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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

A new solution for the roommate problem: The Q-stable matchings (2014)
Keywords: _C:Hungary HUN; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Karlan and Leiden (2014)

Kenya National Qualifications Framework Act (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:LK23SSIH

Learning to Improve Learning: Lessons from Early Primary Interventions and Evaluations in India and Sub-Saharan Africa (Hewlett Foundation, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:6GMGIB5M 261495:6FV2XCAR

Organizational Agility (2014)

PG Day_Literature Review_10062013_Library Presentation.pdf (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:JRQKM7J5

Piper & Mugenda (2014)

Real-Time Evaluation of World Vision's Response to the Syrian Crisis (World Vision, 2014)
26 pages KerkoCite.ItemAlsoKnownAs: 2129771:HYEVC4FF 2486141:JSBLG73C
Keywords: CitedIn:eCubed; eCubed

Teachers of Mathematics (NCTM) (Principles to actions: Ensuring mathematical success for all, 2014)

'The Impact of an Adolescent Girls Employment Program. The EPAG Project in Liberia. ', Policy Research Working Paper, The World Bank (2014)

Building mental health workforce capacity through training and retention of psychiatrists in Zimbabwe - Abas, Melanie A.; Nhiwatiwa, Sekai M.; Mangezi, Walter; Jack, Helen; Piette, Angharad; Cowan, Frances M.; Barley, Elizabeth; Chingono, Alfred; Iversen, Amy; Chibanda, Dixon; Barley, Elizabeth; Barley, Elizabeth; et al. (International Review of Psychiatry, 2014)
Despite the need to improve the quantity and quality of psychiatry training in sub-Saharan Africa (SSA), very little is known about the experiences of psychiatric trainees in the region. This is the first study examining psychiatric trainees in a low-income country in SSA. It was carried out as part of the needs assessment for a unique Medical Education Partnership Initiative (MEPI) programme to find African solutions for medical shortages in Africa. We approached all doctors who had trained in post-graduate psychiatry in Zimbabwe in 2010 and conducted in-depth qualitative interviews with all except one (n = 6). We analysed the data using constant comparison and thematic analysis. Trainees described the apprenticeship model as the programme's primary strength, through providing clinical exposure and role models. Programme weaknesses included shortages in information sources, trainee salaries, trainers, public health education, and in the mental health service. Most respondents were, however, eager to continue practising psychiatry in Zimbabwe, motivated by family ties, national commitment and helping vulnerable, stigmatized individuals. Respondents called for sub-speciality training and for infrastructure and training to do research. Resources need to be made available for psychiatric trainees in more SSA settings to develop public health competencies. However, investment in psychiatry training programmes must balance service provision with trainees' educational needs. Directing investment towards needs identified by trainees may be a cost-effective, context-sensitive way to increase retention and learning outcomes. © 2014 Institute of Psychiatry.
KerkoCite.ItemAlsoKnownAs: 10.3109/09540261.2014.924487 10/gf62pv 2129771:S37KJPZJ 2317526:H7G6FTSU
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Zimbabwe; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:low-income country; F:assessment; F:learning; F:outcomes; F:salary; P:health; P:measurement; P:media; P:services; R:interview; R:qualitative; T:Lehrlingsausbildung; T:Training; T:trainee; _C:Canada CAN; _C:Ghana GHA; _C:Mexico MEX; _C:Nicaragua NIC; _C:South Africa ZAF; _C:United Kingdom GBR; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; publicImportV1

What matters most for education management information systems: A framework paper - Abdul-Hamid, Husein (2014)
Publisher: World Bank Group, Washington, DC KerkoCite.ItemAlsoKnownAs: 2129771:C4JC4EQI
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Djibouti DJI; _C:Dominica DMA; _C:Ethiopia ETH; _C:Ghana GHA; _C:Grenada GRD; _C:Guinea GIN; _C:India IND; _C:Indonesia IDN; _C:Japan JPN; _C:Jordan JOR; _C:Liberia LBR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mozambique MOZ; _C:Nicaragua NIC; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Saint Kitts and Nevis KNA; _C:Saint Vincent and the Grenadines VCT; _C:Senegal SEN; _C:State of Palestine PSE; _C:Sudan SDN; _C:Thailand THA; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice - Agyei, Douglas D.; Voogt, Joke (Australasian Journal of Educational Technology, 2014)
This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.499 2405685:EBNRF3XR 2534378:L2FKFKGZ 2534378:SI3VKRQI
Keywords: __:import:02; __:match:final; __:matched; __:study_id:2425905; __finaldtb

Gender Inequalities and the Question of Human Rights Among the Hausa/Fulani Muslim Women - Aisha Abdu-Ismail (Bayero Journal of Political Science, Maiden Edition, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:CUGHRGR4 2129771:QFLWJ7CJ 2486141:995GBVH7
Keywords: ⛔ No DOI found

Muslim Women and The Balancing Act: Planning and Time Management to the Rescue - Aisha Abdu-Ismail (Journal of Policy and Development Studies, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:A87HFDEB 2129771:Z67EKAAX 2486141:F4VHWPUR

Religion and Politics: The Debate with Reference to Nigeria - Aisha Abdu-Ismail (International Journal of Islamic Thought, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:ADP6GEG5 2129771:DZZM6QH5 2486141:DGLD4LTS
Keywords: ⛔ No DOI found

Secularism and The Secular State - Aisha Abdu-Ismail (International Journal of Islamic Thought, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:RCM6KXPF 2129771:YNHMEGA2 2486141:PM7HJVPF
Keywords: ⛔ No DOI found

'Apoptosis in City Systems: A Biomimetic Approach to City Regeneration' - Ajadi, S.B. (Journal of Planning and Construction Management, 2014)
Keywords: ⚠️ Invalid DOI

'Lady Marina: Proposed Skyscraper in Lagos Nigeria', Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2014)

Impact of a Workplace-based Malaria Treatment Program on Earnings, Labor Supply and Productivity of Agricultural Workers in Nigeria - Akogun, Oladele B; Dillon, A.; Friedman, J.; Serneels, P. (Mimeo, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:A7XETF7R 2129771:ALMQBCDJ 2486141:C62NGY8U
Keywords: ⛔ No DOI found

Informing the scale-up of Kenya's nursing workforce: A mixed methods study of factors affecting pre-service training capacity and production - Appiagyei, Ashley A.; Kiriinya, Rose N.; Gross, Jessica M.; Wambua, David N.; Oywer, Elizabeth O.; Kamenju, Andrew K.; Higgins, Melinda K.; Riley, Patricia L.; Rogers, Martha F. (Human Resources for Health, 2014)
© 2014 Appiagyei et al.; licensee BioMed Central Ltd. Background: Given the global nursing shortage and investments to scale-up the workforce, this study evaluated trends in annual student nurse enrolment, pre-service attrition between enrolment and registration, and factors that influence nurse production in Kenya.Methods: This study used a mixed methods approach with data from the Regulatory Human Resources Information System (tracks initial student enrolment through registration) and the Kenya Health Workforce Information System (tracks deployment and demographic information on licensed nurses) for the quantitative analyses and qualitative data from key informant interviews with nurse training institution educators and/or administrators. Trends in annual student nurse enrolment from 1999 to 2010 were analyzed using regulatory and demographic data. To assess pre-service attrition between training enrolment and registration with the nursing council, data for a cohort that enrolled in training from 1999 to 2004 and completed training by 2010 was analyzed. Multivariate logistic regression was used to test for factors that significantly affected attrition. To assess the capacity of nurse training institutions for scale-up, qualitative data was obtained through key informant interviews.Results: From 1999 to 2010, 23,350 students enrolled in nurse training in Kenya. While annual new student enrolment doubled between 1999 (1,493) and 2010 (3,030), training institutions reported challenges in their capacity to accommodate the increased numbers. Key factors identified by the nursing faculty included congestion at clinical placement sites, limited clinical mentorship by qualified nurses, challenges with faculty recruitment and retention, and inadequate student housing, transportation and classroom space. Pre-service attrition among the cohort that enrolled between 1999 and 2004 and completed training by 2010 was found to be low (6%).Conclusion: To scale-up the nursing workforce in Kenya, concurrent investments in expanding the number of student nurse clinical placement sites, utilizing alternate forms of skills training, hiring more faculty and clinical instructors, and expanding the dormitory and classroom space to accommodate new students are needed to ensure that increases in student enrolment are not at the cost of quality nursing education. Student attrition does not appear to be a concern in Kenya compared to other African countries (10 to 40%).
KerkoCite.ItemAlsoKnownAs: 10.1186/1478-4491-12-47 10/f6sjbd 2129771:STXD3RRB 2317526:S85ZAYJD
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CCZ:Kenya; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:health; P:logistics; P:nurse; P:production; P:services; R:interview; R:mixed method; R:qualitative; R:quantitative; R:regression; T:Training; Z:Nursing workforce; Z:Scale-up; Z:Training; __C:filed:1; publicImportV1

