge, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:9SLGJ8KE 257089:RNMRCJJQ

Advancing Technology and Educational Development through Blended Learning in Emerging Economies: - Ololube, Nwachukwu Prince; Tomei, Lawrence (IGI Global, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:M47S5MAA

Blended learning methods in introduction to teaching and sociology of education courses at a university of education - Ololube, Nwachukwu Prince (Advancing technology and educational development through blended learning in emerging economies, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:TFI2MYEF
Keywords: _C:Nigeria NGA; __C:filed:1; __C:scheme:1

Re-Integrating Vocational Technical Skill Acquisition into the Educational Curriculum: Capacity Building for Future Professionals - Olukanni, David O.; Aderonmu, Peter A.; Ogbiye, Adebanji S.; Akinwumi, Isaac I.; Chova, LG; Martinez, AL; Torres, IC (ICERI 2014, 2014)
One of the observable problems facing most developing nations today is the non-availability of adequately trained and well-motivated professionals with the capacity to solving problems of national development. Many University graduate professionals complain of unemployment. However, there exist substantial employment opportunities in Africa and other developing nations but the major challenge being that, the skills to match up with imminent challenges are missing. There is, therefore a need to re-integrate vocational technical skill acquisition into the Educational Curriculum for young professionals with proper mental orientation and practical skills for solving societal problems. This paper underlined the necessity of re-integrating vocational technical education (VTE) courses with special targets on sustainability and capacity building aspect of citizenry lives with a view to ascertain the empowerment of students for self employment after graduation. In a bid to achieve this, the current pedagogical approach and curriculum dynamics employed at the Architecture and Civil Engineering Department of Covenant University Ota, Nigeria was evaluated. Specific reference was made in terms of knowledge application from fabrication, construction in timber, reinforced concrete and steel to the main architectural design project. As regards the capacity building development aspect within the architectural and civil engineering education, the application of the respective vocational technical knowledge, obtained through lectures, site works and work shop practices were of major essence in collaborative design projects. It is expected that the indispensability of VTE courses for a successfully-integrated design would bind every element of the design together in different scales. In this way, the sustainability component of the designs in the studio, engineering workshop practice and energy-efficient design would be put to use. The study recommended the investigation and application of all critical elements of VTE-based curriculum development for a sustainable capacity development of emerging future professionals.
KerkoCite.ItemAlsoKnownAs: 2129771:KJHLPP9Q 2317526:GQUWIYUQ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:T; D:developing nation; F:curriculum; F:pedagogy; P:architecture; P:construction; T:TVET; T:trainee; Z:Capacity Building; Z:Educational Curriculum; Z:Future Professionals; Z:Sustainability; Z:Vocational Technical Skill; publicImportV1; ⛔ No DOI found

JiFUNzeni: a blended learning approach for sustainable teachers' professional development - Onguko, Brown Bully (The Electronic Journal of e-Learning, 2014)
KerkoCite.ItemAlsoKnownAs: 4804264:XB5MWXII
Keywords: Final_citation; cited; existing; ⛔ No DOI found

JiFUNzeni: a blended learning approach for sustainable teachers' professional development - Onguko, Brown Bully (The Electronic Journal of e-Learning, 2014)
JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was field tested though a design-based research intervention conducted in rural western Kenya. The field test included design, development and implementation of a blended learning course for teachers' professional development utilizing appropriate technologies including tablets powered by solar energy, open educational resources and open source software. One year after the intervention, there were follow-up interviews conducted with eight of the ten teachers and two PDTs who participated in the research. The findings from the follow-up interviews shared in this paper revealed that: teachers still used cooperative learning and activity-based learning strategies in their teaching. The PDTs on the other hand designed, developed and implemented one other jiFUNzeni blended learning course for twelve teachers in one school in Korogocho in Nairobi city. Implementation by PDTs of jiFUNzeni approach confirmed that they had learned through a sustainable way of delivering professional development in challenging educational contexts. The PDTs utilized the instructional design approaches learned through their participation in the research in designing blended learning content, while they also innovated new ways of developing self-study content as an important creative addition to what they had previously learned. Two teenage children participated in digital content development by advising the PDTs on more efficient ways of applying technology attesting to the fact that digital natives are important reciprocal supporters to digital immigrants and vice versa. [PUBLICATION ABSTRACT]
Place: Kidmore End Publisher: Academic Conferences International Limited KerkoCite.ItemAlsoKnownAs: 2339240:YMBURAH4 2534378:7WCVV8XM 2534378:DW5I8PW4 2534378:T6RRJMGR
Keywords: Cooperative learning; Distance learning; Education–Computer Applications; Internet; Kenya; Sustainability; Training; __:import:01; __:match:final; __:matched; __:study_id:2096405; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

About the size of Google Scholar: playing the numbers - Orduña-Malea, Enrique; Ayllón, Juan Manuel; Martín-Martín, Alberto; López-Cózar, Emilio Delgado (arXiv preprint arXiv:1407.6239, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:Z6HDYWFS
Keywords: ⛔ No DOI found

The silent fading of an academic search engine: the case of Microsoft Academic Search - Orduña-Malea, Enrique; Martín-Martín, Alberto; Ayllon, Juan M.; López-Cózar, Emilio Delgado (Online information review, 2014)
Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/OIR-07-2014-0169 2129771:CGK7HJEQ

Implementation science in school mental health: Key constructs in a developing research agenda - Owens, Julie Sarno; Lyon, Aaron R.; Brandt, Nicole Evangelista; Masia Warner, Carrie; Nadeem, Erum; Spiel, Craig; Wagner, Mary (School mental health, 2014)
Publisher: Springer

Pharmacists, Pharmacy Training and Mental Health Care Provision in Ghana - Owusu-Daaku, Frances (Pharmacy Education, 2014)
Background: Generally, mental health care seeking in Ghana, a small, very religious West African nation of about 25 million people, is a pluralistic phenomenon, fraught with stigma. The advent of biomedical medicines, with pharmacists involved in providing medicines for mental health care, has somewhat lessened this stigma. Context: Has the pharmacy curriculum in Ghana adequately prepared students to be part of a mental health team? What is the attitude of pharmacy students and pharmacists towards mental health provision? Will the passage of the Mental Health Bill make any impact on pharmacists' role in mental health? Answers to these questions are explored by examining literature and relevant institutional documents Evaluation: Minimal attention has been paid to the training of pharmacists in the provision of mental health care, especially in Ghana. It is recommended that pharmacists themselves and related bodies collaborate to make effective use of this neglected potential.
KerkoCite.ItemAlsoKnownAs: 2129771:QHNMBMY8 2317526:F7FDC49G
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:attitude; F:curriculum; P:health; P:measurement; P:media; R:impact; T:Ausbildung; Z:Pharmacists; Z:mental health; Z:pharmacy training; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Metadata quality issues in learning repositories - Palavitsinis, Nikos (2014)
Metadata lies at the heart of every digital repository project in the sense that it defines and drives the description of digital content stored in the repositories. Metadata allows content to be successfully stored, managed and retrieved but also preserved in the long-term. Despite the enormous importance of metadata in digital repositories, one that is widely recognized, studies indicate that what is defined as metadata quality, is relatively low in most cases of digital repositories. Metadata quality is loosely defined as "fitness for purpose" meaning that low quality of metadata means that metadata cannot fulfill its purpose which is to allow for the successful storage, management and retrieval of resources. In practice, low metadata quality leads to ineffective searches for content, ones that recall the wrong resources or even worse, no resources which makes them invisible to the intended user, that is the "client" of each digital repository. The present dissertation approaches this problem by proposing a comprehensive metadata quality assurance method, namely the Metadata Quality Assurance Certification Process (MQACP). The basic idea of this dissertation is to propose a set of methods that can be deployed throughout the lifecycle of a repository to ensure that metadata generated from content providers are of high quality. These methods have to be straightforward, simple to apply with measurable results. They also have to be adaptable with minimum effort so that they can be used in different contexts easily. This set of methods was described analytically, taking into account the actors needed to apply them, describing the tools needed and defining the anticipated outcomes. In order to test our proposal, we applied it on a Learning Federation of repositories, from day 1 of its existence until it reached its maturity and regular operation. We supported the metadata creation process throughout the different phases of the repositories involved by setting up specific experiments using the methods and tools of the MQACP. Throughout each phase, we measured the resulting metadata quality to certify that the anticipated improvement in metadata quality actually took place. Lastly, through these different phases, the cost of the MQACP application was measured to provide a comparison basis for future applications. Based on the success of this first application, we decided to validate the MQACP approach by applying it on another two cases of a Cultural and a Research Federation of repositories. This would allow us to prove the transferability of the approach to other cases the present some similarities with the initial one but mainly significant differences. The results showed that the MQACP was successfully adapted to the new contexts, with minimum adaptations needed, with similar results produced and also with comparable costs. In addition, looking closer at the common experiments carried out in each phase of each use case, we were able to identify interesting patterns in the behavior of content providers that can be further researched. The dissertation is completed with a set of future research directions that came out of the cases examined. These research directions can be explored in order to support the next version of the MQACP in terms of the methods deployed, the tools used to assess metadata quality as well as the cost analysis of the MQACP methods.
EdTechHub.ItemAlsoKnownAs: 2129771:6DA8YLAK
Keywords: __C:filed:1; ⛔ No DOI found

USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Kisumu Information and Communication Technology (ICT) Intervention. Endline Report. - Piper, B.; Kwayumba, D. (Research Triangle Institute (RTI), 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:ILKMBDCW 257089:JCXSW352

The Primary Math and Reading Initiative (PRIMR). Kisumu information and communication technology (ICT) intervention endline report. Prepared under the USAID EdData II - Piper, B.; Kwayumba, D. (2014)
Place: Research Triangle Park, NC Publisher: RTI International
Keywords: ⛔ No DOI found

"The Primary Math and Reading (PRIMR) Initiative: Endline Impact Evaluation." In - Piper, B.; Mugenda, A. (RTI International, Research Triangle, 2014)
Place: Park, NC
Keywords: ⛔ No DOI found

Early Grade Mathematics Assessment (EGMA) toolkit - Platas, L.M.; Ketterlin-Gellar, L.; Brombacher, A.; Sitabkhan, Y. (RTI International, 2014)

The Impact of TVET on Ghana's Socio-Economic Development: A Case Study of ICCES TVET Skills Training in Two Regions of Ghana - Pongo, NA; Effah, B; Osei-Owusu, B (American International Journal of Contemporary Research, 2014)
Integrated Community Centre for Employable Skills (ICCES) is an agency under the Ministry of Employment and Social Welfare with policy objective of filling the gap in employment generation by developing the young human resources in line with the poverty alleviation goal of the government of Ghana. The purpose of the study was to find out how the ICCES training programmes are achieving their purpose of increasing access of young person’s to skills acquisition and empowerment for productive employment. To harness the needed information, questionnaire, interview and observation, were employed in gathering data from the subjects. The results suggest that participants in the survey had all conferred that the programmes have being helpful to the communities in securing suitable employment that allows them to generate income within the social, family and financial constraints that they face in their communities and as such their social and economic status has being impacted positively.
zotzenLib.CopiedFrom: 2317526:SLL6D8NZ KerkoCite.ItemAlsoKnownAs: 2129771:FKCXFHEC 2317526:SLL6D8NZ UTI-9E621596-0265-3D22-B861-388E2D68C9B9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Ghana; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:leadership; P:economy; P:technology; R:case study; R:impact; T:TVET; T:Training; publicImportV1; ⛔ No DOI found

MobiLiteracy-Uganda program phase 1: Endline report - Pouezevara, Sarah; King, S. (RTI International, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:5ZTCVLGW 4804264:2MWWKC2V
Keywords: Final_citation; cited; existing

Educational Technology Topic Guide - Power, Tom (2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:8WY3UUCX 2129771:CM5HB782 2129771:U82KRZAA 257089:BQNAW6PN 261495:H7X3RNJG
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Chile CHL; _C:Congo XCO; _C:Egypt EGY; _C:Ethiopia ETH; _C:Ghana GHA; _C:Guinea GIN; _C:Haiti HTI; _C:India IND; _C:Jamaica JAM; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Malawi MWI; _C:Mali MLI; _C:Mozambique MOZ; _C:Myanmar MMR; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Peru PER; _C:Philippines PHL; _C:Qatar QAT; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:Somalia SOM; _C:South Africa ZAF; _C:South Sudan SSD; _C:State of Palestine PSE; _C:Sudan SDN; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Educational Technology Topic Guide - Power, Tom; Gater, Rosalind; Grant, Catherine; Winters, Niall (Health and Education Advice Resource Team, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 4804264:ZAQ53EJ6
Keywords: CitedIn:OER4Schools-HHH3; Final_citation; Important; cited; existing; lit review

Improving Educational Quality Through Enhancing Community Participation: Results From a Randomized Field Experiment in Indonesia. - Pradhan, Menno; Suryadarma, Daniel; Beatty, Amanda; Wong, Maisy; Gaduh, Arya; Alisjahbana, Armida; Artha, Rima Prama (American Economic Journal: Applied Economics, 2014)

Supporting transition or playing catch-up in Grade 4? Implications for standards in education and training - Pretorius, Elizabeth J (Perspectives in Education, 2014)
This paper describes an intervention programme that was originally intended to support transition to English as language of learning and teaching (LoLT) in Grade 4 in a township school, using a pre- and post-test design. Because the pre-tests revealed very poor literacy levels in both Zulu home language and English, the intervention programme was modified in an attempt to fast-track the learners to literacy levels more appropriate to their grade. This paper outlines the intervention, presents the pre- and post-test results of the English literacy assessments, reflects on the effects of the intervention, and briefly considers some of the reasons for the initial poor literacy performance. Finally, a model for literacy development in high-poverty contexts is proposed to minimise the need to play catch-up in the Intermediate Phase.
KerkoCite.ItemAlsoKnownAs: 2129771:HJP78N5X 2486141:XWUEP2M8
Keywords: _Added to LR; _T:reviewed; ⛔ No DOI found

Editor’s comments: the ions of theory construction - Rivard, S. (MIS Quarterly, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:6APAHYHH 2486141:2VJB4E9F
Keywords: ⛔ No DOI found

The Permanent Textbook Hypothesis: School Inputs and Student Outcomes in Sierra Leone [Policy Research Working Paper] - Sabarwal, S.; Evans, D.; Marshak, A. (World Bank, 2014)
Keywords: _C:Sierra Leone SLE

The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone - Sabarwal, Shwetlena; Evans, David K.; Marshak, Anastasia (Washington, DC : World Bank, Education Global Practice Group & Africa Region, Office of the Chief Economist, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:MVW7YCWN 2405685:QFBK2Z4L
Keywords: _C:Sierra Leone SLE

The Permanent Input Hypothesis : The Case of Textbooks and (No) Student Learning in Sierra Leone - Sabarwal, Shwetlena; Evans, David; Marshak, Anastasia (World Bank, 2014)
zotzenLib.CopiedFrom: 2486141:I9HUDQR5 KerkoCite.ItemAlsoKnownAs: 2129771:9NIZEZZI 2486141:I9HUDQR5
Keywords: _C:Sierra Leone SLE

Supporting Change in Literacy Instruction in Malawi - Sailors, Misty; Hoffman, James V.; Pearson, P. David; McClung, Nicola; Shin, Jaran; Phiri, Liveness Mwale; Saka, Tionge (Reading Research Quarterly, 2014)
In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes.
shortDOI: 10/ggvk3t KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.70 10/ggvk3t 2129771:7UI2KR9V 2339240:FPRQN6RV 2405685:IVTVDACJ
Keywords: Adult; C:Malawi; Childhood; Coaching; Decoding; Discussion; Early childhood; English as a second language; English for speakers of other languages; English language learners; English learners; Experimental; Fairy tales; Family literacy; Home language; Home-school connections; In-service; Instructional models; Language learners; Literature; Literature-based instruction; Oral language; Parental involvement; Phonics; Program evaluation; Reading strategies; Research methodology; School based; Sight words; Sociocultural; Socioeconomic factors; Strategies; Supplementary resources; Teacher education; Textbooks; _C:Botswana BWA; _C:Fiji FJI; _C:France FRA; _C:Israel ISR; _C:Kenya KEN; _C:Malawi MWI; _C:Singapore SGP; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; and materials; folk tales; methods; phonemic awareness; phonological awareness; professional development; quasi-experimental; word recognition

Wired citizenship: youth learning and activism in the Middle East - Sakr, Rehab; Herrera, Linda (2014)
"Wired Citizenship examines the evolving patterns of youth learning and activism in the Middle East and North Africa (MENA). In todays digital age, in which formal schooling often competes with the peer-driven outlets provided by social media, youth all over the globe have forged new models of civic engagement, rewriting the script of what it means to live in a democratic society. As a result, state-society relationships have shifted never more clearly than in the MENA region, where recent uprisings were spurred by the mobilization of tech-savvy and politicized youth.Combining original research with a thorough exploration of theories of democracy, communications, and critical pedagogy, this edited collection describes how youth are performing citizenship, innovating systems of learning, and re-imagining the practices of activism in the information age. Recent case studies illustrate the context-specific effects of these revolutionary new forms of learning and social engagement in the MENA region"–
OCLC: 871782052

Meta-Analysis With Complex Research Designs: Dealing With Dependence From Multiple Measures and Multiple Group Comparisons - Scammacca, Nancy; Roberts, Greg; Stuebing, Karla K. (Review of Educational Research, 2014)
Previous research has shown that treating dependent effect sizes as independent inflates the variance of the mean effect size and introduces bias by giving studies with more effect sizes more weight in the meta-analysis. This article summarizes the different approaches to handling dependence that have been advocated by methodologists, some of which are more feasible to implement with education research studies than others. A case study using effect sizes from a recent meta-analysis of reading interventions is presented to compare the results obtained from different approaches to dealing with dependence. Overall, mean effect sizes and variance estimates were found to be similar, but estimates of indexes of heterogeneity varied. Meta-analysts are advised to explore the effect of the method of handling dependence on the heterogeneity estimates before conducting moderator analyses and to choose the approach to dependence that is best suited to their research question and their data set.

