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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Access to Open Educational Resources: Report of a UNESCO OER Community Discussion. - Haßler, Björn (IIEP, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:9ADE7A9P 2129771:A62ZDWFW 2129771:YNRBBDKJ 2405685:Z4IIZ3IE 261451:3WM33AEQ 261495:8IVTDTR9
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _bjoern_cv; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Youth, Gender and Sustainable Development: An Assessment of Girl-Child Education in Kano State - Aisha Abdu-Ismail (The Nigerian Youth: PoliticalParticipation and National Development, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:7ACUKDNM 2129771:RW3GYR4U 2486141:4ASQKG3F

'Aung Sung Tsu Yi on House Arrest' The Boston literary magazine - Ajadi, S.B. (The Boston Press, 2010)
Place: Boston

'I think I'll die here' The Oral Tradition Journal of Poetry - Ajadi, S.B. (Spring, 2010)
Place: Canada

'Landscape Lull' Sunday Sun (National - Ajadi, S.B. (November, 2010)
Place: Ajadi, S.B
Keywords: ⛔ No DOI found

'Portrait of Gani Odutokun' - Ajadi, S.B. (2010)

'Macramé Panorama' Sunday Sun (National Daily) November 7 Also in - Ajadi, S.B.; Ajadi, S.B. (2010)

Malaria Management on the Go among Nigerian Fulani Nomads - Akogun, O.B.; S, Njobdi; Adesina, Adedoyin (Abstract ID: ABSLT-KLBXB-UBSZ4-48WD2 International Conference of Parasitology, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:6SHUZ8XZ 2129771:QAUS5NZ9 2486141:QKF2BT54
Keywords: ⛔ No DOI found

Role of Rapid Diagnostic test (RDT) for malaria in the community management of under-five febrile illnesses in northeastern Nigeria - Akogun, Oladele B; Adesina, Adedoyin (Analysis and presentation of study results, 2010)
Place: Geneva, Switzerland KerkoCite.ItemAlsoKnownAs: 2129771:A73XELMK 2129771:GZXANU22 2486141:R2SUCQ27
Keywords: ⛔ No DOI found

Pedagogical renewal in sub‐Saharan Africa: the case of Uganda - Altinyelken, Hülya K. (Comparative Education, 2010)
shortDOI: 10/cns9bx KerkoCite.ItemAlsoKnownAs: 10.1080/03050061003775454 10/cns9bx 2129771:SK5ZYYKU 2405685:LE8JDQQF
Keywords: C:sub-Saharan Africa; _C:Australia AUS; _C:Botswana BWA; _C:Cuba CUB; _C:Egypt EGY; _C:Ethiopia ETH; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Ghana GHA; _C:Kenya KEN; _C:Mali MLI; _C:Mauritius MUS; _C:Namibia NAM; _C:Netherlands NLD; _C:South Africa ZAF; _C:Tanzania TZA; _C:Tibet XTIBT; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Early Childhood Stimulation Interventions in Developing Countries: A Comprehensive Literature Review. - Baker-Henningham, Helen; Bóo, Florencia López (IDB Working Paper Series, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:JCRWDAN2 2129771:RHMP59EU
Keywords: ⛔ No DOI found

Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India. - Banerjee, A.V.; Banerji, R.; Duflo, E.; Glennerster, R.; Khemani, S. (American Economic Journal: Economic Policy, 2010)

Educational outcomes and research from 1:1 computing settings - Bebell, D.; O'Dwyer, L. M. (Journal of Technology, Learning, and Assessment, 2010)
Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.
KerkoCite.ItemAlsoKnownAs: 2129771:TV2JLSG4 2129771:WIDK946U 257089:3I5Z72DX 261495:NG9MQG3U
Keywords: ⛔ No DOI found