Using the Infrastructure of a Conditional Cash Transfer Program to Deliver a Scalable Integrated Early Child Development Program in Colombia: Cluster Randomized Controlled Trial. - Attanasio, Orazio P.; Fernández, Camila; Fitzsimons, Emla O.A.; Grantham-McGregor, Sally M.; Meghir, Costas; Rubio-Codina, Marta (BMJ, 2014)

An assessment of the impacts of Sri Lanka’s programme for school improvement and school report card programme on students’ academic progress - Aturupane, Harsha; Glewwe, Paul; Ravina, Renato; Sonnadara, Upul; Wisniewski, Suzanne (The Journal of Development Studies, 2014)

Is theory king?: questioning the theory fetish in Information Systems - Avison, D; Malaurent, J (Journal of Information Technology, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1057/jit.2014.8 2129771:AWKBH5L5 2486141:WQ5E93NP

Design-based research: a methodological toolkit for engineering change - Barab, S. (Handbook of the Learning Sciences, 2014)
EdTechHub.Source: 2405685:SB55YALH KerkoCite.ItemAlsoKnownAs: 2129771:N54R9A2V 2339240:HZYMHDPX 2405685:SB55YALH

Development of an emergency nursing training curriculum in Ghana - Bell, Sue Anne; Oteng, Rockefeller; Redman, Richard; Lapham, Jeremy; Bam, Victoria; Dzomecku, Veronica; Yakubu, Jamila; Tagoe, Nadia; Donkor, Peter (International Emergency Nursing, 2014)
Abstract The formal provision of emergency health care is a developing specialty in many sub-Saharan African countries, including Ghana. While emergency medicine training programs for physicians are on the rise, there are few established training programs for emergency nurses. The results of a unique collaboration are described between a university in the United States, a Ghanaian university and a Ghanaian teaching hospital that has developed an emergency nursing diploma program. The expected outcomes of this training program include: (a) an innovative, interdisciplinary, team-based clinical training model, (b) a unique and low-resource emergency nursing curriculum and (c) a comprehensive and sustainable training program to increase in-country retention of nurses.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ienj.2014.02.002 10/f6vv27 2129771:UFJJIVJS 2317526:5WYR796J
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; F:outcomes; F:teaching; P:health; P:media; P:nurse; Q:diploma; T:Training; Z:Curriculum; Z:Emergency Nursing; Z:Sub-Saharan Africa; Z:Training; _C:Ghana GHA; __C:filed:1; publicImportV1

A Systematic Review of One-to-One Access to Laptop Computing in K-12 Classrooms: An Investigation of Factors That Influence Program Impact - Bethel, Edward C. (2014)
KerkoCite.ItemAlsoKnownAs: 4804264:N69TQFF4
Keywords: Final_citation; anystyle; existing

Training of School Teachers in West Africa: Remediation of Reading Difficulties through Training in Phonological Awareness and Letter Names - Briquet-Duhazé, Sophie (FIRE: Forum for International Research in Education, 2014)
The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to resolve reading difficulties for students using our scientific research. This paper presents the theoretical framework of phonological awareness and letter names and the 0 phase and the beginning of Phase 1 of our research. We use these predictors as remedial reading difficulties among students aged 8 to 11 years. We present the first results.
KerkoCite.ItemAlsoKnownAs: 2129771:TC75Z8YL 2317526:ZGBCTLGU LOCAL-eric:EJ1133799
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Burkina Faso; C:Cape Verde; C:Gambia; C:Guinea; C:Ivory Coast; C:Mali; C:Mauritania; C:Senegal; CA:AandC; CL:de; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:Improvement; P:teachers; T:TVET; T:Training; T:trainee; Z:Alphabets; Z:Elementary School Students; Z:Faculty Development; Z:Foreign Countries; Z:Longitudinal Studies; Z:Phoneme Grapheme Correspondence; Z:Phonological Awareness; Z:Predictor Variables; Z:Professional Continuing Education; Z:Reading Difficulties; Z:Relevance (Education); Z:Remedial Reading; Z:Teacher Improvement; __C:filed:1; publicImportV1; ⛔ No DOI found

Strengthening systems for integrated early childhood development services: a cross-national analysis of governance - Britto, Pia Rebello; Yoshikawa, Hirokazu; van Ravens, Jan; Ponguta, Liliana Angelica; Reyes, Maria; Oh, Soojin; Dimaya, Roland; Nieto, Ana María; Seder, Richard (Annals of the New York Academy of Sciences, 2014)
While there has been substantial growth in early childhood development (ECD) services in low- and middle-income countries (LMICs), there is considerable inequity in their distribution and quality. Evidence-based governance strategies are necessary, but currently they are insufficient for widespread, quality implementation. In particular, there is a limited understanding of the use of systems approaches for the analysis of ECD services as they go to scale. The aim of this paper is to present findings from four countries, using a cross-national case study approach to explore governance mechanisms required to strengthen national systems of ECD services. While different sets of governance strategies and challenges were identified in each country, overarching themes also emerged with implications for systems strengthening. Study results focus on local, mid-level and central governance, with recommendations for effective coordination and the integration of ECD services in LMICs.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/nyas.12365
Keywords: coordination; early childhood; governance; low- and middle-income countries (LMICs); systems strengthening

Great teachers: How to raise student learning in Latin America and the Caribbean - Bruns, Barbara; Luque, Javier (World Bank Group, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:LR5JEH7V 2405685:IWC7GUBK 2405685:XIDFUBL9
Keywords: C:Latin America and the Carribeans

Distributed learning as a potential approach to distance education: prospects and challenges at Allama Iqbal Open University. - Bukhsh, Qadir (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:9PADUG5F

Rural development: Putting the last first - Chambers, Robert (Routledge, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:VJUWRBSI

Chesterton Tablet Learning Scheme - Evaluation Report - Chesterton Community College (2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:LYMXZP2D 257089:QDCX6V9N

Measuring the impacts of teachers II: Teacher valueadded and student outcomes in adulthood - Chetty, R.; Friedman, J.N.; Rockoff, J.E. (The American Economic Review, 2014)

Learning in a mobile age: an investigation of student motivation: Learning in a mobile age - Ciampa, K. (Journal of Computer Assisted Learning, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12036 10/f5rf5t 2129771:JTR4P68L 257089:ZNI8JCZ7

Teacher education in anglophone west Africa: Does policy match practice? - Colley, Kabba E. (International Perspectives on Education and Society, 2014)
© 2014 by Emerald Group Publishing Limited All rights of reproduction in any form reserved. This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are "add-on," meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.
KerkoCite.ItemAlsoKnownAs: 10.1108/s1479-367920140000025015 10/gf62j3 2129771:RTR537TR 2317526:3VLABS4Y
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; AAZ:West Africa; C:Gambia; C:Liberia; C:Nigeria; C:Sierra Leone; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:inclusion; F:outcomes; F:policy; P:services; P:teacher education; P:teacher training; P:teachers; Q:tertiary education; R:qualitative; R:quantitative; R:synthesis; T:Training; Z:Education; Z:Policy; Z:Supply; Z:Teacher; Z:Training; _C:Ghana GHA; _C:Sierra Leone SLE; publicImportV1

