Open education and critical pedagogy - Farrow, Robert (Learning, Media and Technology, 2017)
This paper argues for a revaluation of the potential of open education to support more critical forms of pedagogy. Section 1 examines contemporary discourses around open education, offering a commentary on the perception of openness as both a disruptive force in education, and a potential solution to contemporary challenges. Section 2 examines the implications of the lack of consensus around what it means to be open, focusing on the example of commercial and proprietary claims to openness commonly known as ‘openwashing’. Section 3 uses Raymond's influential essay on open source software ‘The Cathedral and the Bazaar’ as a framework for thinking through these issues, and about alternative power structures in open education. In Section 4, an explicit link is drawn between more equal and democratic power structures and the possibility for developing pedagogies which are critical and reflexive, providing examples which show how certain interpretations of openness can raise opportunities to support critical approaches to pedagogy.
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2016.1113991 4804264:DFTVDUK7
Keywords: Final_citation; MOOC; OER; cited; critical pedagogy; critical theory; critique; discourse analysis; evidence; existing; open education; openwashing

Reforming teacher deployment in Indonesia - Heyward, Mark; Hadiwijaya, Aos Santosa; Mahargianto; Priyono, Edy (Journal of Development Effectiveness, 2017)
This paper reports on a mixed-method, multiple-site study of teacher deployment in Indonesian primary schools. Results from a sample of 23 districts were analysed at district and national level. Substantial disparities in teacher distribution were found in all districts, between schools, between sub-districts and between specialist subjects. Two main issues emerged: uneven teacher distribution and small schools. The study found that a policy research approach which addresses political and cultural, as well as technical, dimensions at sub-national level can succeed in improving teacher deployment where previous efforts have failed.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2017.1301978
Keywords: Comparative education; _C:Australia AUS; _C:India IND; _C:Indonesia IDN; _C:Pakistan PAK; _C:Republic of Moldova MDA; _C:United States USA; __C:filed:1; __C:scheme:1; decentralization; educational administration; educational policy; teacher management

The Impact of School Health Programmes - Grant, Catherine (2017)
This report focuses on the impact of school health programmes. School health programmes can cover both the prevention and treatment of disease and malnutrition in a school setting (Snilstveit et al 2016). These services are designed to promote students' physical, cognitive, and social development. Effective school health programmes are broadly considered to be cost-effective. They build on existing health infrastructure and community partnerships, as well as a skilled workforce in schools (UNICEF 2000). This report focuses on four main areas of impact: enrolment (section 2); retention/dropout of students (section 3); learning outcomes (section 4), and health and nutritional benefits of students, families and communities (section 5). The report is divided into impacts at the primary, secondary and tertiary levels where this information was available, but a lot of the literature focused on schools in general. There was more evidence on school health programmes in primary schools than in secondary schools and very little literature found on the impact of health programmes in tertiary education.
Accepted: 2017-09-08T16:02:52Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:IFH88U6Q 4869029:FJJRE8KP
Keywords: ⛔ No DOI found

Delivering school health programmes - Tull, Kerina (2017)
This report is a general overview of lessons learned about delivery mechanisms from school health programmes. Results are ordered by type of educational institution (primary, secondary, tertiary i.e. representing different age groups and needs), where available. Evidence on school health programmes is stronger for developed/higher income countries than low and middle income/developing countries. Limited information for tertiary school health programmes was available. The findings are ‘gender-blind’, but are separated by gender, where available. From the review of local, national and international school health programmes undertaken for this report, it is clear there is not a “one recommendation fits all” regarding delivery.
Accepted: 2017-10-19T12:58:59Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:VQDFV7BD 4869029:UTIJCN2N
Keywords: ⛔ No DOI found