Challenges of Curtin-AVU-AAU Distance Learning Program in Ethiopia: A Case Study - Belwal, Rakesh; Dawit Ayalew Kassa; Medhanie Gaim Asgedom (MERLOT Journal of Online Learning and Teaching, 2010)
Distance education programs are emerging globally in the form of joint ventures among higher educational institutions. This paper describes the research undertaken to explore one such joint venture program in business between Australian and African universities. This study utilizes both primary and secondary data gathered through a review of the literature, consultations with program administrators, interviews with faculty members, direct observations, and questionnaires administered to sample students. This case study explores factors affecting the program. Using quantitative and qualitative analytical tools, this study discusses the outcomes of the analyses to facilitate experiential learning. It finds that for students originating mainly from remote regions of Ethiopia, distance learning can offer good opportunities of receiving cost-effective, quality-education on their doorsteps. This experience could contribute immensely to the extension of such programs to other regions of the country. Although the joint venture reveals the potential of coordinated educational efforts, internal weaknesses and inefficiencies need serious attention to ensure the success of such initiatives in the future.
KerkoCite.ItemAlsoKnownAs: 2129771:9ZJBUJR4 2317526:4T9GN28B
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; F:outcomes; P:technology; Q:distance learning; Q:higher education; R:case study; R:interview; R:observation; R:qualitative; R:quantitative; R:questionnaire; T:distance learning program; Z:Alliances; Z:Distance learning; Z:Education reform; Z:Market entry; Z:Qualitative research; Z:Technological change; __C:filed:1; publicImportV1; ⛔ No DOI found

Assessing the value-added effects of literacy collaborative professional development on student learning - Biancarosa, G.; Bryk, A.S.; Dexter, E.R. (The Elementary School Journal, 2010)

Contemporary Approaches to Teacher Professional Development - Borko, H.; Jacobs, J.; Koellner, K. (International Encyclopedia of Education, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:5W2ZBF55 261495:6MQZJXUC

Translating Epidemiology into Policy to Prevent Childhood Obesity: The Case for Promoting Physical Activity in School Settings - Brownson, Ross C; Chriqui, Jamie F; Burgeson, Charlene R; Fisher, Megan C; Ness, Roberta B (Annals of Epidemiology, 2010)
Childhood obesity is a serious public health problem, resulting from energy imbalance (when the intake of energy is greater than the amount of energy expended through physical activity). Numerous health authorities have identified policy interventions as promising strategies for creating population-wide improvements in physical activity. This case study focuses on energy expenditure through physical activity (with a particular emphasis on school-based physical education [PE]). Policy-relevant evidence for promoting physical activity in youth may take numerous forms including epidemiologic data and other supporting evidence (e.g., qualitative data). The implementation and evaluation of school PE interventions leads to a set of lessons related to epidemiology and evidence-based policy. These include the need to: 1) enhance the focus on external validity, 2) develop more policy-relevant evidence based on “natural experiments,” 3) understand that policymaking is political, 4) better articulate the factors that influence policy dissemination, 5) understand the real world constraints when implementing policy in school environments, and 6) build transdisciplinary teams for policy progress. The issues described in this case study provide leverage points for practitioners, policy makers, and researchers as they seek to translate epidemiology to policy.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.annepidem.2010.03.001 2129771:P97ZHSEI 2486141:REEKQR24

Issues and Challenges in the Design of Culturally Adapted Evidence-Based Interventions - Castro, Felipe González; Barrera, Manuel; Holleran Steiker, Lori K. (Annual review of clinical psychology, 2010)
This article examines issues and challenges in the design of cultural adaptations that are developed from an original evidence-based intervention (EBI). Recently emerging multistep frameworks or stage models are examined, as these can systematically guide the development of culturally adapted EBIs. Critical issues are also presented regarding whether and how such adaptations may be conducted, and empirical evidence is presented regarding the effectiveness of such cultural adaptations. Recent evidence suggests that these cultural adaptations are effective when applied with certain subcultural groups, although they are less effective when applied with other subcultural groups. Generally, current evidence regarding the effectiveness of cultural adaptations is promising but mixed. Further research is needed to obtain more definitive conclusions regarding the efficacy and effectiveness of culturally adapted EBIs. Directions for future research and recommendations are presented to guide the development of a new generation of culturally adapted EBIs.
KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-clinpsy-033109-132032 2129771:UC8KYZVI 2486141:ZLKF4245

Participatory rural appraisal - Chandra, Ganesh (Katiha, PK, Vaas, KK, Sharma, AP, Bhaumik, U. & Chandra Ganesh (Eds). Issues and tools for social science research in inland fisheries. Central Inland Fisheries Research Institute, Barrackpore, Kolkata, India. Bulletin, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:K7NJY4DU
Keywords: ⛔ No DOI found