Identifying effective education interventions in sub-Saharan Africa: A meta-analysis of rigorous impact evaluations - Conn, K. (Columbia University, 2014)

21st century learning in Zambia - iSchool.zm and OER4Schools.org - Cook, Peter (2014)
This video features http://ischool.zm and http://www.oer4schools.org. It was produced by Björn Haßler (http://bjohas.de), directed by Peter Cook, and camera by Rich Peart. The video was part-funded by ARM, and part-funded by OER4Schools.
KerkoCite.ItemAlsoKnownAs: 2129771:S8DGM9HE
Keywords: Author:Haßler; Author:OpenDevEd; _bjoern_cv; _r:ImportedToMyEducationEvidence

Student acceptance of tablet devices in secondary education: A three-wave longitudinal cross-lagged case study - Courtois, Cédric; Montrieux, Hannelore; De Grove, Frederik; Raes, Annelies; De Marez, Lieven; Schellens, Tammy (Computers in Human Behavior, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2014.03.017 10/f5528j 2129771:7GI2HKMA 257089:KQ4B6S86

Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions - Crouch, Ronald; Keys, Christopher B.; McMahon, Susan D. (Journal of Prevention & Intervention in the Community, 2014)
For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.
KerkoCite.ItemAlsoKnownAs: 10.1080/10852352.2014.855054 2129771:GPHYZXD6
Keywords: Adaptation; Psychological; Adolescent; Data Collection; Disabled Children; Faculty; Female; Humans; Interpersonal Relations; Mainstreaming; Education; Male; Midwestern United States; Peer Group; Social Adjustment; Social Identification; Social Perception; Surveys and Questionnaires

iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project - Cumming, Therese M; Strnadová, Iva; Singh, Sylvia (Action Research, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 10.1177/1476750314525480 10/f53pm5 2129771:K97LMCWI 257089:E6MASECP

Simulations for STEM Learning: Systematic Review and Meta-Analysis - D’Angelo, Cynthia; Rutstein, Daisy; Harris, Christopher; Haertel, Geneva; Bernard, Robert; Borokhovski, Evgueni (SRI Education, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:TIRHGU2B 2486141:WUBSL4TS

Outreach Activities by Universities as a Channel for Science Communication - Davis, Lloyd Spencer (Communicating Science to the Public, 2014)
Universities engage in outreach activities about science for a variety of reasons, including enhancing their reputation, recruitment and the personal satisfaction of those involved. Be that as it may, such activities are typically portrayed as a form of science communication whereby the public is informed about science. Outreach activities may be classified according to their costs, their reach (i.e. the audience size) and their persistence (i.e. the duration of the activity and how long it is available to the public). When costs of many activities traditionally favoured by universities as outreach for science are weighed against their reach and persistence, they prove not to be the most effective forms of outreach in terms of the value they provide. Encouraging and facilitating staff (and, where appropriate, students) to engage in interviews about science with the media as well as to popularise science – through writing books and articles for the popular press and, where possible, being involved in documentaries about science – are amongst the most effective means by which universities can communicate science to the public. Enhancing such practices will require universities to recognise and reward staff for popularising science, rather than rewarding only publications and citations in scientific journals. Online outreach activities are also an area of great potential when it comes to persistence and the size of the audience: promoting science on the university’s website, encouraging staff to write blogs or contribute to group blogs or forums about science and posting material about science to iTunes U are some of the most cost-effective ways to communicate science to the public. When using more traditional forms of outreach – such as public talks, café scientifiques and U3A – their effectiveness may be enhanced if they occur regularly or are packaged as a group of activities in a way that the public can subscribe to them. Talks in schools, often treated as a source of potential recruitment by universities, can also be viewed as critical for helping to reverse a developing trend in recent times of disinterest in science amongst secondary school pupils. Finally, there may be social reasons favouring outreach activities by universities that go beyond a simple cost-benefit analysis, such as engaging indigenous peoples in science.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-017-9097-0_10 2129771:IJB99U2B

TVET System Research - Deissinger, Thomas (Areas of Vocational Education Research, 2014)
Research on TVET systems now comes up with various theoretical approaches. Apart from methodological issues, such as ‘typologies’, comparative criteria are crucial theoretical components by which existing TVET systems can be analysed. It is against this background—and not just by looking at the institutional and/or organisational pattern typical of a given TVET system—that underlying factors, such as the evaluation given to TVET, the different cultural imprints, the meaning of TVET and the political attention states dedicate to the field of post-compulsory education in general, should be taken into account. Differences between the German-speaking countries and the Anglo-Saxon world are hereby obvious and a good example for depicting cultural and pedagogical diversity in the field of TVET. The article focusses on various methodological perspectives for the purpose of understanding, among others, these differences.
KerkoCite.ItemAlsoKnownAs: 2129771:PF9MR8QV 2317526:CE2H9P7W UA-26AB1748-767A-43D1-9632-50B0E415DBC1
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; Dual System; Vocational Pathway; Vocational School; Vocational Training; Workplace Learning; publicImportV1

Violence against primary school children with disabilities in Uganda: a cross-sectional study - Devries, Karen M.; Kyegombe, Nambusi; Zuurmond, Maria; Parkes, Jenny; Child, Jennifer C.; Walakira, Eddy J.; Naker, Dipak (BMC public health, 2014)
Publisher: Springer

Orchestrating the XO computer with digital and conventional resources to teach mathematics - Diaz, A; Nussbaum, M; Varela, I (Journal of Computer Assisted Learning, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12081 10/f7fddg 2129771:AQVD8PJD 257089:S7V4VXTM

Which World Bank Reports are Widely Read? - Doemeland, Doerte; Trevino, James (The World Bank, 2014)

The Elements of Play: Towards a Philosophy and Definition of Play - Eberle, Scott G (American Journal of Play, 2014)
Scholars conventionally find play difficult to define because the concept is complex and ambiguous. The author proffers a definition of play that takes into consideration its dynamic character, posits six basic elements of play (anticipation, surprise, pleasure, understanding, strength, and poise), and explores some of their emotional, physical, and intellectual dimensions. He argues for a play ethos that recognizes play is evolution based and developmentally beneficial. He insists, however, that, at its most elemental, play always promises fun. In this context, any activity that lacks these six elements, he contends, will not fully qualify as play.
KerkoCite.ItemAlsoKnownAs: 2129771:QGBY42NP 2486141:H52JP3DZ
Keywords: ⛔ No DOI found

You get what you pay for: Schooling incentives and child labor - Edmonds, Eric V.; Shrestha, Maheshwor (Journal of Development Economics, 2014)

EEF Toolkit - Education Endowment Foundation (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:9WDHUTIB

The importance of context in implementation research - Edwards, Nancy; Barker, Pierre M. (JAIDS Journal of Acquired Immune Deficiency Syndromes, 2014)
Publisher: LWW KerkoCite.ItemAlsoKnownAs: 10.1097/QAI.0000000000000322 2129771:E28V4TLQ 2129771:ZDUB26I8

The importance of context in implementation research - Edwards, Nancy; Barker, Pierre M. (JAIDS Journal of Acquired Immune Deficiency Syndromes, 2014)
Publisher: LWW KerkoCite.ItemAlsoKnownAs: 10.1097/QAI.0000000000000322 2129771:NTB9UBLK 4869029:7VC6NPCS

Mobile phone images and video in science teaching and learning - Ekanayake, Sakunthala; Wishart, Jocelyn (Learning Media and Technology, 2014)
shortDOI: 10/ghgn5j KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2013.825628 10/ghgn5j 2129771:GSRH2XWN 2405685:RFWQKYW5

The eLearning Africa Report 2014 - Elletson, H; MacKinnon,, A (ICWE, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:QW73IAIF 257089:GN822NM5