Empowering Individuals to Empower the Nation Nigeria - Sharehu, A; Achor, E (National Association for Science, Humanities & Education Research Journal, 2014)
This paper examined strategies of empowering individuals to empower the nation with focus on Technical and Vocational Education Training (TVET), Entrepreneurship Education (EE) and Information Communication Technology (ICT). It is established that from history TVE was not given its prominent place and that may have accounted for the slow and lagging nature of advancement in TVE. Consequently, future progress will be determined by the level of empowerment given to individuals in schools which is predicated upon level of empowerment of TVE teachers themselves. A number of strategies were identified as possible options for empowering learners and youths in Nigeria. Some of them include combining TVE with academic work till end of secondary education, vocationalisation, and work experience programmes (eg SIWES, youth apprenticeship and school based experience) and adjusting to effects of advance technology among others. With government’s political will and schools and teachers prepared for change, much could be achieved in empowering the nation.
KerkoCite.ItemAlsoKnownAs: 2129771:7WQEPFKI 2317526:YBZRX3IR
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:ICT; T:TVET; T:apprenticeship training; T:entrepreneurship education; publicImportV1; ⛔ No DOI found

Promotion of PV Uptake and Sector Growth in Kenya through Value Added Training in PV Sizing, Installation and Maintenance - Simiyu, Justus; Waita, Sebastian; Musembi, Robinson; Ogacho, Alex; Aduda, Bernard (Energy Procedia, 2014)
Abstract Sub-Saharan Africa, and more specifically the East African region, has the lowest rates of access to electricity in the world. On average, at most 15% of the rural population has access to electricity. Rural households and remote institutions use traditional energy sources such as charcoal, firewood, kerosene and diesel for generator sets, batteries and dry cell batteries. On the other hand, the region is one of the most promising in the world in economic development with growth levels being high and market saturation is a far away future problem. This growth has however been hampered by several factors with lack of energy being one of them. Kenya being one of the countries in the region faces a similar problem with the traditional sources of hydro facing weather related challenges. The situation is more wanting in the rural setting having only achieved electrification rates of between 5 and 10%. The rural being where the majority of low-income earning groups reside is further compounded with large geographical imbalance in electricity demand and supply. The main challenge to adopting pv utilization however, is lack of local capacity to handle the uptake all the way from solar home systems to grid connected and hybrid systems. According to Kenya Renewable Energy Association (KEREA), it is estimated that between 800 and 1000 pv technicians have been in practice since this sector started in Kenya in the late eighties, majority of them having the basic skills but no formal training to provide the service. They however have been offering necessary service to end-users and are hence an important aspect in the pv sector as a whole. Currently the pv (mainly SHS) comprise an over the counter trade system which provides loopholes when it comes to quality of products and installation. To safeguard the quality and safety of installations, formal training has to be incorporated in the system.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.egypro.2014.10.290 10/gf62p8 2129771:VFFH9ZCF 2317526:W57PZ89F
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; A:Sub-Saharan Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:access; P:culture; P:economy; P:electro; P:services; P:technician; T:Training; Z:Pv training; Z:cultural acceptance; Z:value addition; publicImportV1

Empirical development economics - Söderbom, Måns; Teal, Francis; Eberhardt, Markus; Quinn, Simon; Zeitlin, Andrew (Routledge, 2014)

Public Administration Training and Development in Africa: The Case of the Republic of South Africa - Subban, Mogie; Vyas-Doorgapersad, Shikha (Journal of Public Affairs Education, 2014)
South Africa is a developmental state that suffers from a lack of management capacity in the public service. Hence, a national imperative focuses on addressing talent management and building a cohort of qualified and competent public servants. The synergistic link between public sector management and the content of public administration can be associated with and contribute to addressing critical skills shortages in the public service. Training in this regard with the demand for and supply of competent managers raises some serious consideration. Given that academicians and scholars often criticize the history and evolution of education and training in public administration as being overly administrative and outdated, how has the need for a transformative management-governance context advanced in South Africa? In this regard, a range of "soft skills" deemed necessary for the developmental agenda in South Africa is a focal point of contemporary public administration. From a training perspective, methodologies include problem-based learning, performance-oriented and situation-emergent training, project management approach to managerial problems, and emphasis placed on indigenous management knowledge in a developmental context. We hope that these innovative approaches would address the wide managerial gap in the public administration environment.
KerkoCite.ItemAlsoKnownAs: 10.1080/15236803.2014.12001804 10/gf622g 2129771:U9QT565G 2317526:JN7MMLM7 LOCAL-WOS:000410029600006
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; P:administration; P:environment; P:service industry; T:Ausbildung; Z:action learning; Z:capacity; Z:developmental state; Z:new public governance; publicImportV1

Effects of Classroom Physical Environment on the Academic Achievement Scores of Secondary School Students in Kohat Division, Pakistan - Suleman, Qaiser; Hussain, Dr Ishtiaq (2014)
The purpose of the paper was to examine the effects of classroom physical environment on the academic achievement scores of secondary school students. All the students studying at secondary school level in Kohat Division, Pakistan constituted the population of the study. The study was delimited to the students of class 09 of Govt. High School Khurram (Karak). Forty students from class 09 of the same school were selected as sample through simple random sampling technique. The study was experimental in nature and therefore “Pre-test-Post-test Equivalent Groups Design ” was used. Statistical data was collected through pre-test and post-test technique. Statistical tools i.e., mean, standard deviation and differences of means were calculated for each group. Significance of the difference between the mean scores of the experimental and control groups was tested at 0.05 level of confidence by applying t-test. After analysis, it was concluded that classroom favorable environment has a significant positive effect on the academic achievement scores of secondary school students. The students of experimental group showed better performance as compared to the students of control group. Based on findings, it was recommended that classroom physical environment should be well-organized, equiped and facilitated.
KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v4i1.5174 2129771:URN8ZGT9 4682641:CALKSHUF
Keywords: BE:LMIC; BE:RELEVANT

Progressive Transformative Teacher Education in Cameroon - Tchombe, T.M. (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:QAYBZIQQ 2292089:7WIEFX5T
Keywords: :C:Cameroon; Cited; RRQ1:High; RRQ2:Medium; ⛔ No DOI found

A mixed-methods investigation of instructional coaching for teachers of diverse learners - Teemant, A. (Urban Education, 2014)

Applications of Remote Sensing in Horticulture, being key note address to the 32nd Annual Conference of the Horticultural Society of Nigeria (HORTSON - Tudunwada, I.Y. (Federal university of Agriculture, 2014)

The Nigerian Agricultural Sector: Issues & Challenges - Tudunwada, I.Y. (8th Annual Conference of National Council of Local Governments Departments of Agriculture, 2014)
Keywords: ⛔ No DOI found

Effect of Land Cover on Normalized Difference Vegetation Index (NDVI) Dynamics in Falgore Game Reserve, Kano, Nigeria - Tudunwada, I.Y.; Momale, S.B. (Journal of Agricultural Technology, 2014)
ISBN: 1111-0905
Keywords: ⛔ No DOI found

Teaching and learning: achieving quality for all - UNESCO (UNESCO Publishing, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:L7BYMPGX 2129771:VSDHHN2M 2317526:84RYDD8Q 2317526:ANC99CQF 261495:N6VKK8WW
Keywords: AWP2; AWP2-actual; CitedIn:AKFC; CitedIn:OER4S-TPE-HHH2; CitedIn:OER4Schools-2012-HHH1; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; EfA; GMR; RPF-May-2016; _C:Afghanistan AFG; _C:Albania ALB; _C:Algeria DZA; _C:Andorra AND; _C:Angola AGO; _C:Antigua and Barbuda ATG; _C:Argentina ARG; _C:Armenia ARM; _C:Artsakh XARTH; _C:Australia AUS; _C:Austria AUT; _C:Azerbaijan AZE; _C:Bahamas BHS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belarus BLR; _C:Belgium BEL; _C:Belize BLZ; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Bosnia and Herzegovina BIH; _C:Botswana BWA; _C:Brazil BRA; _C:Brunei Darussalam BRN; _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:Congo; Republic COG; _C:Costa Rica CRI; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Czech Republic CZE; _C:Denmark DNK; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Equatorial Guinea GNQ; _C:Eritrea ERI; _C:Estonia EST; _C:Ethiopia ETH; _C:Federated States of Micronesia FSM; _C:Fiji FJI; _C:Finland FIN; _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:Guinea-Bissau GNB; _C:Guyana GUY; _C:Haiti HTI; _C:Honduras HND; _C:Hungary HUN; _C:Iceland ISL; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Ivory Coast CIV

UNEVOC World TVET Database: Uganda - UNESCO-UNEVOC (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:UQ6LJ4WG 2317526:EMWFCMYD
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Girls' education and gender equality - Unterhalter, Elaine; North, Amy; Arnot, Madeleine; Lloyd, Cynthia; Moletsane, Lebo; Murphy-Graham, Erin; Parkes, Jenny; Saito, Mioko (Department for International development, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:3HUFEXSF 2129771:ICZU39G6
Keywords: ⛔ No DOI found

National Learning Assessment 2014 test Booklet - Uwezo Kenya (Twaweza, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:KPYQNRZT 2486141:BRK2CASN

Building and Strengthening National Systems for Early Childhood Development - Vargas-Barón, Emily (Handbook of early childhood development research and its impact on global policy, 2014)

Non-linear density wave solutions for different models of galaxies - Vukcevic, M. (Monthly Notices of the Royal Astronomical Society, 2014)
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/mnras/stu592 2129771:9VBWX2ID

Reading for pleasure in paradise: paired reading in Antigua and Barbuda - Warrington, Molly J; George, Patricia (Literacy, 2014)
Reading for pleasure is essential in the development of literacy. This paper reports on findings from a paired reading strategy introduced into primary schools in Antigua and Barbuda in order to foster children's pleasure in reading. This programme of cross‐age peer tutoring intervention began with the training of teachers in a small group of seven schools and was extended to all the schools on the islands in the following year. Qualitative research data from children and teachers showed that children were enthusiastic about the experience, with some evidence to show that their wider interest in reading was stimulated. Although for the pupils, particularly the younger ones, the main benefit of shared reading was perceived to be an improvement in reading skills, for teachers, it was the increase in children's confidence in reading that was cited as the most positive outcome. Although resource constraints in some schools did limit the scope of the programme, the paper argues that it boosted the reading development of a number of children and may have acted as a catalyst for stimulating a lasting pleasure and joy in reading.
KerkoCite.ItemAlsoKnownAs: 10.1111/lit.12020 2129771:DITIZ22Y 2486141:L95CYS5W
Keywords: _Added to LR; _T:reviewed

The Journey to Scale: Moving Together Past Digital Health Pilots - Wilson, Kate; Gertz, Beth; Arenth, Breese; Salisbury, Nicole (PATH, 2014)
KerkoCite.ItemAlsoKnownAs: 4804264:U4JLI2KP
Keywords: Final_citation; cited; existing

English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobile phones in Bangladesh - Woodward, Clare; Griffiths, Malcolm; Solly, Mike (Innovations In The Continuing Professional Development Of English Language Teachers, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:PR4JTY27 2405685:VLPHGQ5H
Keywords: C:Bangladesh; _C:Afghanistan AFG; _C:Argentina ARG; _C:Australia AUS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Brazil BRA; _C:Bulgaria BGR; _C:Cameroon CMR; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Croatia HRV; _C:Czech Republic CZE; _C:Djibouti DJI; _C:Dominican Republic DOM; _C:Ethiopia ETH; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Italy ITA; _C:Japan JPN; _C:Kazakhstan KAZ; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Lithuania LTU; _C:Malaysia MYS; _C:Mali MLI; _C:Mexico MEX; _C:Mongolia MNG; _C:Montenegro MNE; _C:Namibia NAM; _C:Oman OMN; _C:Pakistan PAK; _C:Poland POL; _C:Romania ROU; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Turkey TUR; _C:Ukraine UKR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Uzbekistan UZB; _C:Yemen YEM; __C:filed:1; __C:scheme:1

English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobilephones in Bangladesh - Woodward, Clare; Griffiths, Malcolm; Solly, Mike (Innovations In The Continuing Professional Development Of English Language Teachers, 2014)
zotzenLib.CopiedFrom: 2405685:VLPHGQ5H KerkoCite.ItemAlsoKnownAs: 2129771:SECCZTPF 2405685:VLPHGQ5H
Keywords: C:Bangladesh

Revitalizing Education Development in Sierra Leone (REDISL) Project - World Bank (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:GFXZQ5YD 2405685:8ISYUKP9
Keywords: _C:Sierra Leone SLE

Career challenges in construction craft training in technical vocational education and training in Ghana - Yangben, PN; Seniwoliba, JA (2014)
The study examined the challenges of the Pilot Training Centre (PTC) at the National Vocational Training Institute (NVTI) at Kokomlemle, a suburb of Accra in the training of tradesmen for the construction industry. A descriptive survey design was used for the study. The population consists of tutors, current students and past students of the PTC/NVTI and contractors within the Accra Metropolis. The sample comprised ten tutors, fifteen past students, one hundred and ten currents and ten contractors were randomly selected from the PTC and contractors. A set of questionnaire was prepared and used for collecting data for the study. The data were analyzed using the descriptive statistics from the Statistical Package for Social Scientist (SPSS 16 version).For many years, technical and vocational education in Africa has been considered as a career path for the less academically endowed. This perception has been fuelled by the low academic requirements for admission into TVET programmes and the limited prospects for further education and professional development. Worse of all, the impression is sometimes created by governments that the primary objective of the vocational education track is to keep dropouts from the basic and senior high school system off the streets, rather than project this type of training as an effective strategy to train skilled workers for the employment market. However, 84.3% of the respondents refuted the assertion and only 15.7% supported the assertion. Based on these findings on the career challenges TVET trainees face, it was recommended that training institutions should be well resourced by the collective efforts of government and all other stakeholders so that training programmes can achieve their set objectives. Training providers should liaise with those in the industry so that in-service training activities could be organized which would enrich students with the right skills for the job market. There should be a clear cut for technical students climbing the academic ladder without bottlenecks.
KerkoCite.ItemAlsoKnownAs: 2129771:3G4FCKWH 2317526:6SPWM8TL UTI-BB8248E6-3B00-36D8-B42C-02FDB191916A
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:construction; P:crafts; P:nature; Q:masters; T:Educação profissionalizante; T:TVET; T:Training; T:career; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology - Ivala, Eunice; Gachago, Daniela; Condy, Janet; Chigona, Agnes (Journal of Education and Training Studies, 2014)
Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.
Publisher: Redfame Publishing Inc, 9450 SW Gemini Drive #99416, Beaverton, OR 97008 KerkoCite.ItemAlsoKnownAs: 10.11114/jets.v2i1.286 2405685:ECTD3I55 2534378:IEFUXYHR 2534378:KPXZTCDD
Keywords: Case Studies; Cognitive Processes; College Faculty; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Focus Groups; Foreign Countries; Higher Education; Personal Narratives; Postsecondary Education; Preservice Teachers; Professional Development; Qualitative Research; Reflection; Skill Development; South Africa; Story Telling; Teaching Methods; Technology Uses in Education; Video Technology; __:import:02; __:match:final; __:matched; __:study_id:2096367; __finaldtb