Driving the process or driven by the process? The transformation of Nkrumah college of education into Nkrumah university college. - Cheyeka, Austin; Mulenga, Innocent Mutale; Masaiti, Gift (2010)
Publisher: ZANGO-Journal of Contemporary Issues
Keywords: ⛔ No DOI found

Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 - Copple, Carol; Bredekamp, Sue (National Association for the Education of Young Children, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:9ZF9JTU5 2486141:JBRSHJUR

Heat impact on schoolchildren in Cameroon, Africa: potential health threat from climate change - Dapi, Léonie N.; Rocklöv, Joacim; Nguefack-Tsague, Georges; Tetanye, Ekoe; Kjellstrom, Tord (Global Health Action, 2010)
Background: Health impacts related to climate change are potentially an increasing problem in Cameroon, especially during hot seasons when there are no means for protective and adaptive actions. Objective: To describe environmental conditions in schools and to evaluate the impact of heat on schoolchildren’s health during school days in the Cameroon cities of Yaounde´ and Douala. Methods: Schoolchildren (N0285) aged 12Á16 years from public secondary schools completed a questionnaire about their background, general symptoms, and hot feelings in a cross-sectional study. In Yaounde´, 50 schoolchildren were individually interviewed during school days about hourly symptoms (fatigue, headache, and feeling very hot) and performance. Lascar dataloggers were used to measure indoor classroom temperatures and humidity. Results: There was a significant correlation between daily indoor temperature and the percentages of schoolchildren who felt very hot, had fatigue, and headaches in Yaounde´. A high proportion of schoolchildren felt very hot (48%), had fatigue (76%), and headaches (38%) in Yaounde´. Prevalences (%) were higher among girls than boys for headaches (58 vs 39), feeling ‘very hot overall’ (37 vs 21), and ‘very hot in head’ (21 vs 18). Up to 62% were absentminded and 45% had slow writing speed. High indoor temperatures of 32.58C in Yaounde´ and 36.68C in Douala were observed in school. Conclusions: Headache, fatigue, and feeling very hot associated with high indoor air temperature were observed among schoolchildren in the present study. Longitudinal data in schools are needed to confirm these results. School environmental conditions should be improved in order to enhance learning.
KerkoCite.ItemAlsoKnownAs: 10.3402/gha.v3i0.5610 2129771:JKKRXQIQ 4682641:KCUYHQPZ 5072953:ANTFHA7P
Keywords: BE:LMIC; BE:RELEVANT

How high-achieving countries develop great teachers - Darling-Hammond, Linda; Wei, Ruth Chung; Andree, Alethea (Stanford Center for Opportunity Pollcy in Education, 2010)

Professional Learning Communities in the Teachers' College: A Resource for Teacher Educators. - Du Plessis, Joy; Muzaffar, Irfan (EQUIP1, 2010)
Publisher: ERIC
Keywords: ⛔ No DOI found

Reaching The Marginalized - Education For All (Global Monitoring Report, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:YV3KBMQD 261495:X59S92MM

Sustainable tourism industry development in sub-Saharan Africa: Consequences of foreign hotels for local employment - Fortanier, Fabienne; Wijk, Jeroen van (International Business Review, 2010)
Abstract While foreign investment in the tourism industry is often considered important in stimulating sustainable development in least developed countries, empirical evidence is still scarce and ambiguous. Focusing on the social (employment) dimension of sustainable development, this paper analyses how foreign firms in the hotel industry influence the quantity of local employment (number of jobs) and its quality (skills). Using interview data with managers of 123 foreign and locally owned hotels in Mozambique, Tanzania and Ethiopia, we find that the simple scale effects of foreign hotels in least developed countries are positive. However, rather than contributing to local human capital via training, foreign firms instead prefer to hire well-trained employees from local hotels. We explore the implications of such reverse knowledge transfer for policy makers in least developed countries.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ibusrev.2009.11.007 10/fr7twp 2129771:246R5SBJ 2317526:WVC4V7D3 LOCAL-DOI:10.1016/j.ibusrev.2009.11.007
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; AA:Africa; C:Ethiopia; C:Mozambique; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:policy; F:pro-poor; P:services; P:social; P:tourism; R:interview; T:Training; T:trainee; Z:Employment; Z:Foreign direct investment; Z:International hotel industry; Z:Knowledge transfer; Z:Pro-poor tourism; Z:Services; Z:Sustainable development; publicImportV1