Effectivity of E-Learning through Whatsapp as a Teaching Learning Tool - Gon, Sonia; Rawekar, Alka (MVP Journal of Medical Sciences, 2017)
Introduction: WhatsApp is a free messenger application that works across multiple platform and is being widely used among undergraduate students to send multimedia messages like photos, videos, audios along with simple text messages. Aims and Objectives: To assess the affectivity of social media like WhatsApp in delivering knowledge to 4th semester MBBS students and to compare the improvement of knowledge gain through e-learning and didactic lecture. Simultaneously, perception of learners about e-learning via WhatsApp will also be collated. Material and Methods: This prospective analytical interventional study was conducted in the department of Pathology from 01.02.2015 to 31.06.2015, on 4th semester MBBS students. Two groups of students were taught the same topics by two different T-L activities i.e., through WhatsApp and via didactic lectures. Assessment of knowledge was done by giving pre and post-test questionnaire of 20 marks for each topic. Perception of e-learning through WhatsApp was done by feedback form. Observation and Results: The post test results revealed that the learners with WhatsApp as a learning tool scored in the range of 5-20 marks while those with didactic lecture scored in the range of 3-17.5 marks and had an average of 11.6 and 11.9 score respectively. The two tailed t value between the two groups is 0.635 which is not statistically significant. Technical, educational and instructional advantages of teaching learning activity via WhatsApp out pars disadvantages. Facilitator’s availability and Learning anytime anywhere were top two advantages of learning through WhatsApp with 86.72% and 86.55% students agreeing to it. Message flooding, time consuming and eye strain were the other technical disadvantages observed in the present study with 63.23%, 75.28% and 68.53 students agreeing to it. Conclusion: Constant availability of facilitator and learning anytime anywhere has made WhatsApp a new and convenient tool for teaching learning activity. Though there is no significant difference between gain of knowledge from WhatsApp or didactic lectures, advantages (technical, educational or instructional) out pars the disadvantages. A few disadvantages, like message flooding and eyestrain can be overruled by making small groups and using mobiles with bigger screen. Enabling a Wi-Fi in the college campus can make its use cost effective.
KerkoCite.ItemAlsoKnownAs: 10.18311/mvpjms.v4i1.8454 4804264:33WE5DSL
Keywords: Final_citation; cited; existing; ⚠️ Invalid DOI

Violence in Schools - Bolton, Laura (2017)
This rapid literature review sets out to identify evidence on approaches to measuring the prevalence of violence in schools across low and middle income countries and the data available based on these measurement approaches. The review includes a list of key sources of evidence on measurements and a review of statistical data on the the prevalence of violence in schools for low and middle income countries globally.
Accepted: 2017-09-08T10:45:52Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:5659BGEB 4869029:PT83LLPZ
Keywords: ⛔ No DOI found

Strategy for South African public libraries to bridge the digital divide - Mphidi, Hamilton Hamilton (University of Pretoria, 2017)
This thesis reports on a study that investigated the role of public libraries in addressing the digital divide in South Africa. The study started in 2006. This study addressed the main research question: "How should a theoretical model look for South African public libraries to contribute to bridging the digital divide?" The central research problem was further addressed by asking the following questions: • What are the scope and implications of the digital divide? (These include the meaning of the concept, the dimensions and the factors leading to the digital divide.) • What has been reported on the role of libraries (including information services) in bridging the digital divide? • What have libraries in South Africa done to address the digital divide, and which possibilities are foreseen? • How can South African libraries be positioned to contribute to bridging the digital divide? The study followed a survey method using interviews with directors of Provincial Library Services (or their representatives), which are the controlling bodies of public libraries in South Africa, questionnaires distributed to representative staff members of participating public libraries in Gauteng, Limpopo and KwaZulu-Natal and individual interviews with selected heads/representatives of public libraries in Gauteng, Limpopo and KwaZulu-Natal. Data collected through the questionnaires were both quantitative and qualitative. Data was collected between 2011 and 2012. Quantitative data were analysed using Statistical Package for Social Sciences (SPSS), while qualitative data from interviews were analysed by content analysis and thematic categorising of information. In October 2015 a follow-up study of limited scope was conducted with three representatives from the three provincial library services to establish developments since the first round of data collections. Seven out of nine directors of Provincial Library Services in South Africa participated in the study. Furthermore, 247 public libraries from Gauteng, Limpopo and KwaZulu-Natal out of 463 public libraries and 18 heads/representatives of public libraries participated in this study. Findings on the opinions expressed on the role of public libraries in bridging the digital divide include the following: providing access to information and communication technologies (ICTs), offering information literacy and ICT literacy training, providing information to reduce the gap between "haves" and "have-nots", providing communities with equal, free access, reaching out and spreading ICTs to those who may not have online access and support and facilitating and promoting information exchange and communication between citizens and the government. The overall findings from the study were that although provincial library services have documents containing information on their mission and vision, their mission and vision statements do not address the digital divide or shed any light in this regard. The study found that provincial library services aimed to support public libraries to provide information resources, services to communities and access to information through ICT via targeted fund transfers to municipalities. None of the provincial library services included in the study had an explicit policy and strategies aligned to its vision and mission to guide and enable it in addressing the digital divide. Although all provincial library services included in the study had access to computer facilities in their headquarters, there were still disparities in the number of computer facilities available. It was also found that none of the provincial library services had its own website at the time of the study. They depended on the websites of their parent organisations. The study found that very few provincial library services had information technology (IT) units/departments charged with the responsibility of taking care of ICT facilities. They depended on external ICT service providers or the IT departments of their parent organisations to maintain the library's ICT infrastructure.
EdTechHub.ItemAlsoKnownAs: 2129771:7QDKMKX7