The Role of General Public in the Development of Technical and Vocational Education in Primary Schools in Eldoret Municipality, Kenya - Simiyu, John Wanyonyi; Sambu, Lenah (International Journal of Humanities and Social Science, 2014)
The study sought to examine the role the general public play in the development of technical and vocational education in Primary schools. These subjects were: Home science, Art and Craft and Agriculture as offered in Primary schools in the urban and rural setting of Eldoret Municipality and the surrounding areas in Kenya A random sample of eight (8) schools was selected for the study. The respondents included eighty (80) standard eight (Std VIII) pupils, thirty-one (31) teachers and ten (10) parents of the pupils studying these subjects. From the study, a large proportion of the respondents, most of whom were made up of teacher-respondents, affirmed that the local communities were supposed to contribute to the provision of equipment and facilities in the development of technical and vocational education in Primary schools while some of them indicated that the communities were supposed to establish and manage the schools. As such, parents and the general public should be sensitized on the importance of technical and vocational component in the Primary school curriculum so that they can give it the support it deserves be it materially or morally in the task of national development. In addition, the government makes the technical and vocational subjects more attractive by providing adequate facilities and resources to Primary schools. The informal sector of the economy should be strongly supported so as to attract Primary school-leavers who achieve relevant practical skills. The study is useful to all education stakeholders as it highlights the need to incorporate socio-economic contextual factors in improving performance in technical and vocational subjects in individual schools.
KerkoCite.ItemAlsoKnownAs: 2129771:4JQIR44W 2317526:78FRJHVU
Keywords: ⛔ No DOI found

Impact of training on teachers competencies at higher education level - Aziz, Fakhra (Researchers World – Journal of Arts Science & Commerce, 2014)
The present survey study aimed to diagnose the impact of training on teachers competencies. The study was of descriptive nature. The Competencies of teachers having no training and trained teachers were compared. Teachers Competencies Measurement Scale (TCMS) was used to compare competencies of both cohorts. To measure the impact of FPDP (a training program) on teacher competencies three categories of competencies: pedagogical, assessment & management and research competencies were made. After applying descriptive statistics, t -test was used to find out the difference. Trained teachers showed a significant difference in pedagogical competencies, management and assessment competencies and research competencies. It depicts that in all the categories trained teachers were more competent than teachers having no training were The present study suggests that training program of this type should be continue to enhance the teachers competencies. Keywords: Competencies, Pedagogical competencies, Assessment & Management competencies, Research competencies, Professional development
Keywords: ⛔ No DOI found

Teacher Education in Anglophone West Africa: Does Policy Match Practice? - Colley, Kabba E. (Annual Review of Comparative and International Education 2014, 2014)
This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are “add-on,” meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.
KerkoCite.ItemAlsoKnownAs: 10.1108/S1479-367920140000025015 2129771:U856MG7D 2563312:V69FFIIA 2601447:6FYR4QUB 2601447:EQFITIBE 4556019:77YKCJ3V
Keywords: Education; Policy; Supply; Teacher; Training; West Africa

Evaluating the impact of teacher professional development: an evidence-based framework - King, Fiona (Professional Development in Education, 2014)
Does teacher professional development make a difference? How do we know? While researchers and policy-makers acknowledge that teacher professional development (PD) needs to be assessed and evaluated, there is often little clarity as to how this can be achieved. Evaluation of teacher PD by schools has been described as the weak link in the PD chain despite it being linked with improved PD experiences and pupil outcomes. A lack of skills and tools to carry out such evaluations may be contributing to this or indeed it may be linked to how PD is conceptualized. This article explores extant literature and models of evaluation revealing gaps in existing evaluation frameworks. Resulting from this a provisional PD evaluation framework was developed for use in a study that set out to formally evaluate the impact of a PD initiative on teachers’ professional learning in five urban primary disadvantaged schools in the Republic of Ireland. Following application within this study, the framework was critiqued and revised. This resulted in a new PD Impact Evaluation Framework that may support teachers, schools, departments and policy-makers to carry out systematic and focused evaluations of teacher PD.
KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.823099 10/gfw2mh 2129771:ER4FLQXR 2129771:ZA2PQ6CN 2405685:EUPCICWT 261495:F85CK3N5
Keywords: C:Ireland

Conjecture Mapping: An Approach to Systematic Educational Design Research - Sandoval, William (Journal of the Learning Sciences, 2014)
Design research is strongly associated with the learning sciences community, and in the 2 decades since its conception it has become broadly accepted. Yet within and without the learning sciences there remains confusion about how to do design research, with most scholarship on the approach describing what it is rather than how to do it. This article describes a technique for mapping conjectures through a learning environment design, distinguishing conjectures about how the design should function from theoretical conjectures that explain how that function produces intended outcomes.
Publisher: Routledge _eprint: https://doi.org/10.1080/10508406.2013.778204

World Yearbook of Education 2014: Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education - Fenwick, Tara; Mangez, Eric; Ozga, Jenny (Routledge, 2014)
This latest volume in the World Yearbook of Education Series focuses on a major and highly significant development in the governing of education across the globe: the use of knowledge-based technologies as key policy sources. A combination of factors has produced this shift: first, the massive expansion of technological capacity signalled by the arrival of ‘big data’ that allows for the collection, circulation and processing of extensive system knowledge. The rise of data has been observed and discussed extensively, but its role in governing and the rise of comparison as a basis for action is now a determining practice in the field of education. Comparison provides the justification for ‘modernising’ policy in education, both in the developed and developing world, as national policy makers (selectively) seek templates of success from the high performers and demand solutions to apparent underperformance through the adoption of the policies favoured by the likes of Singapore, Finland and Korea. In parallel, the growth of particular forms of expertise: the rise and rise of educational consultancy, the growth of private (for profit) involvement in provision of educational goods and services and the increasing consolidation of networks of influence in the promotion of ‘best practice’ are affecting policy decisions. Through these developments, the nature of knowledge is altered, along with the relationship between knowledge and politics. Knowledge in this context is co-constructed: it is not disciplinary knowledge, but knowledge that emerges in the sharing of experience. This book provides a global snapshot of a changing educational world by giving detailed examples of a fundamental shift in the governing and practice of education learning by: • Assessing approaches to the changing nature of comparative knowledge and information • Tracking the translation and mobilisation of these knowledges in the governing of education/learning; • Identification of the key experts and knowledge producers/circulators/translators and analysis of how best to understand their influence; • Mapping of the global production of these knowledges in terms of their range and reach the interrelationships of actors and their effects in different national settings. Drawing on material from around the world, the book brings together scholars from different backgrounds who provide a tapestry of examples of the global production and national reception and mediation of these knowledges and who show how change enters different national spaces and consider their effects in different national settings.
Google-Books-ID: ozDGBQAAQBAJ
Keywords: Education / Educational Policy & Reform / General; Education / General; Education / Higher

Roles and student identities in online large course forums: Implications for practice - Baxter, Jacqueline Aundree; Haycock, Jo (The International Review of Research in Open and Distributed Learning, 2014)
The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity.
shortDOI: 10/ghgn5q KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v15i1.1593 10/ghgn5q 2129771:8N92DBJR 2405685:ZWM6856B
Keywords: C: United Kingdom; e-learning; higher education; online forums; online identities; online learning

Children, Learning and Chronic Natural Disasters: How Does the Government of Dominica Address Education During Low-Intensity Hurricanes? - Serrant, Ted Donaldson (2014)
By the time today’s Grade K students graduate high school in the Commonwealth of Dominica, they will have experienced five major and many low-intensity hurricanes (LIH). Between August and November each year, each hurricane, major or low-intensity, represents a major threat to their safety and schooling. This mixed-method case study investigated how the Government of the Commonwealth of Dominica (GOCD) addressed education during low-intensity hurricanes. I identified and discussed government’s assertions, actions and consequences associated with education and LIH. I reviewed ten official documents to identify government’s policies and assertions about education and LIH. I interviewed nine key senior or elite officers in the Ministries of Finance, Public Works and Education responsible for handling low-intensity hurricanes to identify their perspectives and actions. I also interviewed ten school principals who experienced Hurricane Dean in 2007 and Hurricane Ophelia in 2011 on their experiences and perspectives. Finally, I inspected ten school buildings to assess the extent to which repairs adhered to building codes and standards as mitigation strategy for LIH. Theoretically, this study proposed an adaptive developmental approach as an anticipatory approach that sustainably incorporates LIH into educational development, planning and operations. Results of this study indicated that government and its agencies adopted a response-recovery approach based on the perception of disasters as “Acts of God” and insufficient local funds to address them. This resulted in proposed externally-based funding strategies that have not been implemented since announced in 2006. There appears to be the desire to shift to anticipatory mitigation-risk reduction approaches rather than the present response-recovery approach. This would have to be articulated in language that is binding. Institutional and administrative frameworks for addressing low-intensity hurricanes and education were described as not meeting their mission and objectives. The result was a set of administrative failures that cascaded from the national to the ministerial level and onto schools putting children at risk as LIH events unfolded. Principals were left mostly on their own without the appropriate training, support and working communication links to address LIH; unable to safely evacuate students in the case of Hurricane Ophelia. The Ministry of education must become a lead agency in LIH management. The Ministry of Education needs to put in place policies, institutional and financial frameworks for managing education during LIH. This should include LIH professional development for teachers, principals and elite officers; development of school disaster plans; the conduct of regular disaster drills and exercises at schools, and rescheduling lost instruction days. Finally, LIH as chronic events must be incorporated into the plans, budget and operations of the Ministry of Education using the adaptive developmental approach. Keywords: education in emergencies, mixed-method case study; low-intensity hurricanes, adaptive developmental approach, disasters.
Num Pages: 271 Publisher: University of Pittsburgh KerkoCite.ItemAlsoKnownAs: 2129771:BD8EJT9K 2486141:M658E5VB
Keywords: _Added to LR; _G:reviewed

asksource.info - Education (Source- International online resource centre on disability and inclusion, 2014)
Inclusive Education is a process for increasing participation and reducing exclusion, in a way that effectively responds to the diverse needs of all learners. This means adapting the educational system to meet the needs of individuals, rather than changing the individual to fit the system. This section of Source places a focus on disability-inclusive education and is organised to reflect the concept that education is something much broader than school for children.
KerkoCite.ItemAlsoKnownAs: 2129771:25M645ZQ 2405685:7J2BAKKK

Unlocking Talent: Evaluation of a tablet-based Masamu intervention in a Malawian Primary School - Pitchford, Nicola (2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:LHCZDTV2 257089:UREFT76P

Everything You Need to Know about Ridge Vents | AMCO - Yorgason, Andrew (American Roofing Company, 2014)
A ridge vent is low profile vent that follows the entire ridge line of your roof creating fresh air to move through the attic. Check out our blog post for more.

Professional learning with ICT in the southern African context: The UNISA-Cambridge collaboration on Advanced Diplomas in Education. - Hennessy, S.; Dreyer, J.; Paulsen, R.; Haßler, Björn; Loubser, C.; Beardon, T.; Mays, T. (Prezi, 2014)
It is clear from the recent 2013 conference of the Distance Education Teachers’ Association hosted at the University of Nairobi that an increasing number of the developing countries of Africa are exploiting the potential of distance and school-based learning for the development of more and better teachers in pursuit of agendas informed by the EFA mandate and the MDGs. This requires access in turn to more and better resources that can help new teachers to conceptualise their emerging practice and also help existing teachers to think about how they might need to adapt their current practices to develop the knowledge and skills necessary for success in an increasingly information rich global knowledge society made possible through increasingly accessible and aff ordable ICT. This presentation off ers insights into how both distance teacher education and schooling itself can be revolutionised through exploiting powerful new technologies and harnessing the potential of OER. We report on the progress of a collaboration between UNISA and the Centre for Commonwealth Education (University of Cambridge, UK), on the new Advanced Diplomas in Education (ADEs). The ADE is a new qualifi cation in the South African national qualifi cations framework that was introduced as part of a comprehensive national review of minimum requirements for teacher education [3]; these place increased emphasis on the teacher’s role as a knowledge worker encompassing disciplinary, pedagogic, fundamental and contextual learning. The ADE is targeted at qualifi ed teachers who wish to deepen their understanding of the teaching of particular subjects in particular phases. Drawing on the resources, networks and expertise of UNISA, AIMSSEC and the OER4Schools project, we seek to develop new ADE qualifi cations for mathematics and science. Specifi c examples include modules on Shape and Space, the Earth and Beyond, and Biodiversity. The ADEs: • provide students with a deeper understanding of pedagogical subject knowledge for eff ective and inclusive teaching in diverse contexts, • concretely apply pedagogical theories and action research within their teaching, • demonstrate competence in subject teaching through problem solving, • develop the ability to teach subjects drawing on a coherent, deep conceptual understanding, of both subjects and subject pedagogy, • broaden teaching and learning horizons by using appropriate technology/ICT eff ectively, and • increase understanding of the role of the various subjects (such as science, mathematics, technology) in society
KerkoCite.ItemAlsoKnownAs: 2129771:5C6S9H6Y
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

The Policy of Universal Secondary Education: Its Influence on Secondary Schooling in Grenada - Knight, Verna (Research in Comparative and International Education, 2014)
In an era of increasing access to secondary education in the Caribbean, it becomes critical that we understand the effect that Universal Secondary Education (USE) has had on our education systems in order to inform current educational reform efforts and future educational planning. This study explores the experience of the country of Grenada with the policy of USE. The study embraces the use of mixed methodologies which included document analysis, surveys and interviews in eight secondary schools throughout the tri-island state. The study builds on previous works and contributes to a greater understanding of how policies, such as USE, can create challenges for secondary schooling if not effectively managed. The findings reveal that the implementation of USE in Grenada was challenged by literacy weaknesses and poor teacher support, and impacted school organisational practices, as well as risk factors to educational success, such as student retention, student dropout, and student discipline in schools. The findings also establish the need for further study into the practice of students' non-attendance of classes as being related to USE.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.2304/rcie.2014.9.1.16 2129771:LTMKKERW 2486141:9BYBJAXM

A Systematic Review of Effective Interventions for Reducing Multiple Health Risk Behaviors in Adolescence - Hale, Daniel R; Fitzgerald-Yau, Natasha; Viner, Russel Mark (American Journal of Public Health, 2014)
We systematically searched 9 biomedical and social science databases (1980–2012) for primary and secondary interventions that prevented or reduced 2 or more adolescent health risk behaviors (tobacco use, alcohol use, illicit drug use, risky sexual behavior, aggressive acts). We identified 44 randomized controlled trials of universal or selective interventions and were effective for multiple health risk behaviors. Most were school based, conducted in the United States, and effective for multiple forms of substance use. Effects were small, in line with findings for other universal prevention programs. In some studies, effects for more than 1 health risk behavior only emerged at long-term follow-up. Integrated prevention programs are feasible and effective and may be more efficient than discrete prevention strategies.
KerkoCite.ItemAlsoKnownAs: 10.2105/ajph.2014.301874 2129771:LGNT6S8W 2486141:HG4LMU3C

A meta-analysis of blended learning and technology use in higher education: from the general to the applied - Bernard, Robert M.; Borokhovski, Eugene; Schmid, Richard F.; Tamim, Rana M.; Abrami, Philip C. (Journal of Computing in Higher Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1007/s12528-013-9077-3 4804264:YCCEMWHU
Keywords: Final_citation; cited; existing