Knowledge Production in the Knowledge Economy: Higher Education Institutions and the Application of Innovations in ICT for Capacity Development in Africa - Evoh, CJ; Mugimu, Christopher; Chavula, Hopestone (2014)
[FRGMNT] … 16.7 101.6 34.1 6 6.1 0 20 40 60 80 100 120 Pre-primary Primary secondary TVET Tertiary Fig. 1. Education Access in Sub-Saharan Africa (% GER), 2011. Sources: Nsapato, Limbani (2012). Knowledge Production in the Knowledge Economy 295 Page 12 … [...]… RESEARCH METHODOLOGY Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … [...]… Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … 120 Pre-primary Primary secondary TVET Tertiary Fig …
KerkoCite.ItemAlsoKnownAs: 2129771:VZPVMDHI 2317526:52LF3UGR
Keywords: -FullBiblioUHMLgen; -RRQ:LOW; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Kenya; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:access; P:economy; P:measurement; P:production; Q:ICT; Q:higher education; R:case study; R:qualitative; R:research method; T:TVET; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

Cash transfers and teen education: evidence from South Africa - Eyal, Katherine; Woolard, Ingrid; Burns, Justine (Report, unpublished, 2014)

& - Eyal, Woolard (Burns, 2014)

iPads in the Primary School: Emerging Research - Falloon, Garry (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:PFTIL4RJ 257089:3QBFWZZT
Keywords: ⛔ No DOI found

Exploring young students’ talk in iPad-supported collaborative learning environments - Falloon, Garry; Khoo, Elaine (Computers & Education, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2014.04.008 10/f59djk 2129771:RTLLXK27 257089:FUNNS6HX

Stakeholders' Roles in Prioritizing Technical Vocational Education and Training in Postconflict Liberia - Forh, Edward (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:PWU6FMNR 2317526:IGW3YU3D

Stakeholders' Roles in Prioritizing Technical and Vocational Education and Training in PostConflict Liberia - Forh, Edward S. (Walden University, 2014)
Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.
KerkoCite.ItemAlsoKnownAs: 2129771:I45EDFZ6 2317526:V4Y69WGI
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Liberia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:achievement; F:leadership; F:motivation; F:policy; P:administration; P:social; Q:higher education; R:case study; R:focus groups; R:interview; R:qualitative; T:TVET; T:Training; Z:Education Policy; Z:Higher Education Administration; Z:Higher education; Z:Sub Saharan Africa Studies; Z:Vocational education; publicImportV1; ⛔ No DOI found

Estimating Reading Growth Attributable to Accelerated Reader at One American School in the Caribbean - Foster, David K; Foster, Dean P (Reading Psychology, 2014)
This article provides a statistical analysis of the reading gains observed at one American school in the Caribbean that was using Accelerated Reader. It provides an estimate of the number of hours students needed to read to advance their reading performance an additional year. The authors estimate how much Accelerated Reader contributed to the advancement and determine how many points per grade a student needs to earn to make a year of reading growth. When points are converted to hours of time, the data show that it takes about 800 hours of time each year for students in grade 3 through grade 12 to achieve a year of growth. It is the conclusion then that students who read this much would spend about 9,600 total hours reading during their first 12 years of schooling.
KerkoCite.ItemAlsoKnownAs: 10.1080/02702711.2013.789764 2129771:9PZ9SMF6 2486141:PXKSMQQE
Keywords: _Added to LR; _G:reviewed

Preparing for life in a digital age: The IEA International Computer and Information Literacy Study international report - Fraillon, Julian; Ainley, John; Schulz, Wolfram; Friedman, Tim; Gebhardt, Eveline (Springer Nature, 2014)
KerkoCite.ItemAlsoKnownAs: 4804264:W7DBH7LP
Keywords: Final_citation

Students’ Use of and Engagement with ICT at Home and School - Fraillon, Julian; Ainley, John; Schulz, Wolfram; Friedman, Tim; Gebhardt, Eveline (Preparing for Life in a Digital Age, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-14222-7_6 4804264:UA4CEVR4
Keywords: Final_citation

Transforming education through teacher leadership - Frost, David (Leadership for Learning: The Cambridge Network, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:AFF4GJR3 261495:QIGVMSXE

Mobile learning vs. traditional classroom lessons: a comparative study - Furió, D; Juan, M-C; Seguí, I; Vivó, R (Journal of Computer Assisted Learning, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12071 10/f7dqjb 2129771:6H2BPCC9 257089:VWSWF3H4

Understanding the distribution of teacher effectiveness - Gagnon, Douglas Jude (University of New Hampshire, 2014)
The classroom teacher plays a powerful role in improving student outcomes, and teachers are increasingly looked at as a means to address disparities in achievement. Consequently, policy makers are becoming interested in understanding the distribution of teacher effectiveness across school characteristics. Very recent research suggests that, on average, students in high-poverty schools receive instruction from less effective teachers (as operationalized through teacher value-added scores) than do students in lower-poverty schools. This research seeks to build upon this literature by also examining how teacher effectiveness varies across urbanicity and location, doing so while using an often overlooked subset of schools—namely those that come from small and/or rural districts. The results of this study support the notion that teacher effectiveness is not equal across the poverty level of schools, as it finds a meaningful and robust connection between school FRPL rates and teacher value-added scores; findings pertaining to the urbanicity of schools are less conclusive. This study also finds that teacher effects vary across location, as does the connection between teacher effects and school FRPL rates. Evidence is put forth which suggests that this variability may do due in part to the supply of teachers in a given region. This study is organized into three essays: the first examines teacher effects across school income and urbanicity; the second incorporates the impact of location and teacher staffing theory; the third essay is a policy brief intended for a wide audience, as it synthesizes the findings of the first two essays to make concrete policy recommendations.
ISBN: 9781321342796
Keywords: Distribtution of Effectiveness; Education; Equality of Opportunity; Social sciences; Teacher Effectiveness; Teacher Supply; Value-Added Modeling; _C:United States USA; __C:filed:1; __C:scheme:1

Summary of research on the effectiveness of math professional development approaches - Gersten, R.; Taylor, M.J.; Keys, T.D.; Rolfhus, E.; Newman-Gonchar, R. (for Education Evaluation and Regional Assistance, U. S. Department of Education; and Regional Educational Laboratory Southeast at Florida State University, 2014)

Labor Market Returns to an Early Childhood Stimulation Intervention in Jamaica. - Gertler, Paul; Heckman, James; Pinto, Rodrigo; Zanolini, Arianna; Vermeersch, Christel; Walker, Susan; Chang, Susan M.; Grantham-McGregor, Sally (Science, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:Q4EZ83HT 2129771:S8P8CH43

Conceptual design science research? How and why untested meta-artifacts have a place in *IS* - Gleasure, R. (Proceedings of the international conference on design science research in information systems and technology, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:WURQDFAL 2486141:3GDD4WXC
Keywords: ⛔ No DOI found

School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010 - Glewwe, P.W.; Hanushek, E.; Humpage, S.D.; Ravina, R. (University of Chicago Press, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:5A6XNWA5 2129771:PQW9XJ35

Gender Responsive Pedagogy Manual - Government of Ethiopia (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:ZA488YF5 2317526:ZMCJNHXW
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Gender Strategy for the Education and Training Sector - Government of Ethiopia (2014)
UA-46cd01a7-d8a9-492d-8b98-a24cd842a26c KerkoCite.ItemAlsoKnownAs: 2129771:7JH29QYT 2317526:PMC5SD9Y
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ethiopia; gender; inclusion; publicImportV1

Education (Early Childhood Education Services) Regulations - Government of Grenada (Government of Grenada, 2014)
Keywords: _publish

Kenya National Qualifications Framework Act Nº 22 - Government of Kenya (2014)
AN ACT of Parliament to establish the Kenya National Qualifications Authority; to provide for the development of a Kenya Qualifications Framework and for connected purposes
UA-c7caea3d-31e5-4518-894a-f2a923cf3c88 KerkoCite.ItemAlsoKnownAs: 2129771:YYI2DH67 2317526:L8PU5BJQ
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

Guidelines and Procedures for the Establishment of Private Technical and Technological Institutions - Government of Nigeria (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:8WBLVZR9 2317526:GRWQEZKP
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1