As by Fire: The End of the South African University - Jansen, Jonathan (Tafelberg, 2017)
What are the real roots of the student protests of 2015 and 2016? Is it actually about fees? Why did the protests turn violent? Where is the government while the buildings burn? Former Free State University vice-chancellor Jonathan Jansen delves into the unprecedented disruption of universities that caught South Africa by surprise. In frank interviews with eleven of the VCs most affected, he examines the forces at work, why the protests escalate into chaos, and what is driving – and exasperating – our youth. This urgent and necessary book gives us an insider view of the crisis, tells us why the conflict will not go away and what it means for the future of our universities.
KerkoCite.ItemAlsoKnownAs: 2129771:QQY2NKQQ 2486141:T6RKEYKY

Effective Adult Education - Bolton, Laura (2017)
The most important element for successful adult literacy and numeracy learning is to take a people-centred approach. Literacy and numeracy teaching should be incorporated into subjects that are directly relevant and useful for participants. Ideally, learners would be consulted on their priorities and be involved in the planning and design of the programme and of educational materials. The most effective learning will happen when adults are actively engaged in the construction of their own knowledge. Inter-generational or family learning programmes is one possible approach which has seen success in being responsiveness to the needs and concerns of learners.
Accepted: 2017-07-14T15:07:19Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:YIC8STEU 4869029:VU6CGGEB
Keywords: ⛔ No DOI found

Engaging parents in their children’s education - Carter, Becky (2017)
In general systematic and rigorous reviews find limited (and little robust) evidence on the effectiveness of interventions to engage parents in their children’s learning in resource-constrained countries – when looking at parental participation in their children’s literacy development and parental engagement with schools. Effects tend to be mixed, with scarce evidence making it hard to come to firm conclusions on findings, including on the effects of the way parents engage in supporting their children’s learning. Reviews report more, and more consistent, evidence showing significant benefits from interventions supporting parental engagement with their children’s early childhood development (ECD). There are recommendations in the literature on the way parents are engaged in ECD interventions. In general the literature tends not to provide gender analysis, presumably because many interventions do not incorporate a gender focus (although some do). This rapid review has found limited evidence on the impact of interventions supporting parent engagement specifically for girls or for children with disabilities in resource constrained countries.
Accepted: 2017-07-14T15:06:00Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:4Q6AUSIT 4869029:LVF8VL95
Keywords: ⛔ No DOI found