Impact of using cool paints on energy demand and thermal comfort of a residential building - Dias, Diana; Machado, João; Leal, Vítor; Mendes, Adélio (Applied Thermal Engineering, 2014)
This work studies the impact of using cool paints and/or thermal insulation on the thermal behavior and energy demand of a residential building. Buildings with thermal characteristics representing both old and new constructions are considered. The results were obtained using the dynamic computer simulator ESP-r. Recommendations for designers and/or house-owners in terms of deciding the best thermal comfort solution are withdrawn. For a case-study building in Portugal, in the summer, it was found that an increase in roof and façade value of total solar reflectance (TSR) from 50% to 92% reduced the maximum indoor free-float temperature between 2.0 °C and 4.7 °C in old construction (without thermal insulation), and between 1.2 °C and 3.0 °C in new construction (with thermal insulation). This had as a trade-off effect the decrease of the minimum indoor temperature of up to 1.5 °C. The results of annual energy demand for heating showed a maximum penalty of about 30% when using cool paints. However, it was demonstrated that the cooling demand almost vanishes, eliminating the need to install air-conditioning devices. The analysis of specific real hot weather time periods showed that the maximum altitude of the sun, which is related to the month of the year, determines the solution that originates the highest temperature reduction. As the maximum sun altitude decreases the cool paints show comparatively better results.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.applthermaleng.2013.12.056 2129771:DMZLB5X7 2486141:D7DCY4CZ
Keywords: Cool paints; Emissivity; Residential building; Thermal comfort; Thermal insulation; Total solar reflectance

Republished research: Implementation research: what it is and how to do it: Implementation research is a growing but not well understood field of health research that can contribute to more effective public health and clinical policies and programmes. This article provides a broad definition of implementation research and outlines key principles for how to do it - Peters, David H.; Adam, Taghreed; Alonge, Olakunle; Agyepong, Irene Akua; Tran, Nhan (British Journal of Sports Medicine, 2014)
The field of implementation research is growing, but it is not well understood despite the need for better research to inform decisions about health policies, programmes, and practices. This article focuses on the context and factors affecting implementation, the key audiences for the research, implementation outcome variables that describe various aspects of how implementation occurs, and the study of implementation strategies that support the delivery of health services, programmes, and policies. We provide a framework for using the research question as the basis for selecting among the wide range of qualitative, quantitative, and mixed methods that can be applied in implementation research, along with brief descriptions of methods specifically suitable for implementation research. Expanding the use of well designed implementation research should contribute to more effective public health and clinical policies and programmes. Implementation research attempts to solve a wide range of implementation problems; it has its origins in several disciplines and research traditions (supplementary table A). Although progress has been made in conceptualising implementation research over the past decade,1 considerable confusion persists about its terminology and scope.2–,4 The word “implement” comes from the Latin “implere,” meaning to fulfil or to carry into effect.5 This provides a basis for a broad definition of implementation research that can be used across research traditions and has meaning for practitioners, policy makers, and the interested public: “Implementation research is the scientific inquiry into questions concerning implementation—the act of carrying an intention into effect, which in health research can be policies, programmes, or individual practices (collectively called interventions).” Implementation research can consider any aspect of implementation, including the factors affecting implementation, the processes of implementation, and the results of implementation, including how to introduce potential solutions into a health system or how to promote their large scale use and …
Publisher: BMJ Publishing Group Ltd and British Association of Sport and Exercise Medicine Section: Republished research methods and reporting KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.f6753 2129771:NIJNTSQ8 4869029:QUDM5LJH

Systematic review finds overlapping reviews were not mentioned in every other overview - Pieper, Dawid; Antoine, Sunya-Lee; Mathes, Tim; Neugebauer, Edmund A. M.; Eikermann, Michaela (Journal of Clinical Epidemiology, 2014)
Objectives The objective of this study was to determine if the authors mention overlapping reviews in overviews (reviews of reviews). In addition, we aimed to calculate the actual overlap in published overviews using newly introduced, validated measures. Study Design and Settings We systematically searched for overviews from 2009 to 2011. Reviews included in the overviews were obtained. Tables (review×primary publication) were generated for each overview. The first occurrence of a primary publication is defined as the index publication. We calculated the “corrected covered area” (CCA) as a measure of overlap by dividing the frequency of repeated occurrences of the index publication in other reviews by the product of index publications and reviews, reduced by the number of index publications. Subgroup analyses were performed to investigate further differences in the overviews. Results Only 32 of 60 overviews mentioned overlaps. The median CCA was 4.0. Validation of the CCA and other overlap measures was in accordance with our predefined hypotheses. The degree of overlap tended to be higher in health technology assessment reports than in journal publications and was higher with increasing numbers of publications. Conclusions Overlaps must be reported in well-conducted overviews, and this can comprehensively be accomplished using the CCA method.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jclinepi.2013.11.007 2129771:8QYIYMD9 2129771:QK843MLL
Keywords: Evidence-based medicine; Information science; Meta-analysis; Methods; Research design; Systematic review

International Aid and the Making of a Better World: Reflexive Practice - Eyben, Rosalind (Routledge, 2014)
How can international aid professionals manage to deal with the daily dilemmas of working for the wellbeing of people in countries other than their own? A scholar-activist and lifelong development practitioner seeks to answer that question in a book that provides a vivid and accessible insight into the world of aid – its people, ideas and values against the backdrop of a broader historical analysis of the contested ideals and politics of aid operations from the 1960s to the present day. Moving between aid-recipient countries, head office and global policy spaces, Rosalind Eyben critically examines her own behaviour to explore what happens when trying to improve people’s lives in far-away countries and warns how self-deception may construct obstacles to the very change desired, considering the challenge to traditional aid practices posed by new donors like Brazil who speak of history and relationships. The book proposes that to help make this a better world, individuals and organisations working in international development must respond self-critically to the dilemmas of power and knowledge that shape aid’s messy relations. Written in an accessible way with vignettes, stories and dialogue, this critical history of aid provides practical tools and methodology for students in development studies, anthropology and international studies and for development practitioners to adopt the habit of reflexivity when helping to make a better world.
Google-Books-ID: 7iVFAwAAQBAJ
Keywords: Business & Economics / Development / Economic Development; Business & Economics / Development / Sustainable Development; Business & Economics / Environmental Economics; Political Science / Public Policy / Environmental Policy; Social Science / Developing & Emerging Countries

Stepwise organization of the β-structure identifies key regions essential for the propagation and cytotoxicity of insulin amyloid fibrils - Chatani, Eri; Imamura, Hiroshi; Yamamoto, Naoki; Kato, Minoru (The Journal of Biological Chemistry, 2014)
Amyloid fibrils are supramolecular assemblies, the deposition of which is associated with many serious diseases including Alzheimer, prion, and Huntington diseases. Several smaller aggregates such as oligomers and protofibrils have been proposed to play a role in early stages of the fibrillation process; however, little is known about how these species contribute to the formation of mature amyloid fibrils with a rigid cross-β structure. Here, we identified a new pathway for the formation of insulin amyloid fibrils at a high concentration of salt in which mature fibrils were formed in a stepwise manner via a prefibrillar intermediate: minute prefibrillar species initially accumulated, followed by the subsequent formation of thicker amyloid fibrils. Fourier transform infrared spectra suggested the sequential formation of two types of β-sheets with different strength hydrogen bonds, one of which was developed concomitantly with the mutual assembly of the prefibrillar intermediate to form mature fibrils. Interestingly, fibril propagation and cellular toxicity appeared only after the later step of structural organization, and a comparison of β-sheet regions between the prefibrillar intermediate and mature fibrils using proteolysis led to the proposal of specific regions essential for manifestation of these properties.
KerkoCite.ItemAlsoKnownAs: 2129771:BA7HRQTB 2129771:ZW393EA8
Keywords: Amino Acid Sequence; Amyloid; Animals; Cytotoxicity; Hot Temperature; Hydrogen Bonding; Insulin; Mass Spectrometry; Microscopy; Atomic Force; Molecular Sequence Data; PC12 Cells; Prefibrillar Intermediate; Propagation; Protein Aggregation; Protein Misfolding; Protein Structure; Protein Structure; Secondary; Rats; Salts; Sodium Chloride; Spectrometry; Mass; Matrix-Assisted Laser Desorption-Ionization; Spectroscopy; Fourier Transform Infrared; Temperature; Time Factors

Facilitator's Guide to Participatory Decision-Making - Kaner, Sam (John Wiley & Sons, 2014)
Unleash the transformative power of face to face groups The third edition of this ground-breaking book continues to advance its mission to support groups to do their best thinking. It demonstrates that meetings can be much more than merely an occasion for solving a problem or creating a plan. Every well-facilitated meeting is also an opportunity to stretch and develop the perspectives of the individual members, thereby building the strength and capacity of the group as a whole. This fully updated edition of The Facilitator's Guide to Participatory Decision-Making guides readers through the struggle and the satisfaction of putting participatory values into practice, helping them to fulfill the promise of effective group decision-making. With previous editions already embraced by business and community leaders and consulting professionals around the world, this new book is even more insightful and easy to use. New for this edition: 60 pages of brand new skills and tools Many new case examples Major expansion and reorganization of the advanced sections of the book. New chapter: Teaching A Group About Group Dynamics Doubled in size: Classic Facilitator Challenges. Substantially improved: Designing Realistic Agendas – now three chapters, with wise, insightful answers to the most vexing questions about meeting design.
Google-Books-ID: oGJiAwAAQBAJ
Keywords: Business & Economics / Decision-Making & Problem Solving; Business & Economics / General; Business & Economics / Management; Business & Economics / Organizational Development

Allostatic Load Model Associated with Indoor Environmental Quality and Sick Building Syndrome among Office Workers - Jung, Chien-Cheng; Liang, Hsiu-Hao; Lee, Hui-Ling; Hsu, Nai-Yun; Su, Huey-Jen (PLoS ONE, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0095791 2129771:ISZL7S95 4682641:R33WQEBK

A conceptual framework for examining HRD and NHRD linkages and outcomes: Review of TVET literature - Kim, Sehoon; Kotamraju, Pradeep; Alagaraja, Meera (European Journal of Training and Development, 2014)
This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed.
KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-01-2013-0009 10/gf62qc 2129771:CSVKCHI6 2317526:JQWJZUQY
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; _C:Australia AUS; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Israel ISR; _C:Kenya KEN; _C:Korea XKOR; _C:Netherlands NLD; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:South Africa ZAF; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; publicImportV1

Teacher educators' digital competence - Krumsvik, Rune Johan (Scandinavian Journal of Educational Research, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/00313831.2012.726273 4804264:HZ5YT6GC
Keywords: Final_citation

Vicarious Resilience: An Exploration of Teachers and Children’s Resilience in Highly Challenging Social Contexts - Acevedo, Victoria Eugenia; Hernandez-Wolfe, Pilar (Journal of Aggression, Maltreatment & Trauma, 2014)
This study explores the formulation of vicarious resilience as a useful concept in the middle school age school educational arena. It addresses the question of how teachers who work with learners who experienced dislocation and adversity are affected by the children’s stories of resilience. It focuses on the teachers’ interpretations of their learners’ stories, and how they make sense of the impact these stories have had on their lives. Twenty-one teachers who work in accelerated learning programs in Cali, Colombia, were interviewed about their perceptions of their learners’ overcoming of adversity. Data were analyzed through the Consensual Qualitative Research (CQR) methodology to describe the themes that speak about the effects of witnessing how learners coped constructively with adversity. These themes are discussed to advance the concept of vicarious resilience and how it can contribute to sustaining and empowering teachers dealing with challenging children and trauma.
KerkoCite.ItemAlsoKnownAs: 10.1080/10926771.2014.904468 2129771:CF3574C6 2129771:GYDURFRG 2339240:CIB444IM 2486141:845MMD2G 2486141:J569R6HS
Keywords: HQ; LMIC; Latin America; Qual; Support; _AcademicRecoveryOECS; __C:filed:1; adult; article; children; consciousness; coping behavior; data analysis; education; equity and access; female; gender identity; human; human experiment; human relation; injury; interview; lowest income group; male; middle school; personal experience; primary school; recognition; resilience; small sample=21; social environment; teacher; trauma; vicarious resilience

The Hospitals / Residents Problem with Couples: Complexity and Integer Programming Models - Biro, P.; Manlove, D. F.; McBride, I. (arXiv:1308.4534 [cs], 2014)
The Hospitals / Residents problem with Couples (HRC) is a generalisation of the classical Hospitals / Resident problem (HR) that is important in practical applications because it models the case where couples submit joint preference lists over pairs of (typically geographically close) hospitals. In this paper we give a new NP-completeness result for the problem of deciding whether a stable matching exists, in highly restricted instances of HRC. Further, we present an Integer Programming (IP) model for HRC and extend it the case where preference lists can include ties. Also, we describe an empirical study of an IP model or HRC and its extension to the case where preference lists can include ties. This model was applied to randomly generated instances and also real-world instances arising from previous matching runs of the Scottish Foundation Allocation Scheme, used to allocate junior doctors to hospitals in Scotland.
arXiv: 1308.4534
Keywords: Computer Science - Data Structures and Algorithms; _C:Canada CAN; _C:Hungary HUN; _C:Japan JPN; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The Role of Parent-Teachers Association in the Sustainable Development of Education in Kano State - Aisha Abdu-Ismail (Lappai International Journal of Politics, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:AIV4VNB2 2129771:VEBDH4AF 2486141:EI4ZDDP4

Matching practices of teachers to Schools – France – Matching in Practice - Terrier, Camille (2014)
Keywords: Lebanon_event_2021; _C:Belgium BEL; _C:Estonia EST; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Hungary HUN; _C:Ireland IRL; _C:Italy ITA; _C:Spain ESP; _C:Ukraine UKR; _C:United States USA; __C:filed:1; __C:scheme:1

Advanced Certificate in Education (ACE) Programme Evaluation - University of Fort Hare; African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC); Kelello Consulting (2014)
KerkoCite.ItemAlsoKnownAs: 10.53832/aimssec.0203 2486141:WMX6ECWG

Mobiles For Reading: A Landscape Research Review (USAID, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:6CBTE52G 261495:7NTCHA4C

Statistical Methods for Meta-Analysis - Hedges, Larry V.; Olkin, Ingram (Academic Press, 2014)
The main purpose of this book is to address the statistical issues for integrating independent studies. There exist a number of papers and books that discuss the mechanics of collecting, coding, and preparing data for a meta-analysis , and we do not deal with these. Because this book concerns methodology, the content necessarily is statistical, and at times mathematical. In order to make the material accessible to a wider audience, we have not provided proofs in the text. Where proofs are given, they are placed as commentary at the end of a chapter. These can be omitted at the discretion of the reader.Throughout the book we describe computational procedures whenever required. Many computations can be completed on a hand calculator, whereas some require the use of a standard statistical package such as SAS, SPSS, or BMD. Readers with experience using a statistical package or who conduct analyses such as multiple regression or analysis of variance should be able to carry out the analyses described with the aid of a statistical package.
Google-Books-ID: 7GviBQAAQBAJ
Keywords: Education / Testing & Measurement; Mathematics / Probability & Statistics / General; Social Science / Research

Developing world MOOCs: A curriculum view of the MOOC landscape - Czerniewicz, Laura; Deacon, Andrew; Small, Janet; Walji, Sukaina (Journal of Global Literacies, Technologies, and Emerging Pedagogies, 2014)
KerkoCite.ItemAlsoKnownAs: 2486141:JALBTUYS 4804264:RJHXVC8R
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Improving reading outcomes in Kenya: First-year effects of the PRIMR Initiative - Piper, Benjamin; Zuilkowski, Stephanie Simmons; Mugenda, Abel (International Journal of Educational Development, 2014)
While educational participation is high in Kenya, literacy outcomes remain poor. The PRIMR Initiative aims to improve literacy learning by aligning curriculum and teacher practices with current research, providing ongoing instructional support and observation, and supplying basic instructional materials and English and Kiswahili books for students. In a randomized control trial in more than 400 schools in three counties in Kenya, the intervention improved oral reading fluency and in grade 1 formal and nonformal schools and grade 2 nonformal schools for both English and Kiswahili. The findings support the importance of in-classroom teacher support in program implementation to improve literacy outcomes.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.02.006 2129771:UT32KIFR 2129771:XJR35PXI 2486141:SZ32YYXD
Keywords: AWP2; Bilingual education; CitedIn:AKFC; International education; Kenya; Literacy; PRIMR; Reading; heterogeneity

The role of video in teacher professional development - Marsh, Brian; Mitchell, Nick (Teacher Development, 2014)
shortDOI: 10/gf7grh KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2014.938106 10/gf7grh 2129771:48LDJWE4 2339240:6U4RC34H 2405685:PUT3TV3R 2405685:QX23PU84