UBTEB rules on the assessment of competences and conduct of business, technical and vocational examinations in Uganda - Government of Uganda (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:7R66QFK4 2317526:P6V2SGQI
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Randomized trials with missing outcome data: how to analyze and what to report - Groenwold, Rolf HH; Moons, Karel GM; Vandenbroucke, Jan P. (Canadian Medical Association Journal, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1503/cmaj.131353 2129771:J5YNSL5W 2486141:5JB2CPE3
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Closing the achievement gap in mathematics: Evidence from a remedial program in Mexico City - Gutiérrez, Emilio; Rodrigo, Rodimiro (Latin American Economic Review, 2014)
This paper evaluates the impact of an intervention targeted at marginalized low-performance students in public secondary schools in Mexico City. The program consisted in offering free additional math courses, taught by undergraduate students from some of the most prestigious Mexican universities, to the lowest performance students in a set of marginalized schools in Mexico City. We exploit the information available in all students' (treated and not treated by the program) transcripts enrolled in participating and non-participating schools. Before the implementation of the program, participating students lagged behind non-participating ones by more than a half base point in their GPA (over 10). Using a difference-in-differences approach, we find that students participating in the program observed a higher increase in their school grades after the implementation of the program, and that the difference in grades between the two groups decreases over time. By the end of the school year (when the free extra courses had been offered, on average, for 10 weeks), participating students' grades were not significantly lower than non-participating students' grades. These results provide some evidence that short and low-cost interventions can have important effects on student achievement.
KerkoCite.ItemAlsoKnownAs: 10.1007/s40503-014-0014-2 2129771:4YB3RK8Y 2486141:FURZ7YR7
Keywords: _Added to LR; _G:reviewed

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants' Version - Haßler, Björn (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:99Q3XYMC 2129771:FULY4AFY
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; ___duplicate_item

School-based professional development in a developing context: Lessons learnt from a case study in Zambia - Haßler, Björn; Hennessy, S.; Cross,, A. (Professional Development in Education, 2014)
This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all.
00015 EdTechHub.Copy: 2405685:RUTXQFGV KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.938355 10/gfv5xw 2129771:7RVZCL3K 2129771:GA2J43XP 2129771:NAPYJ8MD 2129771:TU868QEN 2129771:Y2CH4MCW 2405685:RUTXQFGV 257089:F5UDH5X5 261495:VMEXDVG4
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Iran IRN; _C:Italy ITA; _C:Malawi MWI; _C:Namibia NAM; _C:Nigeria NGA; _C:South Africa ZAF; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:a

Developing an Open Resource Bank for Interactive Teaching of STEM: Perspectives of school teachers and teacher educators - Haßler, Björn; Hennessy, Sara; Knight, Simon; Connolly, Teresa (Journal of Interactive Media in Education, 2014)
EdTechHub.ItemAlsoKnownAs: 2129771:LSRHIKC8
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:b; ⛔ No DOI found

The Role of Meta-analysis in Educational Research - Hattie, John; Rogers, H. Jane; Swaminathan, Hariharan (A Companion to Research in Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-007-6809-3_26 2129771:PAPB2SUU

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Additional Materials - Hennessy, S.; Haßler, Björn (2014)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5295152 2129771:FULY4AFY 2129771:RRWQ32J6
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _DOILIVE; _zenodo:submitted

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Facilitators' Version - Hennessy, S.; Haßler, Björn (2014)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5295150 2129771:7PAZU7KI 2129771:FULY4AFY
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _DOILIVE; _zenodo:submitted

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants' Version - Hennessy, S.; Haßler, Björn (The Centre for Commonwealth Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5295148 2129771:FULY4AFY 2129771:TK8L954M 2129771:Z8LSIEMV 2339240:58TW376N 2405685:FBGNRJ43
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _DOILIVE; ___duplicate_item; _zenodo:submitted; dode_eth-src-dode; dode_eth-trf2-dode

Reading at the Transition - Higgins, Steve; Katsipataki, Maria; Coleman, Robbie (Education Endowment Foundation, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:DPJT5K2B 2486141:UTPTZ58X
Keywords: _Added to LR; _T:reviewed

School and system improvement: A narrative state-of-the-art review - Hopkins, David; Stringfield, Sam; Harris, Alma; Stoll, Louise; Mackay, Tony (School Effectiveness and School Improvement, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/09243453.2014.885452 10/gfj8f3 2129771:AJDJ2C98 261495:348Z97QL

Methods of Meta-Analysis: Correcting Error and Bias in Research Findings - Hunter, JE; Schmidt, FL (Sage, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:HQN2ST3D 2486141:MXVJVAAZ

The Hartung-Knapp-Sidik-Jonkman method for random effects meta-analysis is straightforward and considerably outperforms the standard DerSimonian-Laird method - IntHout, Joanna; Ioannidis, John Pa; Borm, George F (BMC Medical Research Methodology, 2014)
Background: The DerSimonian and Laird approach (DL) is widely used for random effects meta-analysis, but this often results in inappropriate type I error rates. The method described by Hartung, Knapp, Sidik and Jonkman (HKSJ) is known to perform better when trials of similar size are combined. However evidence in realistic situations, where one trial might be much larger than the other trials, is lacking. We aimed to evaluate the relative performance of the DL and HKSJ methods when studies of different sizes are combined and to develop a simple method to convert DL results to HKSJ results. Methods: We evaluated the performance of the HKSJ versus DL approach in simulated meta-analyses of 2–20 trials with varying sample sizes and between-study heterogeneity, and allowing trials to have various sizes, e.g. 25% of the trials being 10-times larger than the smaller trials. We also compared the number of “positive” (statistically significant at p < 0.05) findings using empirical data of recent meta-analyses with > = 3 studies of interventions from the Cochrane Database of Systematic Reviews. Results: The simulations showed that the HKSJ method consistently resulted in more adequate error rates than the DL method. When the significance level was 5%, the HKSJ error rates at most doubled, whereas for DL they could be over 30%. DL, and, far less so, HKSJ had more inflated error rates when the combined studies had unequal sizes and between-study heterogeneity. The empirical data from 689 meta-analyses showed that 25.1% of the significant findings for the DL method were non-significant with the HKSJ method. DL results can be easily converted into HKSJ results. Conclusions: Our simulations showed that the HKSJ method consistently results in more adequate error rates than the DL method, especially when the number of studies is small, and can easily be applied routinely in meta-analyses. Even with the HKSJ method, extra caution is needed when there are = <5 studies of very unequal sizes.
KerkoCite.ItemAlsoKnownAs: 2129771:2QH76NLV 2129771:FI2ZBCEW

Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: Are videos superior to pictures? A randomized controlled trial - Iserbyt, Peter; Charlier, Nathalie; Mols, Liesbet (Resuscitation, 2014)
00001 KerkoCite.ItemAlsoKnownAs: 10.1016/j.resuscitation.2014.01.018 10/f562g7 2129771:PJ2YNAJP 257089:BEG3GNCN

Technical Vocational Education Training (TVET) Brief - Iyengar, R; Shin, HI; Aliyu, B; Menkiti, A (2014)
As Kaura Specialist Development Foundation (KSDF) explores various pathways to support Technical Vocational Education Training (TVET) for the youth in Bauchi state, Nigeria, this brief has been written to provide information on the current status of education and youth in Bauchi state, as well as to document relevant strategies and best practices utilized around the world for TVET. Positioned within the global framework, under Sustainable Development Goals (SDGs), the aim of this brief is to highlight prevalent trends cited in the TVET literature and global examples to support a design of an effective program for Bauchi state’s youth to develop their personal and professional skills to become an integral part of the workforce and engage in lifelong learning.
KerkoCite.ItemAlsoKnownAs: 2129771:UJ2T9H5L 2317526:E57GM6XJ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Guinea; C:Mali; C:Mauritania; C:Nigeria; C:Senegal; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:gender; F:learning; P:economy; Q:distance learning; Q:mobile learning; T:Ausbildung; T:TVET; T:Training; publicImportV1; ⛔ No DOI found