Secondary Prevention in an RTI Model: A Step Toward Academic Recovery - Friedman, Esther Klein (The Reading Teacher, 2010)
The secondary level of a Response to Intervention system, sometimes referred to as Tier II intervention, targets students who experience inadequate response to good classroom instruction for 10–15 weeks of validated small-group instruction. The twin purposes of secondary prevention are to (a) prevent the development of long-term reading difficulty and (b) assess whether a more intensive level of intervention (i.e., tertiary prevention, sometimes delivered under the auspices of special education) is necessary to ensure that the student exits school with the reading competence necessary for success. In this article, the author discusses a secondary prevention initiative that began in the New York City Public Schools in 2004; describes the resulting academic intervention toolkit with options for RTI assessment methods and instructional interventions; and discusses challenges to secondary prevention including building staff capacity, keeping parents informed, and the costs.
_eprint: https://ila.onlinelibrary.wiley.com/doi/pdf/10.1598/RT.64.3.8 KerkoCite.ItemAlsoKnownAs: 10.1598/rt.64.3.8 2129771:33ACGIRI 2129771:4XWSTUV3 2486141:AVQFRHDC 2486141:ENBMFTX9
Keywords: _Not used in LR; _T:reviewed; article; assessment; childhood; early adolescence; intervention; protocols; remediation; standardized; standards; struggling

Increased educational attainment and its effect on child mortality in 175 countries between 1970 and 2009: a systematic analysis - Gakidou, Emmanuela; Cowling, Krycia; Lozano, Rafael; Murray, Christopher J.L. (The Lancet, 2010)

Revised National Youth Policy - Government of Botswana (2010)
UA-10998dbb-5050-4624-951a-223039ab87a1 KerkoCite.ItemAlsoKnownAs: 2129771:HEMKTILZ 2317526:BKRPWCAB
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

Community-directed interventions for priority health problems in Africa: results of a multicountry study - Group, The C.D.I.Study (Bulletin of the World Health Organization, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:4GDFSCPN 2129771:BTASB7JF 2486141:8K5XMMVL
Keywords: ⛔ No DOI found

Using value-added measures of teacher quality - Hanushek, E.A.; Rivkin, S.G. (CALDER Brief, 2010)

Bridging the Bandwidth Gap: Open Educational Resources and the Digital Divide - Haßler, Björn; Jackson, Alan McNeil (IEEE Transactions on Learning Technologies, 2010)
http://doi.ieeecomputersociety.org/10.1109/TLT.2010.8
00008 EdTechHub.Copy: 2405685:VCQFS2J9 KerkoCite.ItemAlsoKnownAs: 10.1109/tlt.2010.8 10/dxgcg5 2129771:9ZBX559Q 2129771:AL3P4CV5 2129771:WU5VWEPS 2405685:VCQFS2J9 257089:2XRARJMC
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Brazil BRA; _C:Guatemala GTM; _C:Mexico MEX; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sudan SDN; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence

Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature - Hennessy, S.; Onguko, B.; Ang'ondi, E.K.; Harrison, D.; Namalefe, S.; Naseem, A.; Wamakote, L. (Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa., 2010)
00005 KerkoCite.ItemAlsoKnownAs: 2129771:LK7DM4JL 2129771:XKCMEQ5G 257089:33EU4WNR 261495:I32M2W9A

Teacher factors influencing classroom use of ICT in sub-Saharan Africa - Hennessy, Sara; Harrison, David; Wamakote, Leonard (Itupale Online Journal of African Studies, 2010)
This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century.
EdTechHub.Source: 2405685:RXIW5GY7 KerkoCite.ItemAlsoKnownAs: 2129771:J94BQM7C 2339240:957DANTW 2405685:RXIW5GY7 503888:YIGQUDX5
Keywords: Schools; Secondary; Scientific literature; ⛔ No DOI found