Learner orientation through professional development of teachers? Empirical results from cascade training in Anglophone Cameroon - Lange, Sarah (Compare: A Journal of Comparative and International Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2013.841027 10/gfvv7x 2129771:95VP3EV5 2129771:E4373A25 2317526:8DZUAC7R
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Cameroon; CA:AandC; CCZ:Cameroon; CL:en; CL:fr; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:low-income country; F:attitude; F:learning; F:teaching; P:measurement; P:service industry; P:teacher training; P:teachers; R:quantitative; T:Ausbildung; T:trainee; T:work-based learning; Z:cascade training; Z:learner orientation; Z:professional development; Z:sub-Saharan Africa; Z:teachers; publicImportV1

Systematic review automation technologies - Tsafnat, Guy; Glasziou, Paul; Choong, Miew Keen; Dunn, Adam; Galgani, Filippo; Coiera, Enrico (Systematic Reviews, 2014)
Systematic reviews, a cornerstone of evidence-based medicine, are not produced quickly enough to support clinical practice. The cost of production, availability of the requisite expertise and timeliness are often quoted as major contributors for the delay. This detailed survey of the state of the art of information systems designed to support or automate individual tasks in the systematic review, and in particular systematic reviews of randomized controlled clinical trials, reveals trends that see the convergence of several parallel research projects.
KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-3-74 2129771:E3T24EEP 2129771:HEE5BKVS 2129771:JITRRUI8 2405685:A55PHVHK 2486141:NEQZBEG2 503888:4RAR86XC
Keywords: _Added-ailr-2024

Can computers increase human capital in developing countries? An evaluation of Nepal’s one laptop per child program. - Sharma, Uttam (Annual Meeting of the Agricultural and Applied Economics Association, 2014)

USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Final Report - RTI International (RTI International, 2014)
PRIMR-USAID (final) KerkoCite.ItemAlsoKnownAs: 2129771:ELH5JF8U 261495:QHFCGZVU

Examining the effectiveness of technology use in classrooms: A tertiary meta-analysis - Archer, Karin; Savage, Robert; Sanghera-Sidhu, Sukhbinder; Wood, Eileen; Gottardo, Alexandra; Chen, Victoria (Computers & Education, 2014)
Identifying effective literacy instruction programs has been a focal point for governments, educators and parents over the last few decades (Ontario Ministry of Education, 2004, 2006; Council of Ontario Directors of Education, 2011). Given the increasing use of computer technologies in the classroom and in the home, a variety of information communication technology (ICT) interventions for learning have been introduced. Meta-analyses comparing the impact of these programs on learning, however, have yielded inconsistent findings (Andrews et al., 2007, Torgerson and Zhu, 2003, Slavin et al., 2008, Slavin et al., 2009). The present tertiary meta-analytic review re-assesses outcomes presented in three previous meta-analyses. Four moderator variables assessed the impact of the systematic review from which they were retrieved, training and support, implementation fidelity and who delivered the intervention (teacher versus researcher). Significant results were found when training and support was entered as a moderator variable with the small overall effectiveness of the ICTs (ES = 0.18), similar to those found in previous research, increasing significantly (ES = 0.57). These findings indicate the importance of including implementation factors such as training and support, when considering the relative effectiveness of ICT interventions.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2014.06.001 2129771:H58ZFCZF 2486141:WCNYG5EM
Keywords: Elementary education; Evaluation of CAL systems; Improving classroom teaching; Media in education; Pedagogical issues

Using Technology to Support At-Risk Students’ Learning - Darling-Hammond, Linda; Zielezinski, Molly; goldman, shelley (Alliance for Excellent Education, 2014)
KerkoCite.ItemAlsoKnownAs: 4804264:CABN475T 4804264:X9ZKYFXK
Keywords: Final_citation; anystyle; existing

Inequitable Dispersion: Mapping the Distribution of Highly Qualified Teachers in St. Louis Metropolitan Elementary Schools - Schultz, Lyndsie Marie (Education Policy Analysis Archives, 2014)
The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (Clotfelter, Ladd, & Vidgor, 2005, 2006; Hill & Lubienski, 2007; Lankford, Loeb, & Wyckoff, 2002). This study examines the distribution, location, and exceptions to highly qualified teachers in St. Louis metropolitan elementary schools. Using Geographic Information Systems (GIS), this study demonstrates how the distribution of highly qualified teachers remains relevant to urban education policy discussions.
Publisher: Colleges of Education at Arizona State University and the University of South Florida
Keywords: Educational Legislation; Elementary School Teachers; Elementary Schools; Federal Legislation; Lebanon_event_2021; Minority Group Students; Poverty; Predictor Variables; Socioeconomic Status; Teacher Certification; Teacher Effectiveness; Teacher Qualifications; Urban Education; Urban Schools; _C:Argentina ARG; _C:Bolivia BOL; _C:Brazil BRA; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:India IND; _C:Mexico MEX; _C:Peru PER; _C:Portugal PRT; _C:Spain ESP; _C:United States USA; _C:Venezuela VEN; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The World Bank Group A to Z 2015 - Group, World Bank (World Bank Publications, 2014)
Note: Information in this title reflected the institution at the time of publication and may be subject to change... The World Bank Group (also known as the "Bank Group") is the largest anti-poverty institution in the world, offering loans, advice, knowledge, and an array of customized resources to more than 100 developing countries and countries in transition. Established in 1944 and headquartered in Washington DC, the Bank Group is a specialized agency of the United Nations that is made up of 188 member countries. It works with country governments, the private sector, civil society organizations (CSOs), regional development banks, think tanks, and other international institutions on a range of issues–from climate change, conflict, and food crises to education, agriculture, finance, and trade–with the sole purpose of meeting two goals: ending extreme poverty by 2030 and boosting shared prosperity of the bottom 40 percent of the population in all developing countries. The World Bank Group A to Z provides ready-reference insight into the history, mission, organization, policies, financial services, and knowledge products of the institution's five agencies. Each of the more than 200 entries are arranged in encyclopedic A-to-Z format and are extensively cross-referenced to related information in the book. This volume also has a detailed index, reference materials on World Bank Group country membership, organizational charts of the five agencies, and information about how to connect with or work for the institution. Building on previous editions of A Guide to the World Bank, The World Bank Group A to Z has been completely revised and updated to reflect the wide ranging reforms of recent years, including the new World Bank Group Strategy; new approaches to development assistance; the establishment of new Global Practice Groups and Cross Cutting Solutions Areas; and the goal of becoming a "Solutions Bank", one that will marshal the vast reserves of evidence and experiential knowledge across the five World Bank Group agencies and apply them to local problems. An indispensable guide for anyone interested in understanding what the World Bank Group does and how it does it, this book shows readers who want to learn more where to begin.
Google-Books-ID: 0Km1BAAAQBAJ KerkoCite.ItemAlsoKnownAs: 4804264:I2VMYUHN
Keywords: Business & Economics / Banks & Banking; Business & Economics / Development / Economic Development; Business & Economics / Development / Sustainable Development; Business & Economics / International / Economics & Trade; Business & Economics / Nonprofit Organizations & Charities / General; Final_citation; Political Science / Public Policy / Economic Policy; Social Science / Developing & Emerging Countries; Social Science / Poverty & Homelessness; Social Science / Sociology / General

OER Guidance for Schools - Haßler, Björn; Neo, Helen; Fraser, Josie (Leicester City Council, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:GLH7AU4K 2129771:IJ5K6KD9
Keywords: Author:Haßler; Author:OpenDevEd; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:c

Establishing an Empirical Link between Computer-Mediated Communication (CMC) and SLA: A Meta-Analysis of the Research - Lin, Huifen (Language Learning & Technology, 2014)
Drawing on interactionist and socio-cultural theories, tools provided in computer-mediated communication (CMC) environments have long been considered able to create an environment that shares many communicative features with face-to-face communication. Over the past two decades, researchers have employed a variety of strategies to examine the asserted advantages and possible limitations of learning a second language in such a computer mediated environment. Despite its seeming appeal to language educators, the literature on the effectiveness of CMC in SLA is unable to conclusively support its benefits. This meta-analysis aims to systematically synthesize findings from (quasi-) experimental studies conducted between 2000-2012 to examine whether there was a link between the use of CMC and second language acquisition (SLA). Results from 59 primary studies show a positive and medium effect from CMC interventions. Additionally, communication taking place either asynchronously or synchronously does not seem to have a differential effect on SLA. Furthermore, learners' proficiency level, interlocutor type, research context and task type were found to be variables that would significantly moderate the effectiveness of interaction in such an environment. The above results, however, were interpreted as tentative due to the small n-size of some categories of variables under comparison.
Publisher: University of Hawaii National Foreign Language Resource Center ERIC Number: EJ1046538 KerkoCite.ItemAlsoKnownAs: 2129771:RUKYAGZJ 2486141:YQDBYHHY
Keywords: Asynchronous Communication; Computer Mediated Communication; Correlation; Educational Benefits; Effect Size; Language Acquisition; Literature Reviews; Meta Analysis; Program Effectiveness; Quasiexperimental Design; Second Language Learning; Synchronous Communication; ⛔ No DOI found

Epistemologies of the South: Justice Against Epistemicide - Santos, Boaventura de Sousa (Routledge, 2014)
This book explores the concept of 'cognitive injustice': the failure to recognise the different ways of knowing by which people across the globe run their lives and provide meaning to their existence. Boaventura de Sousa Santos shows why global social justice is not possible without global cognitive justice. Santos argues that Western domination has profoundly marginalised knowledge and wisdom that had been in existence in the global South. She contends that today it is imperative to recover and valorize the epistemological diversity of the world. Epistemologies of the South outlines a new kind of bottom-up cosmopolitanism, in which conviviality, solidarity and life triumph against the logic of market-ridden greed and individualism.
KerkoCite.ItemAlsoKnownAs: 2129771:5TVA48L4

Delegates' Experience of a Professional Development Workshop for Staff of Nigerian Independent Schools: An Appreciative Inquiry - Steyn, Gm (Mediterranean Journal of Social Sciences, 2014)
KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n23p1470 2129771:4PPI5YBP 2486141:RABHZRUE
Keywords: _AcademicRecoveryOECS

Using the Capability Approach to improve female teacher deployment to rural schools in Nigeria - Tao, Sharon (International Journal of Educational Development, 2014)
This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.08.011 2129771:X48NF6KT
Keywords: Lebanon_event_2021; _C:Bangladesh BGD; _C:Canada CAN; _C:Ethiopia ETH; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Norway NOR; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Learning in the Time of Ebola - Education Development Center (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:94S7Y4NZ 94S7Y4NZ

Critical Digital Pedagogy: a Definition - Stommel, Jesse (Hybrid Pedagogy, 2014)
We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use).
KerkoCite.ItemAlsoKnownAs: 2129771:3QHFMD2Y 2486141:CJVXDLLV

Child rights impact assessment (European Union Agency for Fundamental Rights, 2014)
KerkoCite.ItemAlsoKnownAs: 4804264:BTGSVJQU
Keywords: Final_citation

An intersectionality-based policy analysis framework: critical reflections on a methodology for advancing equity - Hankivsky, Olena; Grace, Daniel; Hunting, Gemma; Giesbrecht, Melissa; Fridkin, Alycia; Rudrum, Sarah; Ferlatte, Olivier; Clark, Natalie (International Journal for Equity in Health, 2014)
In the field of health, numerous frameworks have emerged that advance understandings of the differential impacts of health policies to produce inclusive and socially just health outcomes. In this paper, we present the development of an important contribution to these efforts – an Intersectionality-Based Policy Analysis (IBPA) Framework.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12939-014-0119-x 2129771:2SJPGWSG
Keywords: Equity; Health; Intersectionality; Policy analysis; Reflexivity

Factors influencing teachers’ level of participation in online communities - Khalid, Fariza; Joyes, Gordon; Ellison, Linda; Daud, Md Yusoff (International Education Studies, 2014)
The use of an online learning community is one possible approach to teachers’ professional development that can enhance the opportunity for collaboration. Discussions in online learning communities not only allow community members to share resources, ideas and expertise, but also contribute to the fulfilment of teachers’ needs in terms of continuous learning and professional development. This paper reports the findings of a study that aimed to explore the factors that influence the way teachers behave in online communities. The research participants were 16 teachers from five secondary schools in Malaysia who were teaching English, science and mathematics. These teachers were involved in online learning communities via blogs in which they exchanged stories and experiences related to their teaching and learning activities. Data were generated through one-to-one interviews. Based on thematic analysis, the overall findings indicate that teachers’ levels of participation in their online learning communities were largely influenced by cultural issues. Other factors that impacted upon their engagement were time, enforcement by school administrators and their need for an online community.
Original URL: http://www.ccsenet.org/journal/index.php/ies/article/view/43598 KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v7n13p23 2405685:VMFM6CSP 2534378:EDAZA3Z4 2534378:ZN92H5YX
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2096356; __finaldtb

DBIR: december-2015-rpp-forum-roles-in-partnerships-2 (DBIR, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:CLMXSH7Y

DBIR: hoctober-2015-rpp-forum-getting-a-partnership-started-2 (DBIR, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:MJH4TCV9

DBIR: november-2015-rpp-forum-defining-the-focus-of-partnership-work-2 (DBIR, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:DYFL8SLJ

DBIR: nsela-2015-workshop-ihub-a-research-practice-partnership-to-design-new-ngss-curriculum-2 (DBIR, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:5H4IEKLQ

DBIR: nsta-2015-pdi-developing-next-generation-science-assessments-2 (DBIR, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:YQR4QU4K

World Development Report 2015: Mind, Society, and Behavior (World Bank, 2015)
doi:10.1596/978-1-4648-0342-0 KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0342-0 2129771:ZQZALCA6 261495:G3J8UCPP 503888:GH46BQP8
Keywords: AWP2; AWP2-actual

World Education Forum 2015, Final Report (UNESCO, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:8DEVFXSD 261495:M8B2ABJQ

Global Health and Development in Early Childhood. - Aboud, Frances E.; Yousafzai, Aisha K. (Annual Review of Psychology, 2015)

An examination of training and development of middle level managers in emerging economies: Evidence from financial institutions in Ghana - Abugre, James B.; Adebola, Kester (International Journal of Organizational Analysis, 2015)
© 2015, Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine whether the training and development (T&D) of middle-level managers in the financial institutions of a sub-Saharan African country make any difference in the performances of the managers and the institutions in general. Design/methodology/approach – An empirical analysis of managers’ opinions based on a quantitative survey of 140 middle-level managers from four banking institutions in Ghana is conducted. Findings – Findings showed that there is a significant relationship between T&D of middle-level managers and their performance and, consequently, performance of the banks. The findings also showed that managers become savvier in personal initiatives and responsive to customer care leading to enhanced service delivery. The paper proposes that T&D should focus on the significant relationship between the outcomes and programme objectives of organisations in emerging economies if these organisations want to be counted in this competitive global world. Practical implications – The paper provides valuable information on the important role of middle-level managers as custodians of “tacit knowledge” that can turn around organisations, particularly in developing economies, if the needed T&D are given to them. Originality/value – Empirical literature on T&D and on middle-level managers’ development in developing countries is limited. The contribution of this paper identifies the roles that middle management can play in the performances of organisations and especially in emerging economies.
KerkoCite.ItemAlsoKnownAs: 10.1108/ijoa-10-2011-0521 10/gf62pz 2129771:LL6D3NE8 2317526:EEZJGX8G
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing country; D:emerging economies; F:outcomes; P:economy; P:measurement; P:services; R:quantitative; R:survey; T:Training; Z:Banks; Z:Mid-level managers; Z:Performance; Z:Training and development; _C:Australia AUS; _C:China CHN; _C:Ghana GHA; _C:Greece GRC; _C:Japan JPN; _C:Kuwait KWT; _C:Nigeria NGA; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

Visions for the Sustainable Implementation of the One Laptop per Child Project - Adam, Taskeen (University of Cambridge, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:537K58Y3 261495:VETHWPGD
Keywords: Author:OpenDevEd