Sustainable Development in the OECS, an Antiguan and Barbudan case study. - Jenkins, Colin John (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:XY3AGP4C

Implementing a one-to-one iPad program in a secondary school - Johnson, Donald P (UNIVERSITY OF NEBRASKA AT OMAHA, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:D4DRDZCV 257089:J42D6JTZ

NMC Horizon Report: 2014 Library Edition - Johnson, L.; Adams Becker, S.; Estrada, V.; Freeman, A. (Austin, Texas: The New Media Consortium, 2014)
00000 EdTechHub.Copy: 2405685:P5B5CRCC KerkoCite.ItemAlsoKnownAs: 2129771:2YTC5G25 2405685:P5B5CRCC 257089:EPRJM2S4

Chronic Under-Completion in Malawi’s Primary Schools: Its trends and determinants - Kadzamira, Esme (Education Access: Opening spaces for marginalized Conference, Capital Hotel, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:6JSA9WNI 4752638:JWG9XBTG 4752638:N549JHQ6
Keywords: _C:Malawi MWI; ⛔ No DOI found

Patient data as medical facts: social media practices as a foundation for medical knowledge creation - Kallinikos, J; Tempini, N (Information Systems Research, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1287/isre.2014.0544 2129771:45XFMRWY 2486141:AF4BKB5P

Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience - Kraft, M.A.; Papay, J.P. (Educational Evaluation and Policy Analysis, 2014)
Place: Charlottesville, VA Publisher: University of Virginia

A 10-step guide to monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings.
KerkoCite.ItemAlsoKnownAs: 2129771:ZGJ4J92C 2486141:MRFCRAKZ
Keywords: CitedIn:eCubed; _yl:d; eCubed

A Toolkit for Monitoring and Evaluating Children’s Participation — Introduction - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 1: Introduction provides an overview of children’s participation, how the toolkit was created and a brief guide to monitoring and evaluation.
KerkoCite.ItemAlsoKnownAs: 2129771:RVZVEC79 2486141:S28P8443
Keywords: CitedIn:eCubed; _yl:a; eCubed

How to measure the scope, quality and outcomes of children’s - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 3: How to measure the scope, quality and outcomes of children’s participation provides a conceptual framework for children’s participation and introduces a series of benchmarks and tables to measure children’s participation.
KerkoCite.ItemAlsoKnownAs: 2129771:UCVE7QK4 2486141:UPXHDX9A
Keywords: CitedIn:eCubed; _yl:c; eCubed

Measuring the creation of a participatory and respectful environment for children provides - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 2: Measuring the creation of a participatory and respectful environment for children provides a framework and practical tools to measure children’s participation in their community and society.
KerkoCite.ItemAlsoKnownAs: 2129771:CHEXLRK9 2486141:DM3ZE248
Keywords: CitedIn:eCubed; _yl:b; eCubed

Tools for monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 5: Tools for monitoring and evaluating children’s participation provides a range of tools that you can use with children and young people, as well as other stakeholders.
KerkoCite.ItemAlsoKnownAs: 2129771:U4QIKHHM 2486141:Q34UAI56
Keywords: CitedIn:eCubed; _yl:e; eCubed

Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment - Liu, Tzu-Chien; Lin, Yi-Chun; Paas, Fred (Computers & Education, 2014)
00001 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.10.019 10/f5rxgq 2129771:CBG72EKD 257089:MPM53ICJ

Improving early-grade literacy in East Africa: Experimental evidence from Kenya and Uganda - Lucas, A.M.; McEwan, P.J.; Ngware, M.; Oketch, M. (Journal of Policy Analysis and Management, 2014)

The emerging pattern of disability in Rwanda - M’kumbuzi, Vyvienne RP; Sagahutu, J.-B.; Kagwiza, J.; Urimubenshi, G.; Mostert-Wentzel, Karien (Disability and Rehabilitation, 2014)
Publisher: Taylor & Francis

A framework for an ICT-based development program for science teachers in state universities and colleges in region VI - Magallanes, Amel Lavezores; Lavezores, Amel (Universal Journal of Educational Research, 2014)
Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers.
Publisher: Horizon Research Publishing, 506 North Garfield Avenue #210, Alhambra, CA 91801 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1697502673?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2014.020909 2405685:FXQZCGHG 2534378:CCZ6ZKIL
Keywords: Barriers; College Faculty; College Science; Computer Literacy; Computer Uses in Education; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Information Technology; Mixed Methods Research; Philippines; Postsecondary Education; Science Teachers; State Colleges; State Universities; Teacher Attitudes; Technology Integration; Training

Does Google Scholar contain all highly cited documents (1950-2013)? - Martín-Martín, Alberto; Orduña-Malea, Enrique; Ayllón, Juan Manuel; López-Cózar, Emilio Delgado (arXiv preprint arXiv:1410.8464, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:HBYZTXPB
Keywords: ⛔ No DOI found

Zambia: An overview of formal education - Masaiti, Gift; Chita, Joseph (Education in East and Central Africa, 2014)
Publisher: Bloomsbury London
Keywords: ⛔ No DOI found

The relationship between education, economy and employment: is higher education curriculum an ingredient?. - Masaiti, Gift; Mulenga, Innocent Mutale (Keurkopie, 2014)

Knowledge is beautiful - McCandless, David (Harper Design, an imprint of HarperCollinsPublishers, 2014)
Keywords: Curiosities and wonders; Pictorial works

An ROI Ed-Biz Approach for Deploying Mobile Pedagogy - McConatha, Douglas (Mobile Pedagogy and Perspectives on Teaching and Learning, 2014)
An ROI Ed-Biz Approach for Deploying Mobile Pedagogy: 10.4018/978-1-4666-4333-8.ch015: The long history and short past of online distance education is posited as a precursor to the monumental changes revolutionizing global educational activity.
KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-4333-8.ch015 10/gf62h6 2129771:9WPFKMAZ