Teaching Replays, Teaching Rehearsals and Re-Visions of practice: Learning from colleagues in a mathematics teacher community - Horn, I (Teachers College Record: The Voice of Scholarship in Education, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1177/016146811011200109 2486141:8EKJZ3K9

The (Perceived) Returns to Education and the Demand for Schooling. - Jensen, Robert (The Quarterly Journal of Economics, 2010)

Development of a Caricom strategic plan for primary and secondary education services in the Caricom single market and economy (CSME) - Jules, Didacus; Council, Caribbean Examinations (Retrieved October, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:HZCB47UH
Keywords: ⛔ No DOI found

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

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

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

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

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

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

(untitled) - Maluccio (2010)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Islam and Gender Relations in Nigeria” in Al-Ijtihad-The Journal of Islamization of Knowledge and Contemporary Issues - Aisha Abdu-Ismail (2010)
Pages: 128–145 KerkoCite.ItemAlsoKnownAs: 2129771:C2KB3LPK 2129771:UEWPWISL 2486141:353YM49D

Access to and Retention of Early School Leavers in Basic Technical Education in Kenya - Mwinzi, Dinah Changwony; Kelemba, Joy Kasandi (The Burden of Educational Exclusion, 2010)
Basic Technical Education in Kenya is fundamental to industrialization and national development (MSPNP, 2007). The objective of the reforms in Kenya is to improve access, equity and the quality and relevance of education and training at all levels. This chapter considers the revitalization of Youth Polytechnics (YPs) as a strategic approach to the development of technical competences in Kenya, especially for out-of-school youth. The YPs, which were once derided, have now become popular because of rising unemployment and many technological challenges in the workplace. Learners are admitted from different educational backgrounds, including those who left primary or secondary school early. The chapter provides a historical overview of basic technical education in Kenya, along with an analysis of early school leaving, the renewal of YPs, the Technical Industrial Vocational and Entrepreneurship Training (TIVET) initiative and a discussion of the issue of gender disparity. It finishes with a consideration of the challenges and dilemmas, which remain, followed by conclusions and recommendations.
KerkoCite.ItemAlsoKnownAs: 10.1163/9789460912849_017 2129771:YDNNGQI6 2317526:3MNLL4EW

Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement - Shapley, Kelly S.; Sheehan, Daniel; Maloney, Catherine; Caranikas-Walker, Fanny (The Journal of Technology, Learning and Assessment, 2010)
In a pilot study of the Technology Immersion model, high-need middle schools were “immersed” in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or less of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students’ use of laptops outside of school for homework and learning games was the strongest implementation mediator of achievement.
KerkoCite.ItemAlsoKnownAs: 2129771:NJE58HBR 257089:6MQAKFA5
Keywords: ⛔ No DOI found

Starting from scratch: Critical reflections on an educational reform programme in St Vincent and the Grenadines - Davies, John Dwyfor; Lee, John (2010)
KerkoCite.ItemAlsoKnownAs: 2129771:8LG7IAXM 2486141:424T975K
Keywords: _Added to LR; _G:reviewed; ⛔ No DOI found

Dr Math gets MUDDY: the "dirt" on how to attract teenagers to Mathematics and Science by using multi-user dungeon games over Mxit on cell phones - Butgereit, L.; Leonard, B.; Le Roux, C.; Rama, H.; De Sousa, M.; Naidoo, T. (The authors, 2010)
The current group of teenagers has been called many things – some of the terms unprintable in respectable publications. However terms such as the “thumb tribe” (because they can type faster on their cell phones with their thumbs than adults can type on a keyboard using ten fingers) and “gamers” (because they play computer games for hours, and even days, at a time) are indicative of the close relationship teenagers have with their cell phones and computers. This paper explores a project where multi-user dungeon games (MUDs) with a science and mathematical twist were deployed using Mxit (a popular instant messaging system in South Africa) on cell phones to encourage teenagers to learn more about math and science to practice math and science skills
Accepted: 2010-07-14T14:14:47Z KerkoCite.ItemAlsoKnownAs: 4804264:6ER7CWWL
Keywords: Final_citation; cited; existing