Technical-Vocational Education and Language Policy in Ghana - Adogpa, James Nsoh (International Journal of Educational Administration and Policy Studies, 2015)
Technical and vocational graduates in Ghana are often ill-equipped to become self-reliant or well-fitted into the demands of the job market. This pattern can be examined in terms of the educational language policy implementation that disregards regional linguistic needs. This seems to arise as a result of the medium of instruction that is implemented in wholesale. This paper illustrates the need for the adoption of predominant regional Ghanaian languages to be used as medium of instruction in our various technical and vocational institutions in Ghana to enable learners grasp the desired skills and concepts that are relevant to preparing graduates of technical and vocational institutions for the job market. Such changes would better facilitate the technological and national advancement that we need.
KerkoCite.ItemAlsoKnownAs: 2129771:ECSAWI9J 2317526:3WGC7F2Y
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:T; F:policy; P:measurement; P:media; P:technology; Policy analysis; T:TVET; Z:African Languages; Z:Change Strategies; Z:Educational Change; Z:Educational Needs; Z:Educational Policy; Z:Foreign Countries; Z:Job Skills; Z:Language of Instruction; Z:Vocational Education; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

Continental Education Strategy for Africa 2016-2025 - African Union (2015)
First and foremost, CESA 16-25 is a continental strategy that matches the 2016-2025 framework of the African Union 2063 Agenda, meets the Common African Position (CAP) on the Post-2015 Development Agenda and draws lessons from previous continental plans and strategies with regard to the role and place of the AUC (AU) which, unlike member states, has no territory for the implementation of strategies in the field. Furthermore, it capitalizes on numerous and active players ready to mobilize financial, human and technical resources within national, regional and continental coalitions for education, science and technology. Thus, CESA 16-25 seeks to provide each education stakeholder the opportunity to make his or her best contribution to education and training in Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:HQVS5CSJ 2317526:SFTBKG3A
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Assessment of perceived attributes and instructional use of information communication technology by lecturers in technical training institutions in Kenya - Agufana, PB (Moi University, 2015)
In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. Today it is no longer an option to learn the basic skills of ICT but rather a prerequisite for academic qualifications. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Attributes and instructional use of ICT by Lecturers in Technical Training institutions in Kenya. The specific objectives of this study were, to establish the relationship between Perceived Attributes (ease of use, usefulness, cultural relevance, and government policy) and instructional use of ICT. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training institutions in Kenya. The sampling frame was obtained from a list provided by the Ministry of Education Science and Technology 2013. Data was collected using questionnaires. Piloting of the research tools was conducted and the sample obtained was subjected to the Cronbach‟s alpha. The quantitative data obtained from the administrated questionnaires was analyzed using descriptive statistics and inferential statistics. The study determined that ICT use has created a new platform for instruction. The findings also indicated that use of ICT by lecturers‟ greatly improved instruction. The study found out that; use of ICT improved ones relationship with others, and was fashionable. The study further found out that ICT policies enhanced use of ICT. The study concludes that perceived attributes are critical in instructional use of ICT. The study recommends that higher education qualifications are to be preferred for lecturers as it enables skilled use of available ICT technology. The study recommends the provision of Cisco Networking Academy Programme to provide more ICT exposure to students and staff. The study recommends that lecturers be encouraged to use ICT to access current and upto date information resources. The study recommends that the government should operationalize, the ICT lecturers competencies framework to enable lecturers have policy direction when planning for competence training. Lecturers are encouraged to use ICT for instructional purposes because it is the trend in modern communication, and has globalized the world. Lastly, the study recommends use of ICT for instruction as it greatly improves the instruction.
KerkoCite.ItemAlsoKnownAs: 2129771:XJCD389Q 2317526:SSQE8UDY
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:assessment; P:media; P:school teacher; P:technology; Q:ICT; R:survey; T:TVET; publicImportV1

Democracy and Governance in Nigeria: Challenges and Prospects - Aisha Abdu-Ismail (Bayero University, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:8KDFQ53I 2129771:BQNY767X 2486141:J4DFTQ8R

Circularity in the Built Environment; A Criteria Based Template’, (written in 2015, submitted for publication 2021) Master of Design Thesis - Ajadi, S.B. (Department of Design and Innovation for Sustainability, Centre for Creative and Competitive Design, 2015)
Keywords: ⛔ No DOI found

Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers - Akayuure, Peter; Apawu, Jones (International Journal of Research in Education and Science, 2015)
The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.
Publisher: International Journal of Research in Education and Science, Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538267?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.21890/ijres.69649 2405685:V4AZF6WX 2534378:EXMDSLHE 2534378:VPVZ2W39
Keywords: ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; Foreign Countries; Ghana; Higher Education; Instructional Material Evaluation; Learning Modules; Mathematics Activities; Postsecondary Education; Preservice Teachers; Rating Scales; Scoring Rubrics; Statistical Analysis; Student Developed Materials; Usability; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2098955; __finaldtb

Effects of Three Categories of Manpower on Undergraduate Students' Learning Outcomes in Technical Education and Their Implications for the Curriculum Implementation - Alade, Ibiwumi Abiodun (JISTE, 2015)
The implementation of technical education curriculum has been besieged with dearth of qualified teaching personnel over the years in Nigeria and some other African countries. Similarly, the available higher institutions where vocational and technical education experts are prepared have not been able to meet this demand of the manpower. This calls for possible intervention strategies which could perhaps address this lingering problem. It is on this observation that this study examines the effects of three categories of manpower on undergraduate students' learning outcomes in technical education and their implications for the curriculum implementation. The pretest, posttest control group, quasi experimental research design with a 4x3x2 factorial matrix was adopted for the study. Sixty technical education undergraduate students from a Nigerian university were purposively sampled for the study. Seven null hypotheses are generated and tested at 0.05 level of significance. Three research instruments were developed, validated, and used for data collection. Data collected were analyzed using Analysis of Covariance (ANCOVA) while Scheffe's post-hoc test was used to explain significant main and interaction effects respectively. Results showed that there is significant main effect of treatment on students' learning outcomes in technical education (F[subscript 3], 57 = 132.314; P<0.05). The students taught by vocational educator performed best in basic vocational knowledge acquisition (X = 16.38) while those taught by literate artisans had the highest means score on vocational skills acquisition (x = 42.82), then those taught by higher technician group had a mean score of x = 38.27 in vocational skills acquisition, while the control group performed least (x = 31.60). It was concluded that the three categories of manpower are effective at enhancing students' learning outcomes in technical education in various dimensions. To this end, it was recommended that literate artisans should be integrated to the teaching of vocational skills in the tertiary institutions.
KerkoCite.ItemAlsoKnownAs: 2129771:7LAZ9RCB 2317526:5S7Q7V45
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:F; CT:P; CT:R; CT:T; F:curriculum; F:gender; F:learning; F:outcomes; F:teaching; P:artist; P:measurement; P:technician; R:observation; R:research design; T:TVET; T:vocational skills; Z:Academic Ability; Z:Control Groups; Z:Curriculum Implementation; Z:Data Collection; Z:Foreign Countries; Z:Gender Differences; Z:Hypothesis Testing; Z:Job Skills; Z:Labor Force; Z:Outcomes of Education; Z:Pretests Posttests; Z:Quasiexperimental Design; Z:Statistical Analysis; Z:Technical Education; Z:Undergraduate Students; Z:Vocational Education; __C:filed:1; publicImportV1; ⛔ No DOI found

Characteristics of micro, small and medium enterprises in Ghana: Gender and implications for economic growth - Asare, Roland; Akuffobea, Mavis; Quaye, Wilhelmina; Atta-Antwi, Kwasi (African Journal of Science, Technology, Innovation and Development, 2015)
© 2015 African Journal of Science, Technology, Innovation and Development. This paper sought to investigate the characteristics of MSMEs and to suggest ways of improving performance, particularly tackling constraints faced by women and youth entrepreneurs in Ghana. A total of 4 433 MSME operators were interviewed in all the ten regions of Ghana using a structured questionnaire. The study revealed that apprenticeship was the most common form of training received by the MSME operators interviewed. Disaggregating data by gender, it was observed that more men had received training in their business operations than women. Close to 90% of the MSMEs were under sole proprietorship. There was significant correlation between gender and scale of enterprises, with increasing numbers of men as scale of operations increased. Women, who dominated the agro-processing, agro-industrial and services sectors, were constrained by ineffective marketing strategies, lack of capital, inadequate equipment and machinery, lack of improved technology, inadequate training and low skill development. Marketing strategies employed by the majority of women were limited, mostly patronising markets within their respective districts of business operations. The study recommended support for women to access sizeable business credit with flexible payment plans, tailor-made skill development training and improved access to institutional markets with quality and well-packaged products.
KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2014.979651 10/gd9bc3 2129771:9V7XC358 2317526:Q8Q2KP2R LOCAL-SCOPUS_ID:85006409797
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:access; F:gender; F:payment; F:women; P:economy; P:media; P:services; P:technology; Q:flexible; R:interview; R:questionnaire; T:Lehrlingsausbildung; T:Training; Z:Businesses; Z:Constraints; Z:Development; Z:Gender; Z:Practices; _C:Ghana GHA; __C:filed:1; publicImportV1

South Sudan: Stakeholders' Views of Technical and Vocational Education and Training and a Framework for Action - Atari, Dominic Odwa; McKague, Kevin (Journal of Vocational Education & Training, 2015)
The Republic of South Sudan, recently emerging from the longest civil war in contemporary African history, has set goals towards post-conflict reconstruction in many areas of social services. However, the educational infrastructure continues to struggle, and many stakeholders in government and international and local organisations are not sufficiently aware of the needs, challenges and opportunities that face the implementation of technical and vocational education and training (TVET) in the country. Preparing future generations of youth and adults with in-demand technical skills and retraining ex-combatants to enter a peacetime workforce is essential to the development and growth of South Sudan. As a first step towards creating the foundation necessary for post-conflict training, we collected and analysed qualitative data from focus groups, in-depth interviews, field observations, and archival documents and identified three interrelated elements that require attention for the effective development of TVET: political climate, curriculum and delivery options. The resulting findings offer a starting point for addressing some of the key constraining factors for the important job of TVET development in South Sudan.
KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2014.983954 10/gf62kn 2129771:G6A8NRB8 2317526:IJGURK8V
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Sudan; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:attitude; F:curriculum; P:services; P:social; R:focus groups; R:interview; R:observation; R:qualitative; T:TVET; T:Training; Z:Attitudes; Z:Curriculum Development; Z:Delivery Systems; Z:Educational History; Z:Focus Groups; Z:Foreign Countries; Z:Skills; Z:Stakeholders; Z:Technical Education; Z:Vocational Education; __C:filed:1; publicImportV1

Effective partnership models - Baars, Dr Sam; Menzies, Loic (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:ZF8CMVAZ 2486141:HCHJYM6Y
Keywords: ⛔ No DOI found

Constructivism learning theory: A paradigm for teaching and learning - Bada, Steve Olusegun; Olusegun, Steve (Journal of Research & Method in Education, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:IRUIFW5I 2486141:WN2JB29J
Keywords: ⛔ No DOI found

Application of the constructivist methods of teaching-learning through the use of information and communication technologies (ICTs) in Zambian Schools: A case of three Secondary Schools in Lusaka - Bahufite, Eric (The University of Zambia, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:Z9CL4577
Keywords: __C:filed:1

Teacher Performance Pay: Experimental Evidence from Pakistan. - Barrera-Osorio, F.; Raju, D. (The World Bank, 2015)

From data quality to big data quality - Batini, C.; Rula, A.; Scannapieco, M. (Journal of Database Management, 2015)
KerkoCite.ItemAlsoKnownAs: 10.4018/JDM.2015010103 2129771:KNRFHGLX 2486141:E27X3VQJ

Equal Access to Education: An Evaluation of the Roma Teaching Assistant Program in Serbia - Battaglia, Marianna; Lebedinski, Lara (World Development, 2015)
This paper investigates the effects of a remedial education program – the Roma Teaching Assistant Program – targeting the socially excluded Roma minority in Serbia. By using first-hand collected data, we find evidence that children exposed to the program went more to school. We do not find an effect on dropouts or marks for all grades. An examination of heterogeneous effects suggests that children in the first grade benefited more from the program as compared to their older peers through lower dropouts and better marks. Overall, our results suggest that well-targeted remedial education programs can boost outcomes of low performers.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2015.06.009 2129771:A4J8S5BG 2486141:QJ565MUT
Keywords: _Added to LR; _G:reviewed

An introduction to implementation science for the non-specialist - Bauer, Mark S.; Damschroder, Laura; Hagedorn, Hildi; Smith, Jeffrey; Kilbourne, Amy M. (BMC psychology, 2015)
Publisher: BioMed Central KerkoCite.ItemAlsoKnownAs: 10.1186/s40359-015-0089-9 2129771:JMXX6KXJ

Education for All 2000–2015: Review and perspectives - Benavot, Aaron; Antoninis, Manos; Bella, Nicole; Delprato, Marcos; Härmä, Joanna; Jere, Catherine; Joshi, Priyadarshani; Köseleci Blanchy, Nihan; Longlands, Helen; McWilliam, Alasdair (ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 2015)
Keywords: ⛔ No DOI found

Turning a shove into a nudge? A" labeled cash transfer" for education - Benhassine, Najy; Devoto, Florencia; Duflo, Esther; Dupas, Pascaline; Pouliquen, Victor (American Economic Journal: Economic Policy, 2015)

Systematic review approaches for climate change adaptation research - Berrang-Ford, Lea; Pearce, Tristan; Ford, James D. (Regional Environmental Change, 2015)
Recent controversy has led to calls for increased standardization and transparency in the methods used to synthesize climate change research. Though these debates have focused largely on the biophysical dimensions of climate change, human dimensions research is equally in need of improved methodological approaches for research synthesis. Systematic review approaches, and more recently realist review methods, have been used within the health sciences for decades to guide research synthesis. Despite this, penetration of these approaches into the social and environmental sciences has been limited. Here, we present an analysis of approaches for systematic review and research synthesis and examine their applicability in an adaptation context. Customized review frameworks informed by systematic approaches to research synthesis provide a conceptually appropriate and practical opportunity for increasing methodological transparency and rigor in synthesizing and tracking adaptation research. This review highlights innovative applications of systematic approaches, with a focus on the unique challenges of integrating multiple data sources and formats in reviewing climate change adaptation policy and practice. We present guidelines, key considerations, and recommendations for systematic review in the social sciences in general and adaptation research in particular. We conclude by calling for increased conceptual and methodological development of systematic review approaches to address the methodological challenges of synthesizing and tracking adaptation to climate change.
openalex: W1999471080 mag: 1999471080 KerkoCite.ItemAlsoKnownAs: 10.1007/s10113-014-0708-7 2129771:Z2CBCEVJ 2486141:SZEVXNPN 5072953:4F7CCJFL 5072953:J7E3766Z 5440726:INAPMW93
Keywords: openalex:cites; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Ebola, Education And Innovation In Sierra Leone - Berry, Chris (DFID bloggers, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:WE6ZTJGI 2339240:Y4SENBBT 2405685:CYLG6GK7 2405685:DD7BMIBU
Keywords: _C:Sierra Leone SLE; ___working_potential_duplicate

Migration gerecht gestalten - Bertelsmann Stiftung (Hrsg.) (2015)
Wurde Migration früher meist als zusätzliche Bürde für Entwicklungsländer aufgefasst, rücken jetzt stärker ihre Potenziale für Entwicklung in den Blick. Dieser Paradigmenwechsel kann nur erfolgreich sein, wenn er auf allen politischen Handlungsebenen vollzogen und dabei die Perspektive erweitert wird: von den Interessen der Einwanderungsländer auf die der Migranten und der Auswanderungsländer.
KerkoCite.ItemAlsoKnownAs: 2129771:P4NQVCNA 2486141:7RFCELFF

One Laptop Per Child at Home: Short-Term Impacts from a Randomized Experiment in Peru. - Beuermann, Diether W.; Cristia, Julian; Cueto, Santiago; Malamud, Ofer; Cruz-Aguayo, Yyannu (American Economic Journal: Applied Economics, 2015)
This paper presents results from a randomized controlled trial whereby approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Children randomized to receive laptops scored about 0.8 standard deviations higher in a test of XO proficiency but showed lower academic effort as reported by teachers. There were no impacts on academic achievement or cognitive skills as measured by the Raven's Progressive Matrices test. Finally, there was little evidence for spillovers within schools. (JEL I21, I28, J13, O15)
KerkoCite.ItemAlsoKnownAs: 10.1257/app.20130267 2129771:67M2PPQA 2129771:BRQ3GBKQ
Keywords: ___duplicate_item