Ambientes online na profissionalização de professores em Cabo Verde: um projeto de investigação ação - Mendonça, Adriana (Universidade do Minho, 2014)
A introdução de ambientes online nas práticas docentes no ensino superior, tem-se afigurado numa necessidade um pouco por todo o mundo. Nesta investigação apresenta-se uma dessas iniciativas desenvolvidas na universidade de Cabo Verde (Uni-CV), no Departamento de Ciências Sociais e Humanas (DCSH). A Uni-CV conta com oito anos de existência, encontrando-se ainda na caminhada para a inclusão digital, a par do que ocorre no arquipélago cabo-verdiano. Mesmo com limitações, luta-se para alcançar os desafios da infoinclusão, nomeadamente através de programas como o Mundu Novu. É com esta preocupação que se trabalhou com estudantes finalistas em Ciências da Educação – Percurso de Desenvolvimento Pessoal e Social - futuros docentes da disciplina, do ensino secundário, de Formação Pessoal e Social/Educação para os Direitos Humanos e Cidadania. Isto para vivenciarem na sua formação inicial uma experiência inovadora, no período de estágio pedagógico, que enriquecesse a sua vivência e contribuísse para ampliar a sua visão sobre o potencial pedagógico dos ambientes online. Assim, a preocupação central da investigação foi perceber que desafios coloca a integração dos ambientes online nos processos de profissionalização dos docentes do Ensino Secundário em Cabo Verde, bem como compreender o espaço dos ambientes online nesse processo. Para tal, propôs-se compreender como é que as orientações legais e representações dos sujeitos estão a ser compreendidas pela Uni-CV, procurando-se simultaneamente contribuir com a organização de conteúdos formativos destinados aos estagiários e seus orientadores, de forma a contribuir para o aprofundamento das suas competências e simultaneamente criar um referencial indicativo de áreas prioritárias de formação em contexto de profissionalização para os professores de ensino secundário em Cabo Verde. Neste sentido levou-se a cabo um projeto de investigação ação, de natureza descritiva, com caráter eminentemente qualitativo, no âmbito do qual se concebeu e se implementou o b-curso: SuperVisão de estágio. Para a realização, com sucesso, desta investigação, foi necessário recorrer a diversas técnicas de recolha de dados em distintos momentos do processo, designadamente questionários, entrevistas (semi estruturadas e informais na modalidade individual e em focus group), observações participante e não participante, conversas e observações informais. Procedeu-se à análise estatística e de conteúdo com recurso ao Nvivo10 e ao Statistical Package for the Social Sciences (SPSS) garantindo uma triangulação destes que permitiu inferir da vontade dos parte dos participantes em ganharem destrezas no uso das Tecnologias de Informação e Comunicação (TIC) e na exploração dos ambientes online, revelando-se altamente motivados para a formação nos domínios, por eles, identificados como prioritários, a saber: TIC e ambientes online, planificação em educação, designadamente formulação de objetivos e competências em educação, estratégias e recursos pedagógicas. Tais domínios são percecionados como meio de desenvolvimento das competências científicas, técnicas e transversais no seu processo de profissionalização. Foi possível aferir, a partir dos resultados de investigação, que houve um considerável aumento do acesso à Internet pelos participantes. A par disso, também se verificou que a Uni-CV não dispõe, ainda, de condições técnicas e tecnológicas ideais para o desenvolvimento deste tipo de ações, com recurso a ambientes online. Porém, o recurso à Moodle no estágio pedagógico garantiu mais autonomia e flexibilidade ao estagiário, bem como ajudou-o na partilha quer de informações, quer de ansiedades, pelo que destacaram como atividades preferenciais, fóruns, o acesso a informações em diversos formatos, livro interativo e glossários. Como principais ganhos identificou-se o maior acesso a conteúdos específicos para trabalho na disciplina dinamizada pelos estagiários, bem como o feedback imediato facultado pela docente/investigadora e alguns colegas de estágio. As principais limitações relacionam-se com a duração do estágio (apenas quatro meses), o que limitou, nas atividades online, o envolvimento dos estagiários e seus orientadores, impossibilitando inclusivamente a participação destes últimos, bem como a evolução reflexiva na prática pedagógica. A estas dificuldades acresce a dificuldade de resposta da Uni-CV em facultar as condições ideais para que este b-curso decorresse com menos pressão. Apesar das dificuldades vivenciadas, entende-se que esta experiência contribuiu para que estes estagiários saíssem muito mais enriquecidos da sua formação académica inicial, pois, ainda que por pouco tempo, tiveram a possibilidade de “mergulharem no mundo digital”, de uma forma em que não o poderiam fazer sem que esta experiência ocorresse. Estes futuros professores interiorizam a necessidade de integração das TIC e dos ambientes online nas suas rotinas diárias e a necessária aprendizagem destas nas suas aprendizagens profissionais na perspetiva de formação ao longo da vida. Foi possível comprovar que, não obstante as dificuldades, é possível realizar uma prática pedagógica mediada por ambientes online na Uni-CV, desde que profissionais e gestores estejam cientes do seu potencial e procurem desenvolver as condições ideais para a sua exploração e desenvolvimento na Instituição, procurando envolver todas as forças ativas de modo a reunir sinergias e contribuir para o seu sucesso. A infoinclusão assumiria, aqui, um papel relevante na prossecução dos objetivos dos participantes neste processo da prática pedagógica, tornando-o ainda mais desafiador, para uns e para outros no âmbito das políticas e práticas da profissionalização docente em Cabo Verde.
KerkoCite.ItemAlsoKnownAs: 2129771:R9BYMURD 2317526:ARB3PRT4
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Cape Verde; CLL:pt; publicImportV1

Scripted and narrowed curriculum reform in urban schools - Milner, H.R. (Urban Education, 2014)

National Education Sector Plan, volume one: Basic Education Programme, rationale and approach, 2013/2014–2017/2018 - Ministry of Education (MoE), Republic of Kenya (MoE, 2014)

An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania - Muganyizi, Projestine S; Ishengoma, Joyce; Kanama, Joseph; Kikumbih, Nassoro; Mwanga, Feddy; Killian, Richard; McGinn, Erin (BMC medical education, 2014)
Doc number: 142 Abstract Background: Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Methods: Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. Results: A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Conclusions: Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills. Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills.
KerkoCite.ItemAlsoKnownAs: 10.1186/1472-6920-14-142 10/f6bm6p 2129771:L3TWRW5G 2317526:I5R28FG3
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:teaching; P:economy; P:health; P:media; P:medical officers; P:nurse; P:service industry; P:services; P:teachers; Q:degree; R:evaluation; R:interview; R:observation; R:qualitative; R:quantitative; R:questionnaire; T:Ausbildung; T:TVET; publicImportV1

Literacy, Foundation Learning and Assessment in Developing Countries - Nag, Sonali; Chiat, Shula; Torgerson, Carole; Snowling, Margaret J. (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:H97YCZWA 261495:ZJVJ98CZ

Fostering Early Math Comprehension: Experimental Evidence from Paraguay - Naslund-Hadley, Emma; Parker, Susan W; Hernandez-Agramonte, Juan Manuel (Global Education Review, 2014)
Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls’ increased participation in the classroom and general interest in math.
KerkoCite.ItemAlsoKnownAs: 2129771:6XL49ADC 2405685:HRIPFXGZ
Keywords: ⛔ No DOI found

Teacher perceptions on the effectiveness of an English remedial teaching programme in primary schools in Zimbabwe: towards an alternative to the deficit model - Ndebele, Clever (International Journal of Educational Sciences, 2014)
In the Zimbabwean education system, primary school pupils are tested at the beginning of grade four to determine their English proficiency and based on the test results those who fall below a certain predetermined score are placed on a generic remedial programme offered by a specially designated teacher. This study set out to evaluate the effectiveness of this English remedial education programme in Zimbabwe. Using the descriptive survey method, a total of thirty respondents from ten schools, comprising ten heads of schools, ten Grade four teachers and ten remedial teachers were issued with a semi structured questionnaire. For data analysis, substantive themes were deduced and outlined from the data through content analysis. The study showed that very few pupils were benefiting from remedial instruction. Remedial teachers were poorly trained for remedial teaching, materials for use for both teachers and pupils were grossly inadequate, while supervision and monitoring by Schools Psychological Services (SPS) was virtually non-existent. The study recommends that Schools Psychological Services considers an integrated approach where, rather than pupils being sent to an external expert for fixing, the grade four teacher provides the extra tuition using authentic contextualized grade four material.
KerkoCite.ItemAlsoKnownAs: 2129771:P9QRNWHA 2486141:5JWVGXEW
Keywords: _Added to LR; _T:reviewed; ❓ Multiple DOI

Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria: Challenges in Disability Inclusion - Nganji, J.T; Nggada, S.H (Advancing Technology and Educational Development through Blended Learning in Emerging Economies:, 2014)
KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-4574-5 2129771:H9644965
Keywords: HDR25

Strategies That Enhance Students Access to Public Technical Training Institutions in Kenya - Nganyi, JE; Odebero, SO; Onderi, H; Musera, G (International Journal of Academic Research in Business and Social Sciences, 2014)
Stakeholders in the education sector in Kenya are concerned about low students’ participation in Technical Training Institutions. Despite the Government of Kenya’s efforts to upgrade infrastructure in these institutions, students’ participation has remained low yet the realisation of Vision 2030 depends on middle level training. Therefore this study was conceptualised to establish strategies adopted by Technical Training Institutions to support students access in these institutions. This study was conducted in Western Region of Kenya. Western Region comprise of the former Western, Nyanza and rift valley Provinces. The sample constituted of 200 lecturers (principals, deputy principals, heads of departments and registrars) and 400 students from 30 Technical Training Institutions. Data was collected using questionnaires. The results show that the strategies used to attract students are bursaries, provision of competitive courses and opening more centres. However these strategies do not attract students to these Technical Training Institutions because of weak administration and implementation by the institutions. It was recommended that in an effort to promote enrolment in Technical Training Institutions, the Kenyan Government should fully fund students enrolled in Technical Training Institutions. Besides Technical Training Institutions should enhance advertisement of the courses offered; strengthen distance/e-learning; and review courses offered to meet the market demand.
KerkoCite.ItemAlsoKnownAs: 2129771:RKH467V7 2317526:MK8JHFSX UTI-716A363B-23C2-361F-B8C1-391AED460CFC
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Ethiopia; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; Q:open learning; T:TVET; publicImportV1; ⛔ No DOI found