School Drop out: Patterns, Causes, Changes and Policies - Sabates, R.; Westbrook, J.; Akyeampong, K.; Hunt, F. (United Nations Educational, Scientific and Cultural Organisation (UNESCO), 2010)
This background paper for the UNESCO GMR team draws on a range of resources to provide a synthesis on drop out. The paper focuses on patterns of participation, age-specific drop out rates, equity in drop out rates, and the link between over age enrolment and drop out rates. The paper outlines the main causes of drop out and provides two country case studies, Ghana and Tanzania, to highlight the potential strategies that could be used to address drop out. The paper concludes with our main policy messages.
Num Pages: 25 Publication Title: United Nations Educational, Scientific and Cultural Organisation (UNESCO): Paris, France. KerkoCite.ItemAlsoKnownAs: 2129771:GCMSM5KV

Connecting reflective practice, dialogic protocols, and professional learning - Nehring, J.; Laboy, W.T.; Catarius, L. (Professional Development in Education, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1080/19415250903102432 10/df4v8w 2129771:LT6JNILM 261495:2NC3462G

The Mutual Construction of Statistics and Society - Saetnan, Ann Rudinow; Lomell, Heidi Mork; Hammer, Svein (2010)

Lifting the education revolution to the next level - Gonsalves, Ralphe (Office of the Prime Minister, 2010)
lifting the education revolution to the next level - Read more about educational, secondary, vincent, primary, facilities and grenadines.
KerkoCite.ItemAlsoKnownAs: 2129771:SWFZ74A8 2486141:II4KEQHQ

Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives - Shohel, M. Mahruf C.; Power, Tom (Open Learning: The Journal of Open, Distance and e-Learning, 2010)
This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods).
Publisher: Routledge _eprint: https://doi.org/10.1080/02680513.2010.511953 shortDOI: 10/brrchv KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2129771:IMQPGDUK 2339240:9GRACLAU 2405685:EEAEL6VW 2405685:R4EEF7NV 2405685:UTNGW9R7 2534378:HMHCMR9X 2534378:KT2WCVFZ 2534378:QXQHZY9I 2534378:UJQAALFW 2534378:ZJT5CTY3
Keywords: BANGLADESH; Bangladesh; C:Bangladesh; COMPUTER assisted language instruction; COMPUTERS in education; CONTINUING education; Computer Assisted Instruction; DISTANCE education; Developing Nations; Digital audio players; Distance Education; Distance learning; ENGLISH language – Study & teaching – Foreign speakers; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational Development; Educational Technology; Educational technology; Elementary Secondary Education; English (Second Language); English in Action support model; English language; Foreign Countries; Handheld Devices; Higher Education; Inservice Teacher Education; Interviews; LANGUAGE teachers; Language instruction; Multimedia Instruction; OPEN learning; Open Universities; Pilot Projects; Postsecondary Education; Professional development; Program Descriptions; Program Development; Program Effectiveness; Protocol Materials; SECONDARY education; Second Language Instruction; Secondary Education; Secondary School Teachers; Studies; TEACHER development; TEACHERS – Attitudes; TELEMATICS; Teacher Attitudes; Teachers; Technology Integration; United Kingdom; Video Technology; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2098161; __C:filed:1; ___working_potential_duplicate; __finaldtb; mobile learning; mobile technology; technology intervention

Uncertainty in Early Occupational Aspirations: Role Exploration or Aimlessness? - Staff, Jeremy; Harris, Angel; Sabates, Ricardo; Briddell, Laine (Social Forces, 2010)
Many youth in the United States lack clear occupational aspirations. This uncertainty in achievement ambitions may benefit socio-economic attainment if it signifies “role exploration,” characterized by career development, continued education and enduring partnerships. By contrast, uncertainty may diminish attainment if it instead leads to “aimlessness,” involving prolonged education without the acquisition of a degree, residential dependence and frequent job changes. We use nationally representative data from the National Education Longitudinal Study to examine how uncertainty in occupational aspirations in adolescence (age 16) affects wage attainments in young adulthood (age 26). Results suggest that youth with undecided career ambitions earn significantly lower hourly wages in young adulthood than youth with more certain aspirations, supporting the view that uncertainty heightens the risk of labor-market problems.
KerkoCite.ItemAlsoKnownAs: 10.1353/sof.2010.0088 2129771:UEZ7PUUK