Quest: Evaluation Report and Executive Summary - Biggart, Andy; Sloan, Seaneen; O'Hare, Liam; Miller, Sarah (Education Endowment Foundation, 2015)
Quest is a whole-year group approach to teaching English in Key Stage 3. Pupils are grouped according to their current level of reading comprehension, typically with smaller classes for the lowest attaining groups. Key components of the programme include: an emphasis on collaborative (or 'co-operative') learning; a requirement that participating teachers follow a consistent 'cycle of instruction'; and the use of formative assessment in every lesson. Pupil progress is reviewed every eight weeks, with results used as the basis for re-grouping the class. This project sought to assess the impact of Quest on Year 7 pupils' reading comprehension and was supplemented by a process evaluation that assessed programme implementation. Six schools followed the programme, and a further 13 participated in the evaluation. All participating teachers received two days training and extensive resources to be used as part of the approach, including lesson plans, graded texts and 'digitexts' (interactive texts). The programme was designed to be delivered in daily 60-minute lessons by all Year 7 English teachers, and run over the full school year. The study was one of 24 projects in a themed round on literacy catch-up at the primary-secondary transition. Key conclusions include: (1) The evaluation was unable to provide a secure estimate of the impact of Quest on reading comprehension outcomes among Year 7 pupils, primarily due to a high level of drop-out from the trial. (2) Few, if any, schools implemented the programme as designed, suggesting that substantial adaptation may be required if the approach is to gain wider adoption in English schools. (3) Some of the main barriers to successful implementation included: the difficulty in covering the expected material in a single school lesson; a perception of an insufficient focus on writing activities; and its adoption as a whole-year group intervention; (4) Many schools were positive about the range of resources provided by the programme and the co-operative learning aspects of the programme; and (5) Though it is not possible to draw a conclusive statement about the impact of the programme, on average, pupils who received the programme made less progress than those who did not. The evaluation adds limited evidence to a knowledge base of whole-year group approaches to reading interventions that involve co-operative learning, setting by ability, and concentrating most resources on those who are experiencing the greatest difficulties. Further work, taking into account feedback from teachers, is needed in order to adapt Quest to the English secondary school system. This includes reducing the amount of material to be covered in each lesson, and consideration of whether there is a need for more writing opportunities within the programme.
KerkoCite.ItemAlsoKnownAs: 2129771:V4AED23E 2486141:XATNUD4K
Keywords: _Added to LR; _G:reviewed

Parental Human Capital and Effective School Management: Evidence from the Gambia. - Blimpo, M.; Evans, D.; Lahire, N. (World Bank, 2015)

The Catch-up Education Programme in Turkey: Opportunities and challenges - Börkan, Bengü; Ünlühisarcıklı, Özlem; Caner, H. Ayşe; Sart, Z. Hande (International Review of Education, 2015)
Turkish children between the ages of 10–14 who either never enrolled in primary education, dropped out of school, or were at least three years behind their peers had the opportunity of joining an accelerated learning programme. It was developed by the Turkish Ministry of National Education General Directorate of Primary Education as a response to the urgent need to secure these children’s right to education. The programme, called ‘‘Catch-up Education Programme’’ (CEP), was implemented between September 2008 and 2013 in collaboration with the United Nations Children’s Fund (UNICEF) to enable those children to complete several grades in a short time and then to continue their education with their peers. This paper presents the ﬁndings of a study, conducted in 2010, reviewing the challenges and opportunities experienced during the implementation process from the points of view of beneﬁciaries (pupils and parents) and implementers. The results are discussed in relation to educational policy and its implementation in general.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-015-9464-2 2129771:SFAUSXWC 2129771:SJWZ6KET 2486141:JBGMBSRG 2486141:PG5HBI8V
Keywords: _AcademicRecoveryOECS; _Added to LR; _T:reviewed; __C:filed:1

Technology for professional development: access, interest and opportunity for teachers of English in South Asia - British Council (British Council, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:7UWQ68SG 2405685:UE23QGKH
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Brazil BRA; _C:China CHN; _C:India IND; _C:Italy ITA; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Nepal NPL; _C:Pakistan PAK; _C:Sri Lanka LKA; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

Standing on the shoulders of giants: challenges and recommendations of literature search in information systems research - Brocke, J; Simons, A; Riemer, K (Communications of the Association for Information Systems, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:2DEEUDDD 2129771:QGT585B3 2405685:Q5G3VE6D 2486141:3WXVUKHH
Keywords: ⛔ No DOI found

Generating Evidence in Education: Impact Evaluations - Building Evidence in Education (2015)
This guide is the first in a series of publications on evaluations in education prepared for the Building Evidence in Education (BE2) working group. It provides an introduction to: the importance of sound research to inform education policy, the ways in which to design impact evaluations and issues to consider when generating them.
KerkoCite.ItemAlsoKnownAs: 2129771:J8N3NDBP 2405685:66TQ3HZ6

What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts​ - Burde, D.; Guven, O.; Kelcey, J.; Lahmann, H.; Al-Abbadi, K. (Department for International Development, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:FP24GPID

What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts - Burde, Dana; Guven, Ozen; Kelcey, Jo; Lahmann, Heddy; Al-Abbadi, Khaled (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:3N749YEI 4804264:3M6EPPV6
Keywords: Final_citation; cited; existing; ⛔ No DOI found

What works to promote children’s educational access, quality of learning, and wellbeing in crisis-affected contexts - Burde, Dana; Guven, Ozen; Kelcey, Jo; Lahmann, Heddy; Al-Abbadi, Khaled (Education Rigorous Literature Review, Department for International Development. London: Department for International Development, 2015)
Keywords: ⛔ No DOI found

Where it's needed most: Quality professional development for all teachers - Burns, M.; Lawrie, J. (Inter-Agency Network for Education in Emergencies, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:7944FCFC 2129771:T2JI2EYX 2405685:XABT3JHM
Keywords: C:Fragile contexts; _C:Afghanistan AFG; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Central African Republic CAF; _C:Chile CHL; _C:Colombia COL; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:Guatemala GTM; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iraq IRQ; _C:Japan JPN; _C:Kenya KEN; _C:Lebanon LBN; _C:Liberia LBR; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mexico MEX; _C:Myanmar MMR; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:Singapore SGP; _C:Somalia SOM; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:South Sudan SSD; _C:State of Palestine PSE; _C:Sudan SDN; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:Thailand THA; _C:Tunisia TUN; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Where it's needed the most: Quality professional development for all teachers - Burns, M.; Lawrie, J. (Inter-Agency Network for Education in Emergencies, 2015)
zotzenLib.CopiedFrom: 2405685:XABT3JHM KerkoCite.ItemAlsoKnownAs: 2129771:TK8SMM3F 2405685:XABT3JHM
Keywords: C:Fragile contexts

Políticas públicas em educação: um apanhado histórico - Cá, Lourenço Ocuni; Ocuni Cá, Cristina Mandu (2015)
Este trabalho pretende documentar e analisar as estruturas educacionais da Guiné-Bissau, a falta de infraestrutura deixada pelo colonialismo português e a implementação do novo sistema educacional pelo Partido Africano para Independência da Guiné e Cabo Verde (PAIGC). A análise é feita por meio de avaliação do desempenho de sucessivos períodos que fizeram parte da história educacional do país. Nesta análise, destaca-se, em primeiro momento, a ausência de instituições escolares na sociedade linhageira africana, não que isto significasse a inexistência de ensino-aprendizagem, pois se tratava de uma cultura oral que veio a ser sobreposta pela cultura escrita europeia. Nesse sentido, no ensino colonial, a Igreja Católica desempenhou o papel fundamental na docilização dos guineenses. A igreja não só ajudou na implantação da política educacional, como também participou na legitimação do colonialismo português, sancionando e santificando a missão civilizadora e função histórica de Portugal. Paralelamente a essa educação, o movimento de libertação nacional da Guiné e Cabo Verde (PAIGC) idealizou e instaurou a educação nas Zonas Libertadas (1963-1973) esta educação era mais aberta e mais dinâmica em relação ao mundo exterior. Ela não tinha mais como objetivo principal produzir uma situação de equilíbrio e de estagnação e sim procurava apoiar-se e favorecer o processo geral da luta de libertação nacional em que se inseria.
KerkoCite.ItemAlsoKnownAs: 10.20396/etd.v17i1.8634820 10/gf6224 2129771:8BQFNJDG 2317526:Z2ASVCI4
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Cape Verde; C:Guinea; C:Guinea-Bissau; CA:AandC; CL:en; CL:fr; CL:pt; CLL:pt; CLS:en; CT:A; CT:C; CT:P; CT:T; P:culture; P:health; T:apprenticeship; publicImportV1

'Early Childhood Benefits at Low Cost: Evidence from a Randomized Trial in Mexico ', Unpublished Manuscript - Cárdenas, Sergio; Evans, David K.; Holland, Peter (2015)
Keywords: ⛔ No DOI found

MOOCs for development: trends, challenges, and opportunities - Castillo, Nathan M.; Lee, Jinsol; Zahra, Fatima T.; Wagner, Daniel A. (Information Technologies & International Development, 2015)
KerkoCite.ItemAlsoKnownAs: 4804264:Q6LYIDRK
Keywords: Final_citation; cited; existing; ⛔ No DOI found

MOOCs for development: trends, challenges, and opportunities - Castillo, Nathan M; Lee, Jinsol; Zahra, Fatima T; Wagner, Daniel A (Information Technologies & International Development, 2015)
The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrupt the traditional modes of education trough ease of access and free or low-cost content delivery. MOOCs offer the potential to enable access to high-quality education to students, even in the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OECD contexts remains unproven. Challenges with regard to infrastructure, sustainability, and evaluation have disrupted early attempts to expand inclusion for those least educated. Drawing on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this report synthesizes trends, challenges, and opportunities within the growing subfield.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Inclusive rigour for complexity - Chambers, Robert (Journal of Development Effectiveness, 2015)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2015.1068356 2129771:EMUJNDIP

Protecting Student Data in a Digital World - Chui, M.; Sarakatsannis, J. (2015)
KerkoCite.ItemAlsoKnownAs: 4804264:A4IR6CDF
Keywords: Final_citation; anystyle; existing

Teaching Group Counseling in Botswana: Two U.S.-Trained Counselors Discuss Experiences and Share Cultural Considerations for Practice - Coker, Angela D.; Majuta, Aaron R. (Journal for Specialists in Group Work, 2015)
There is a paucity of research in the area of teaching group counseling within an African context. In this article we describe and reflect on our experiences teaching group counseling at an institution of higher learning in the country of Botswana. We discuss cultural traditions and strengths that support an environment of group work in Botswana, describe cross-cultural challenges we experienced along the way as we implemented Western-derived didactic and experiential components of group counseling training, and discuss the ways in which we addressed the cultural differences we encountered. Implications for future cross-cultural research and training are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1080/01933922.2014.992506 10/gf62j6 2129771:77YNA8B5 2317526:9N5I6ELM
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Botswana; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:attitude; F:learning; F:pedagogy; F:teaching; P:culture; P:environment; P:social; Q:higher education; T:Training; T:trainee; Z:Acquired Immunodeficiency Syndrome (AIDS); Z:Colleges; Z:Counselor Training; Z:Cross Cultural Training; Z:Cultural Awareness; Z:Cultural Differences; Z:Foreign Countries; Z:Group Counseling; Z:Group Dynamics; Z:Higher Education; Z:Interpersonal Communication; Z:Prosocial Behavior; Z:Social Attitudes; publicImportV1

Developing Great Teaching: Lessons from the international reviews into effective professional development. - Cordingley, P; Huggins, S; Greany, T; Buckley, N; Coles-Jordan, D; Crisp, B; Saunders, L; Coe, R (Teacher Development Trust, 2015)
Developing Great Teaching: Lessons from the international reviews into effective professional development In September 2014 the Teacher Development Trust, with kind support from TES Global, commissioned a review of the international research into what constitutes effective professional development for teachers. The review was conducted by an...
KerkoCite.ItemAlsoKnownAs: 2129771:CKLKGP4I 2129771:DU2G7F72 2129771:XQSI86FJ 2129771:Z4GYSYBL 2339240:UQJ8GNC7 2405685:4CD9B9MI 2405685:LLH3AAD5 2534378:BF6I8W9B
Keywords: C:England / International; STC-TLC; __C:filed:1; ___working_potential_duplicate; ⛔ No DOI found

The Impact of an Accountability Intervention With Diagnostic Feedback: Evidence from Mexico (English) - de Hoyos Navarro, E.Rafael; Moreno, Vincente A.Garcia; Patrinos, Harry Anthony (The Quarterly Journal of Economics, 2015)
Place: Washington, D. C Publisher: World Bank Group
Keywords: ⛔ No DOI found

Do the maths: An analysis of the gender gap in mathematics in Africa - Dickerson, Andy; McIntosh, Steven; Valente, Christine (Economics of Education Review, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2015.02.005 2129771:BH9N6797

Education, HIV, and Early Fertility: Experimental Evidence from Kenya. - Duflo, E.; Dupas, P.; Kremer, M. (The American Economic Review, 2015)

School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools - Duflo, E.; Dupas, P.; Kremer, M. (Journal of Public Economics, 2015)

What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews [World Bank Group eLibrary] - Evans, D.K.; Popova, A. (World Bank Group, 2015)
In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [report] - Evans, David K; Popova, Anna (World Bank Group, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7203 10/ggc47g 2129771:M5FBWHYT 2339240:3QGANTA4 2339240:E9MNPGT5 2339240:RYKHDQR3 2339240:ZCQAUZ6U 2405685:CP9T27XU 2405685:UHYRM2R9 2486141:C2VICIE6
Keywords: *Topic:Curriculum and resources; _Source:Intuitive; _THEME: Education management; _THEME: Learning assessments; _THEME: Teacher Professional Development; _proposed-for: Scoping review; ❓ Multiple DOI

The RAIFFET, a network for support and development of TVET in teacher training institutions in Africa - Ginestié, J (2015)
The countries' development depends largely of the development and the effectiveness of their education systems, both to promote education for all (EFA) and technology and vocational education and training (TVET) for each of them. The situation is particularly difficult in sub-Saharan Africa (SSA) and it is very difficult for many countries to provide a school that offers all children the opportunity to attend school beyond some basics. The access to primary education is not guaranteed for all, and few of them have the opportunity to receive vocational training enabling them to obtain a recognized professional qualification. The lack of qualified and competent teachers is another manifestation of the problems. Many institutional actors, including UNESCO, help foster the development of educational policies to overcome these institutional, structural and functional weaknesses. The RAIFFET was formed to make a modest contribution to this momentum by supporting the development and structuring of teacher training and education research in SSA. This paper presents some elements of understanding of the situation and the orientations of the network's contribution to this dynamic.
KerkoCite.ItemAlsoKnownAs: 2129771:U9XKEJTC 2317526:U2UIH77L UTI-57E96D1C-2C3C-37DC-90C5-38A465CDBEF1
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Central Africa; C:Gabon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:teacher training; P:technology; Q:ICT; T:Ausbildung; T:TVET; publicImportV1; ⛔ No DOI found

A case study of the One Laptop per Child Project in Rwanda: Exploring the socio-cultural dimensions of delivery and implementation. - Girgis, Robert (University of Cambridge, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:INPJ44PP 261495:GF8CF6V7
Keywords: AWP2-actual; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS

Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes - Gomez, J.; Moreno, Lorenzo; Rolla, Andrea; D'Sa, Nikhit (Developmental psychology, 2015)
Keywords: ⛔ No DOI found

ETSSP 2015-2020 - Education & Training Sector Strategic Plan - Government of Botswana (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:MBJNYRR6 2317526:N36I6HE7
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

National Industrial Training Standards - Government of Kenya (2015)
UA-7a3601b7-cd04-42c0-8a72-3405e7a31140 KerkoCite.ItemAlsoKnownAs: 2129771:KVKDBW9A 2317526:HYXNDWY2
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

National Education Standards - primary and secondary education - Government of Malawi (2015)
UA-a102ca97-c919-4c5e-8762-6d9522ed1b77 KerkoCite.ItemAlsoKnownAs: 2129771:8E5PPF7X 2317526:PRMLTNFC
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Malawi; Qualification Framework; publicImportV1