Education for Children with Disabilities - Thompson, Stephen (2017)
This report provides a rapid literature review of the evidence on what data and evidence exists, to identify, categorise and support children with disabilities to access education and achieve measurable learning outcomes in Tanzania and other similar resource-constrained contexts. Literature focused on the debate between mainstream and specialist education for children with disabilities is discussed. Where possible, the report flags gender dimensions. While the scope of the report did not allow for complex judgements to be made about the quality of the body of evidence, or of the strength of individual pieces of evidence, details were included to enable the reader to undertake such analysis if needed in the future, using the DFID How to Note on Assessing the Strength of Evidence. All the evidence included was in English, no more than 10 years old and from peer reviewed journals. A number of experts in the field were consulted.
Accepted: 2017-07-14T15:07:00Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:S64CMY8R 4869029:ESPPLNZ6
Keywords: ⛔ No DOI found

bjohas/OSM-Wikipedia-Monkey - Haßler, Björn (2017)
original-date: 2017-04-30T10:17:37Z KerkoCite.ItemAlsoKnownAs: 2129771:DBK6YRNR
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World - Paris, Django; Alim, H. Samy (Teachers' College Press, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:6VAX5AUS 2129771:TLECJKKW

Grundlagen beruflicher Bildung: Mitgestalten der Arbeitswelt - Rauner, Felix (wbv, 2017)
Schlanke Organisationsstrukturen in der Arbeitswelt erfordern mitdenkende Arbeitnehmer und Arbeitnehmerinnen, die die Prozesse der Arbeitswelt mitgestalten. Die berufliche Bildung setzt diese Anforderungen in einem neuen Leitbild um. Felix Rauner zeichnet in seinem Buch die Grundlagen für das neue Zusammenspiel von Arbeit, Technik und Bildung nach. Er zeigt, welchen Einfluss die Leitidee von der Mitgestaltung der Arbeitswelt auf die Berufsbildungsplanung und -forschung sowie auf die Gestaltung beruflicher Bildungsprozesse hat. Dabei spannt er den Bogen vom Beginn der 1980er-Jahre bis heute und erfasst das Wissen aus zahlreichen nationalen und internationalen Projekten zur beruflichen Bildung.
Google-Books-ID: pkieDwAAQBAJ zotzenLib.CopiedFrom: 2317526:4DSGEP43 KerkoCite.ItemAlsoKnownAs: 2129771:KRW2FNZG 2317526:4DSGEP43
Keywords: Education / Adult & Continuing Education

Mapping in Education and International Development - Haßler, Björn (2017)
EdTechHub.ItemAlsoKnownAs: 2129771:TWJQNU7K
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

ICT in Education Policy and Strategy for Saint Lucia 2017–2020 - Ministry of Education (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:YZHZS4BV 2486141:WSTNTQLP

Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana - Steeves, Leslie; Kwami, Janet (Studies in Comparative International Development, 2017)
The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident.
shortDOI: 10/ggtsmj KerkoCite.ItemAlsoKnownAs: 10.1007/s12116-017-9245-y 10/ggtsmj 2129771:5QNERKHT 2405685:EHX857GT
Keywords: C: Ghana

Approaches to providing psycho -social support for children, teachers and other school staff, and social and emotional learning for children in protracted conflict situations - Mattingly, Jacqui (2017)
Whilst the provision of psychosocial activities is regularly mentioned in documents referring to the humanitarian response to education, there is a dearth of literature that refers to exactly what these programmes consist of, and how effective they are. There is, however, widespread recognition of the importance of providing psycho-social interventions to counter the impact of traumatisation on children and youth’s well-being and mental health, which can manifest in depression, shame, withdrawal or aggression.
Accepted: 2017-07-14T15:09:14Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:Q63SF9WJ 4869029:AMA45K8S
Keywords: ⛔ No DOI found