Actes du colloque international RAIFFET de Saly Portudal – Mbour au Sénégal (RAIFFET, 2011)
Éducation technologique, formation professionnelle et égalité des chances Ibrahima Wade, Jacques Ginestié, Alioune Diagne, Jean Sylvain Bekale Nze éditeurs Sous le patronage de Monsieur le Ministre de l’Enseignement Technique et de la Formation Professionnelle de la République du Sénégal Partenaires Le troisième colloque du RAIFFET a eu lieu à Saly Portudal (Sénégal) du 24 au 26 octobre 2011, sous le haut …
KerkoCite.ItemAlsoKnownAs: 2129771:9RWHDK82 2317526:3P7H87IV
Keywords: ⛔ No DOI found

Di Gropello & (Marshall, 2011)

Accounting for time use in classrooms: alternative methodologies for measuring the use and cost-effectiveness of time - Adelman, E. (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:9LXEUU2G 2486141:AB4H3728
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed; ⛔ No DOI found

ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana - Agyei, Douglas D.; Voogt, Joke (Education and Information Technologies, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-010-9141-9 2129771:EHN5LYKU

Building capacity of teachers and trainers in technical and vocational education and training (TVET) in Sudan (Case of Khartoum State University). - Ahmed, Hashim (Technische Universität Dresden, 2011)
The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers? Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work. In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses. The results of the study showed that essential innovations and reforms on the initial and in service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking ii clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers
KerkoCite.ItemAlsoKnownAs: 2129771:6N36KIAQ 2317526:6UYEDH2C 2317526:JCRCRCL6 UTI-242D92CD-6820-377B-90B3-574781F893D6
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Sudan; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:social; P:teachers; Q:educational technology; T:TVET; T:trainee; publicImportV1

Islamic Political Thoughts and Institutions,Kano - Aisha Abdu-Ismail (International Institute of Islamic Thought (Nigeria, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:DVIBA97J 2129771:UNG6WEJF 2486141:45C8XNJ4

The Political Thoughts of Sir Sayyid Ahmed Khan - Aisha Abdu-Ismail; S, Shehu (Islamic Political Thoughts and Institutions, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:U5YLJAN7 2129771:VHLXIL2H 2486141:DWJR8HG3

'A ghost soon to die' - Ajadi, S.B. (The punch (Nigerian National Newspaper) February, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:5JCW7EUP 2129771:7ASJQRQP 2129771:937AGKGX 2129771:9YWZYQK3 2129771:BQPNWZAR 2129771:ECVQV6WN 2129771:MY8ZG8NE 2129771:P7GD4FT8 2129771:ZSKBKZEK
Keywords: ⛔ No DOI found

'A Way of Looking (on hearing the death of Osama Bin Laden)' - Ajadi, S.B. (2011)

'Another Way of Looking' (on hearing the Death of Muammar al-Gaddafi - Ajadi, S.B. (2011)

'Big things at a small stadium' Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2011)

'Pin the tail on the donkey' - Ajadi, S.B. (The Minetta Review, 2011)
Place: New York
Keywords: ⛔ No DOI found

'Things Fall Apart', The writers' block magazine - Ajadi, S.B. (The Press, 2011)
Edition: p.49 Fall Place: New York

Robotic Health Assistant (Feverkit) for the Rational Management of fevers among nomads in Nigeria. Nurs Leadersh (Tor Ont - Akogun, Oladele B (May, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:AIJGZDS9 2129771:B3A6FANR 2129771:Z5LS96M3 2486141:7WTFYTXB 2486141:RVV59XS6
Keywords: ⛔ No DOI found

Rapid community identification, pain and distress associated with lymphoedema and adenolymphangitis in resource-limited communities of North-eastern Nigeria - Akogun, Oladele B; MK, Akogun; Apake, E.; Kale, O.O. (Acta Tropica, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:CVCB3IVB 2129771:MAV3624L 2486141:6IRLYNKI
Keywords: ⛔ No DOI found

Teacher preparation and continuing professional development in Africa: Learning to teach early reading and mathematics – Executive summary of Project, July 2011 version - Akyeampong, K.; Pryor, J.; Westbrook, J.; Lussier, K. (Centre for International Education, University of Sussex, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:XRJ9VFFL 261495:DZPUXTXF