National Policy on Community Education and Training Colleges - Government of South Africa (2015)
UA-c934d266-f205-45a0-a9e3-e144ec21abcf KerkoCite.ItemAlsoKnownAs: 2129771:S5XPV9GQ 2317526:SLS2TTI3
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; publicImportV1

Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information: Towards a study of information geographies - Graham, Mark; De Sabbata, Stefano; Zook, Matthew A. (Geo: Geography and Environment, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1002/geo2.8 2129771:49AW5IX5
Keywords: Digital Divide; Geoweb; augmented realities; immutable mobiles; information geography

TVET teacher education in Africa - Grijpstra, Douwe (2015)
This study has three broad objectives. Firstly, it seeks to compare experiences on the education and training of Technical and Vocational Education and Training (TVET) teachers in South Africa, Egypt, Ghana, Tanzania, and Cameroon. Secondly, it seeks to get input from inspiring practices from European Member States. Lastly, policy pointers should be proposed for further action. This study was commissioned as part of the South Africa - EU Strategic Partnership sectoral policy dialogue in education. Data was collected between December 2014 and September 2015. The study serves as input to that policy dialogue, in particular in relation to the education and training of upper secondary and higher TVET teachers working in institution-based TVET providers in the formal public education system. Teachers are the most important in-school factor influencing the quality of student learning and the training of teachers is the key issue in this report. However, able practitioners do not necessarily reach their potential without appropriate support nor without being sufficiently professionally challenged and rewarded. The quality of TVET teaching also depends on other factors, such as the teacher's persona; the TVET organisation (at school or college level) and the wider TVET system (national structures related to TVET of which TVET teacher education is an important element). The main research activities consisted of desk research; interviews; country studies; and comparative analysis and reporting. To validate the findings and ensure a practical link to further dissemination of the results, policy workshops were organised with policymakers in the participating countries. In this summary, key conclusions are discussed per topic. For each topic, policy pointers are presented.
KerkoCite.ItemAlsoKnownAs: 2129771:S3TWILSU 2317526:E5TP2GEZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Cameroon; C:Egypt; C:South Africa; C:Tanzania; CLL:en; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Learning and teaching with mobile devices: an approach in higher secondary education in Ghana - Grimus, Margarete; Ebner, Martin (International Journal of Mobile and Blended Learning, 2015)
While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods–specifically those involving the use of mobile-phones for both formal and informal learning–hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.
Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 2534378:5KLKWTMM 2534378:KZNNQLJ5 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871575620?accountid=9851
Keywords: ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Faculty Development; Feedback (Response); Foreign Countries; Ghana; Handheld Devices; Online Surveys; Secondary Education; Semi Structured Interviews; Student Attitudes; Teacher Attitudes; Technical Education; Technology Uses in Education; Telecommunications; Workshops; __:import:03; __:match:final; __:matched; __:study_id:2096257; ___working_potential_duplicate; __finaldtb

Unsupervised language model adaptation using LDA-based mixture models and latent semantic marginals - Haidar, Md Akmal; O'Shaughnessy, Douglas (Computer Speech & Language, 2015)
Publisher: Elsevier

Using improvement science to better support beginning teachers: The case of the building a teaching effectiveness network - Hannan, Maggie; Russell, Jennifer Lin; Takahashi, Sola; Park, Sandra (Journal of Teacher Education, 2015)
Publisher: SAGE Publications Sage CA: Los Angeles, CA

Making pedagogical practices visible in discussions of educational quality - Hardman, Frank (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:C7NNAKRU 261495:VMTVEKDF

Introduction to Professional Development (Coordinators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
EdTechHub.ItemAlsoKnownAs: 2129771:BTAVK4XM
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Introduction to Professional Development (Facilitators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
EdTechHub.ItemAlsoKnownAs: 2129771:YYU85TTN
Keywords: Author:Haßler; Author:OpenDevEd

Introduction to Professional Development (Student Teachers) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
EdTechHub.ItemAlsoKnownAs: 2129771:7R5Z43MD
Keywords: Author:Haßler; Author:OpenDevEd

Introduction to Professional Development (Tutors) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)
EdTechHub.ItemAlsoKnownAs: 2129771:5TJPNZXE
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Le guide REL pour les écoles - Haßler, Björn; Alexandre, Sofia (African Virtual University, 2015)
EdTechHub.ItemAlsoKnownAs: 2129771:8V7DSL2C
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

A guia OER para as Escolas - Haßler, Björn; Cabral, Marilena (African Virtual University, 2015)
EdTechHub.ItemAlsoKnownAs: 2129771:TMPKXU35
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Open Content - Haßler, Björn; Mays, Tony (International Encyclopedia of Digital Communication and Society, 2015)
HMOC EdTechHub.Copy: 2405685:UP7P7L2D KerkoCite.ItemAlsoKnownAs: 2129771:DWC5YGAD 2129771:FY5V62YE 2129771:W9Q5K32L 2405685:UP7P7L2D 2486141:C7AQI94R 261495:NHM4H2R9
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Canada CAN; _C:France FRA; _C:South Africa ZAF; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence

Developing Costed Implementation Plans - Health Policy Project (2015)

Challenges and opportunities for teacher professional development in interactive use of technology in African schools - Hennessy, Sara; Haßler, Björn; Hofmann, Riikka (Technology, Pedagogy and Education, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1092466 10.1080/1475939x.2015.1092466 10/gfv5xz 2129771:5VQYH38X 2129771:AMZ6ZM6C 2129771:J9GHN7C4 2129771:L2HUHYLN 2129771:Z6IRJ6Y4 2129771:ZCU7ZNTG 257089:GN2B3JX9 261495:HSFJGS9C
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Bangladesh BGD; _C:France FRA; _C:Japan JPN; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:b

Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year - Hennessy, Sara; Haßler, Björn; Hofmann, Riikka (Research Papers in Education, 2015)
Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.
EdTechHub.Source: <this> EdTechHub.Source: <this> EdTechHub.Source: 2129771:QGHFB3QL KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2015.1073343 10/gftr46 2129771:2RSUFZXK 2129771:4DDI7MD4 2129771:5P2TUQQC 2129771:CPWUEHPK 2129771:DLXY6Q8J 2129771:QGHFB3QL 2129771:TG8DGQ3P 2129771:WHB6UUT9 2339240:UTDG7DWR 2405685:CSCFPKV2 2405685:NAJLZ3FE 2405685:R5KQR27A 2405685:S9FRC57W 2534378:4NJUGCID 2534378:E2PEHWQT 2534378:GGBWWEIN 2534378:HQ26LIRW 2534378:QVE8VZAZ 2534378:Z7EEHWT2 257089:AGK9WB3X 257089:FXEJEAA9 261451:ENUVRNA2 261495:4NPFWURU 261495:YIZHH9Z5
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:sub-Saharan Africa; CAREER development; EDUCATION – Study & teaching; GRADUATE education; PROFESSIONAL education; TEACHER training; ZAMBIA; Zambia; _C:Australia AUS; _C:India IND; _C:Iran IRN; _C:Japan JPN; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Rwanda RWA; _C:South Africa ZAF; _C:Tonga TON; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __:import:01; __:match:final; __:matched; __:study_id:2099887; __C:filed:1; __C:scheme:1; ___working_potential_duplicate; __finaldtb; _r:ImportedToMyEducationEvidence; _yl:a; digital technology; docs.opendeved.net; interactive pedagogy; open educational resources; sub-Saharan Africa; teacher professional development

Assessing the Strength of Evidence in the Education Sector - Hinton, Dr Rachel; Robinson, Mark (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:668WW7LW 2129771:EYWP2GMV 2339240:ZAKNKGZH 2405685:A2PWYDJD 2405685:EAT6TR3I 2405685:N9U3UVYE 2405685:SBS9IZU4 2405685:UNKK86NW 2534378:TNJW2UAA
Keywords: ⛔ No DOI found

Review of national education policies: Teacher quality and learning outcomes - Hunt, Frances (PROSPECTS, 2015)
This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of speciﬁc questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations related to the inclusion of teaching and learning in education policy and a range of strategies that can support teaching and learning, both directly and indirectly.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-015-9356-z 2129771:VCQK6BQP
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Belize BLZ; _C:Bhutan BTN; _C:Cambodia KHM; _C:Colombia COL; _C:Ecuador ECU; _C:Egypt EGY; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Guyana GUY; _C:India IND; _C:Indonesia IDN; _C:Jamaica JAM; _C:Kenya KEN; _C:Laos LAO; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Papua New Guinea PNG; _C:Paraguay PRY; _C:Peru PER; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

Effects of school feeding programme on enrolment, attendance, nutrition and academic achievement on children. A case study of Maruta Primary School, Wedza District, Mashonaland East Province, Zimbabwe - Hunzvi, Tapiwa (BUSE, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:786KPERT 4502395:GU6KAHZN 4502395:TRBHFAJ6

Design Kit: The Human-Centered Design Toolkit - IDEO (2015)
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KerkoCite.ItemAlsoKnownAs: 2129771:VCRX7RQY 4804264:I8M7BZL2

Causal inference in statistics, social, and biomedical sciences - Imbens, G.W.; Rubin, D.B. (Cambridge University Press, 2015)

"Sowing Seeds" and Its Efficiency. Case Study about the Tanoda Programme of the Greek Catholic Church in the Huszár District in Nyíregyháza (Hungary) - Inántsy Pap, Ágnes; Morvai, Laura (Acta Universitatis Sapientiae. Social Analysis, 2015)
The general laws of the school career of disadvantaged students have been studied by Hungarian researchers for decades (Kozma 1975, Papp 1997, Liskó 2002, Imre 2002ab, etc.). In Hungary, there are several remedial education programmes for the disadvantaged and talent development programmes for the gifted Many tanodas (special afternoon schools offering extra-curricular activities) were established in Hungary when the country's accession to the European Union brought about an increase in the number of grant opportunities. Scientific interest in the effectiveness of compensatory/ remedial education programmes, and thus tanodas, increased enormously (Lányi 2008, Krémer 2008, Fejes 2014, etc.). Our case study examines the operation of a church-run tanoda in one of the most disadvantaged regions of the country, in an area with Roma majority population in a county seat Local children from 12 elementary schools go to this institution, primarily for remedial education and talent development We conducted our research in the autumn of 2014 at the request of the Hungarian Institute for Educational Research and Development (OFI), as members of the CHERDHungary research group. Our findings are based on the content analysis of the operational documents of the Tanoda (Organizational and Operational Regulations, House Rules, Pedagogical Programme), the analysis of the interviews with the teachers at the Tanoda (English teacher, Hungarian language and literature teacher, identity development coach, personal development coach, teacher of self-knowledge-spiritual guide, and the professional supervisor), and on the data from a focus group interview with 9 children from the Tanoda . Everyone expressing their opinion about the operation of the Tanoda confirmed that the complex activities of the Tanoda do not only help children to catch up, avoid dropping out of school, and even form plans about further education, but they also provide spiritual, psychological, and mental support to the children The environment provided by the Tanoda enables students to realize their human dignity and shape their everyday life, relationships, and future.
KerkoCite.ItemAlsoKnownAs: 2129771:FYL7LIZ2 2486141:NHDZ9YFH
Keywords: _Added to LR; _T:reviewed; ⛔ No DOI found

Today's challenges for girls' education - King, Elizabeth; Winthrop, Rebecca (Brookings Global Working Paper Series., 2015)

Governance and Accountability in Nigeria: A Gender Analysis - Lawan, Mahmoud M.; Abdul-Ismail, Aisha; Dukku, Aminu (Democracy and Governance in Nigeria: Challenges and Prospects, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:26CFBUFG 2129771:9Y9SNCV2 2486141:IYLTFY94

Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities - Lawrie, J.; Hennessy, Sara; Haßler, Björn; Bhandigadi, Phalachandra (Where it's needed most: Quality professional development for all teachers, 2015)
EdTechHub.Source: <this> EdTechHub.Source: 2129771:KQGAREE9 KerkoCite.ItemAlsoKnownAs: 2129771:7UWJBHLT 2129771:KQGAREE9 2129771:WG9RE5NP 2405685:PKLI25VA
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; __C:filed:1; _r:ImportedToMyEducationEvidence; docs.opendeved.net; ⛔ No DOI found

Use ICT to provide access to content, professional development and professional learning communities (Chapter 7) - Lawrie, James; Hennessy, S.; Haßler, Björn; Bhandigadi, Phalachandra (Where It’s Needed Most: Quality Professional Development for All Teachers., 2015)
INEE KerkoCite.ItemAlsoKnownAs: 2129771:6JRLX38M
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

‘Making do’: Teachers’ coping strategies for dealing with textbook shortages in urban Zambia - Lee, J.; Zuilkowski, S.S. (Teaching and Teacher Education, 2015)

What is improvement science? Do we need it in education? - Lewis, Catherine (Educational researcher, 2015)
Publisher: Sage Publications Sage CA: Los Angeles, CA

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development - Liang, Jiwen (Journal of Education for Teaching: International Research and Pedagogy, 2015)
This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851
Keywords: Administrator Attitudes; Case Studies; Case studies; China; Classroom Observation Techniques; Classroom observation; ERIC; Current Index to Journals in Education (CIJE); Education; Effectiveness; Faculty Development; Feedback; Feedback (Response); Foreign Countries; Interviews; Principals; Professional development; Qualitative Research; Secondary Education; Secondary School Teachers; Secondary schools; Teacher Attitudes; Teacher education; Teaching; Teaching Methods; Teaching methods; Video; Video Technology; Video recordings; __:import:01; __:match:final; __:matched; __:study_id:2096967; __finaldtb

A Framework for Rigorously Identifying Research Gaps in Qualitative Literature Reviews - Mã, Christoph (2015)
Identifying research gaps is a fundamental goal of literature reviewing. While it is widely acknowledged that literature reviews should identify research gaps, there are no methodological guidelines for how to identify research gaps in qualitative literature reviews ensuring rigor and replicability. Our study addresses this gap and proposes a framework that should help scholars in this endeavor without stifling creativity. To develop the framework we thoroughly analyze the state-of-the-art procedure of identifying research gaps in 40 recent literature reviews using a grounded theory approach. Based on the data, we subsequently derive a framework for identifying research gaps in qualitative literature reviews and demonstrate its application with an example. Our results provide a modus operandi for identifying research gaps, thus enabling scholars to conduct literature reviews more rigorously, effectively, and efficiently in the future.
KerkoCite.ItemAlsoKnownAs: 2129771:74QNBEL5 2486141:IPI9B5H2 2486141:ZYJXWP8B
Keywords: ⛔ No DOI found

Status of usage of Information Communications Technology by academic staff at a selected nursing training institution in South Africa - Maharaj, S.; Mshunquane, N.; Puckree, Threethambal (International Journal of Educational Sciences, 2015)
Publisher: Kamla-Raj Publications KerkoCite.ItemAlsoKnownAs: 10.1080/09751122.2015.11890273 2129771:2XDCS24A 2129771:QJ7BZMNY
Keywords: __C:filed:1

Dialogic Readers: Children talking and thinking together about visual texts - Maine, Fiona (Routledge, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:RFBHKA3H

Unleashing the potential: transforming technical and vocational education and training - Marope, Priscilla Toka Mmantsetsa; Chakroun, Borhène; Holmes, K. P (2015)
"UNESCO has recently published the third volume of its Education on the Move series, a series dedicated to the analysis of key trends in education with the hope of inspiring dialogue among policy makers, educators and other key stakeholders on the challenges of education for tomorrow. The latest publication, entitled Unleashing the Potential: Transforming Technical and Vocational Education and Training is focused entirely on issues related to technical and vocational education and training (TVET). It takes stock of the steadily increasing demands and expectations on TVET systems around the globe and presents recent policy trends in the field of TVET. In their analysis, the authors provide insights into what it takes to unleash the potential of TVET systems around the world. They propose an integrated analytical approach that takes into consideration such factors as economic growth, social equity and issues related to sustainability so that TVET can contribute more effectively to contemporary policy issues such as youth unemployment, gender disparities and climate change. Overall, the book calls for a transformation of TVET systems to enable them to respond to the demands of their contexts. This transformation should enable TVET systems to acquire agility to stay current and responsive to the rapidly changing demands of the twenty-first century."–Publisher's website.
OCLC: 921829960 KerkoCite.ItemAlsoKnownAs: 2129771:AVKWPPMP 2317526:JK6589HH