Does teaching style explain differences in learner achievement in low and high performing schools in Kenya? - Ngware, M.W.; Oketch, M.; Mutisya, M. (International Journal of Educational Development, 2014)

Creating Spaces for Filling the Gender Gap in university leadership and management: The case for Zambian Women Professors - Njobvu, T.; Yang, Y. X. (International Journal of Education and Research Vol. 2 No. 12 December 2014, 249, 2014)
Keywords: ⛔ No DOI found

Investigating Turkish pre-service teachers' perceptions of blogs: implications for the FATIH project - Ocak, Mehmet Akif; Gökçearslan, Sahin; Solmaz, Ebru (Contemporary Educational Technology, 2014)
This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.
Publisher: Contemporary Educational Technology, Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6113 2534378:SAUID3JV 2534378:WI3PD3BP Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538580?accountid=9851
Keywords: Critical Thinking; Diaries; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Electronic Publishing; Factor Analysis; Foreign Countries; Group Activities; Higher Education; Online Surveys; Postsecondary Education; Preservice Teachers; Questionnaires; Student Attitudes; Student Motivation; Student Participation; Technology Integration; Technology Uses in Education; Turkey; Web Sites; Writing Skills; __:import:01; __:match:final; __:matched; __:study_id:2098538; __finaldtb

Revitalizing Technical and Vocational Education in Nigeria for Youths and National Development - Ogbondah, Livinus; Wobi, KK (Journal of Education and Practice, 2014)
Nigeria as a developing nation cannot but strive to meet with the fast speed of technological advancement and the challenges in a globalize world nowadays. If she must address the numerous technological and job challenges, the issue of technology, skills and vocation acquisition must be tackled with all sincerity in the country’s education system. Highly industrialized nations have at one time or the other identified technical and vocational education as a transformational and development key index policy trust for technological growth, economic performance and development in general. Technical and vocational education lays emphasis on learning, skills acquisition; job creation and development that would enable individual engaged in it adjust to the changes in the ever dynamic society of today. This paper therefore, tends to examine this aspect of education in the country’s education system and the need to revitalize it to promote the technological growth in particular and development in general. It suggests among others; adequate funding, improvement of the status of technical and vocational education and training of needed manpower to impart the requisite skills and competencies the youths required in the technology world of today.
KerkoCite.ItemAlsoKnownAs: 2129771:Y2CX5IBY 2317526:XXZHYLIM UTI-8AB811C3-40A0-3034-BA8C-72A1082F4B5A
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; Q:educational technology; T:Educação profissionalizante; T:TVET; publicImportV1; ⛔ No DOI found

Implementation science: A brief overview and a look ahead. - Ogden, Terje; Fixsen, Dean L. (Zeitschrift für Psychologie, 2014)
Publisher: Hogrefe Publishing KerkoCite.ItemAlsoKnownAs: 10.1027/2151-2604/a000160 2129771:4VY9PVYI

Dimensions of Executive-Legislature Relations In the Katsina State House of Assembly - (1999-2011)” - Ojo, E.O.; Omotola, S.J.; Aisha Abdu-Ismail (The Legislature and Governance in Nigeria, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:8UDET6QD 2129771:FQJ9885T 2486141:9WLS24IV

Technical Vocational Education and Training (TVET) as intervention mechanism for global competitiveness: perspectives from Nigeria - Okoye, KRE; Okwelle, PC (Developing Country Studies, 2014)
At national and international platforms, it has been maintained that TVET provides the needed employable skills and attitudes necessary for effective performance in the workplace. In many nations across the globe, some reform strategies to build on the inherent strength of TVET systems has been vigorously adopted, Nigeria not left behind. This paper explores the national TVET system in response to the emergent global issues on economic productivity. The following outlines provided a guide in the discourse; TVET defined, TVET reform standard and adaptability, TVET and the state of the art in Nigeria, unemployment level and the causes in Nigeria, concept transformation as mechanism for skill acquisition and why few enrolment in TVET Programs. Based on the analysis made in this paper, some recommendations were made on ways of strengthening TVET system in Nigeria for global competitiveness.
KerkoCite.ItemAlsoKnownAs: 2129771:75FTDNBM 2317526:XM7BTMXF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; P:mechanic; P:service industry; P:social; Q:open learning; T:Educação profissionalizante; T:TVET; publicImportV1; ⛔ No DOI found

Forging New Partnerships: Lessons from the Dissemination of Agricultural Training Videos in Benin - Okry, Florent; Van Mele, Paul; Houinsou, Felix (The Journal of Agricultural Education and Extension, 2014)
Purpose: This article evaluates the dissemination and use of rice training videos by radio stations, farmers, farmer associations and extension services in Benin. It pays attention to positive deviants and process innovation within a 'hands-off experiment'. Design/methodology/approach: Using questionnaires and checklists we interviewed leaders of radio stations, extension services of nine municipalities and organized focus discussions with 13 farmer associations. Interviews focused on the processes of video dissemination/acquirement and the use and usefulness of the video. Findings: The commercial radio of Glazoué developed persuasive adverts and sold most of the 240 VCDs to farmers and extension services, whereas the community radios distributed most VCDs free of charge. About 20% of all the VCDs were sold, suggesting that farmers are eager to invest in acquiring knowledge. Extension services acquired the rice videos in various ways, indicating the need to inject videos via multiple pathways into the agricultural innovation system. Watching the farmer-to-farmer videos during staff meetings gave extension agents more confidence to interact with farmers. Practical implications: Videos do not need to be distributed to all farmer associations in the same village, as dissemination may take place between different associations. Farmers appreciate watching videos with their families if they are available in their local language. When suitable language versions are not available, group viewing is more appropriate. Originality/value: The farmer-to-farmer rice videos have created a momentum in Benin and across Africa, especially in the current context of rapid changes in the agricultural systems. The newly established non-governmental organization Access Agriculture aims at further supporting video-mediated learning in developing countries. [PUBLICATION ABSTRACT]
KerkoCite.ItemAlsoKnownAs: 10.1080/1389224x.2013.783495 10/gf62k7 2129771:HKPGFNHX 2317526:3SKW69JC
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Benin; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing country; F:access; F:learning; F:pay; P:agricultural; P:agriculture; P:media; P:service industry; P:technology; R:focus groups; R:interview; R:questionnaire; T:Ausbildung; T:Training; publicImportV1

Challenges and Prospects of Information Communication Technology (ICT) in Teaching Technical Education towards Globalisation - Olabiyi, OS (Effects of Information Capitalism and Globalization on Teaching and Learning, 2014)
The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be overemphasised in the knowledge-based and globalised society. The world of works is in as continuous a state of change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Therefore, this chapter discusses the challenges and prospects of ICT in teaching TVE towards globalisation. The chapter points out clearly the meaning, philosophy, and objectives of TVET, concept and types of ICT, the need for effective utilisation of ICTs and its role in TVET, the challenges and solutions to the effective utilisation of ICTs in TVET, and the prospect of using ICT in teaching TVET. The chapter concludes by suggesting solutions for proper planning, management, and effective utilisation of ICTs resources in TVET.
KerkoCite.ItemAlsoKnownAs: 2129771:VI7QUHLL 2317526:2R3T6FAS
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:teaching; P:technology; Q:ICT; T:TVET; publicImportV1

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Permanent Input Hypothesis : The Case of Textbooks and (No) Student Learning in Sierra Leone - Sabarwal, Shwetlena; Evans, David; Marshak, Anastasia (World Bank, 2014)
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Keywords: _C:Sierra Leone SLE

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

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