Generating research questions through problematization - Alvesson, M; Sandberg, J (Academy of Management Review, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:IX3865TH 2486141:7KUXF3IE
Keywords: ❓ Multiple DOI

The Sierra Leone Teachers Union: Labor in a Post-Conflict Society - Amman, John; O'Donnell, James (WorkingUSA, 2011)
The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1743-4580.2011.00320.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2129771:63MSS39D 2405685:K8W49AUJ
Keywords: _C:Sierra Leone SLE

THE SIERRA LEONE TEACHERS UNION: LABOR IN A POST-CONFLICT SOCIETY: AMMAN AND O'DONNELL: THE SIERRA LEONE TEACHERS UNION - Amman, John; O'Donnell, James (WorkingUSA, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2129771:CAMP2L5T
Keywords: _C:Sierra Leone SLE

Industrial training in Ghana: perceptions of the undergraduate construction student - Ayarkwa, J; Adinyira, E; Agyekum, K (2011)
The recent oil discovery and processing in Ghana is expected to result in growth of infrastructural development and increased chances of construction graduates to secure jobs. Universities hold the responsibility of producing graduates with sufficient background and excellent qualification to meet the expectations of the construction industry. Although universities‘ curricula have provisions for industrial training (IT), such programmes have not made the expected impact and need quick redress. This paper assesses the perceptions of undergraduate construction students of the College of Architecture and Planning of the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, on IT, and identifies challenges and possible measures to overcome such challenges. A structured questionnaire survey of 185 final year Building Technology and Architecture students was conducted. Data obtained were analyzed based on mean scores of factors evaluated and also t-test to assess the significance of the differences between students‘ performance before and after undertaking IT. Students are of the view that IT exposes them to real work environment and increase their job prospects among others. Students‘ satisfaction level with their performance on personal attitude, communication and work attitude significantly improved after undergoing IT. They are, however, not satisfied with their departments‘ involvement, particularly, with regards to placement and monitoring. Stressful placement processes and financial strain on students are some of the challenges identified. Educational institutions are to collaborate with industry to secure suitable placement for all students and to monitor IT activities in order to enhance the effectiveness of training programmes.
KerkoCite.ItemAlsoKnownAs: 2129771:2GWSGUHU 2317526:QC26FE86
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:construction; P:environment; Q:educational technology; T:TVET; T:Training; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Yi - Baird (et al. 2015 Garn et al, 2011)

Cash or condition? Evidence from a cash transfer experiment - Baird, Sarah; McIntosh, Craig; Özler, Berk (The Quarterly Journal of Economics, 2011)

Do Conditional Cash Transfers for Schooling Generate Lasting Benefits? A Five-Year Followup of PROGRESA/Oportunidades. - Behrman, Jere R.; Parker, Susan W.; Todd, Petra E. (Journal of Human Resources, 2011)
Keywords: ❓ Multiple DOI

School leadership and social justice: Evidence from Ghana and Tanzania - Bosu, R.; Dare, A.; Dachi, H.; Fertig, M. (International Journal of Educational Development, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.05.008 10/dvb529 2129771:9JQ5QLND 261495:MQUZ4RN6

Making Schools Work: New Evidence on Accountability Reforms - Bruns, Barbara; Filmer, Deon; Patrinos, Harry P. (World Bank, 2011)

Impacto del Programa “Computadores para Educar” en la deserción estudiantil, el logro escolar y el ingreso a la educación superior [Impact of the Programme Computers to Educate on Student Dropout, School Achievement and Admission to Higher Education - C., Rodriguez; F., Sánchez; J, Márquez Zuñiga (Serie Documentos CEDe, 2011)
KerkoCite.ItemAlsoKnownAs: 4804264:9SWCTZGC
Keywords: Final_citation; ⚠️ Invalid DOI

First-grade teachers’ response to three models of professional development in reading - Carlisle, J.F.; Cortina, K.A.; Katz, L.A. (Reading & Writing Quarterly: Overcoming Difficulties, 2011)

Qualité de l’air à l’intérieur des écoles - Cartieaux, E.; Rzepka, M.-A.; Cuny, D. (Archives de Pédiatrie, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.arcped.2011.04.020 2129771:TC32NG5X 4682641:I45LBBDU