Approaches to providing psycho-social support for teachers and other school staff in protracted conflict situations - Ahmed, Hassan (2017)
This report summarises available literature and evidence relating to the above two specific questions. The geographical focus of this research is Syria and neighbouring countries. However, examples of evidence from different contexts are also drawn to inform this review. Education and psychosocial support are purported to have a dynamic and mutually reinforcing relationship. The Education For All (EFA) Global Monitoring Report for 2011 (UNESCO 2011) focused on education in conflict settings and recognised the importance of psychosocial interventions in addressing the negative effects of conflict, including depression, trauma, shame and withdrawal, which can have significant consequences for individual learning. According to UNICEF (2009) effective child-centred learning is important in promoting the psychosocial well-being of both learners and teachers. Evidence shows that students’ relationships with teachers are important predictors for academic performance and positive health and social behaviours. Several meta-studies identified perceptions of teacher fairness and teacher respect for students as important contributors to resilience and psychosocial wellbeing.
Accepted: 2017-07-14T14:57:40Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:CVPZ4YAT 4869029:QZBGXPAU
Keywords: ⛔ No DOI found

Annotated Bibliography: Approaches to psycho-social support in protracted crises - Boateng, Pearl (2017)
This annotated bibliography highlights 14 key resources drawn from the studies which underpinned the questions answered in this helpdesk report. Some selection criteria included the source’s relevance to the query, recent publication, contextual relevance and methodology. The sources below are grouped into three sets: those selected based on their relevance to the Syrian context; those selected based on their focus on evidence of best practice psycho-social support in conflict/post-conflict settings; toolkits and guidelines to support decision-making and practitioners
Accepted: 2017-07-14T15:01:53Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:PKZC6PWQ 4869029:ND22CF5V
Keywords: ⛔ No DOI found

Physical education and arts programme approaches in conflict settings - Boateng, Pearl (2017)
This helpdesk report is the concluding report in the query addressing psycho-social interventions in protracted crises with reference to Syria and its neighbouring countries as well as from other fragile and conflict affected states (FACS). This report specifically addresses sports/physical education programmes in and around Syria and its impact
Accepted: 2017-07-14T14:56:31Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:2XQA6NFD 4869029:YSB2TELS
Keywords: ⛔ No DOI found

Optimization of school network using location-allocation analysis: Case study: Bandung, Indonesia - Alifi, Muhammad Riza; Hayati, Hashri; Supangkat, Suhono (2017)
Pages: 6

A Curriculum Framework for the Sustainable Development Goals First Edition - Osman, Amina; Ladhani, Sultana; Findlater, Emma; Mckay, Veronica (2017)
The 2030 Agenda for Sustainable Development marks a paradigm shift in the global framework for development and presents a unique opportunity to reorient efforts towards a new path for development with sustainability at its core. Education is central to this and to the achievement of all 17 Sustainable Development Goals (SDGs). Education directly relates to one goal (SDG 4) but cuts across the entire SDG agenda. At the 19th Conference of Commonwealth Education Ministers (CCEM) held in The Bahamas (June 2015), ministers reinforced the centrality of education for building resilience and preparing the next generation of Commonwealth citizens to contribute positively to the social, environmental and economic development of their communities. Ultimately, ministers highlighted the pivotal role that education has in achieving sustainable development and driving the SDGs. Given this and following the recommendations made at the 19th CCEM, the Education Section of the Health and Education Unit within the Commonwealth Secretariat has developed a Curriculum Framework for the SDGs to support member countries in addressing all 17 SDGs through education and learning. Goal 4 of the Sustainable Development Goals seeks to ensure “inclusive and equitable quality education and promote lifelong learning opportunities for all”. Within the framework, a life course approach is followed, reinforcing the need for lifelong learning and for all citizens to participate in achieving the SDGs. It is envisioned that this framework will help countries to develop successful learners, confident individuals and responsible citizens who are resilient and uphold the core values and principles of the Commonwealth, as declared in the Commonwealth Charter, and who strive for sustainable development. The framework aims to ensure that citizens develop the knowledge, skills, values and attitudes to flourish in life, learning and work environments, and to appreciate their place in a diverse world, while building and strengthening pathways to peace and tolerance. The Curriculum Framework for the SDGs allows for a high degree of flexibility through the non-prescriptive nature of its content. It is hoped that this framework will serve as a guide for countries to conceptualise, review or further develop their national curricula and ensure that education is integral to any strategy to create a resilient generation that will advocate for action and the attainment of the SDGs in a holistic, integrated manner. It will provide conceptual support for teacher training, adult learning and community development.

Improving literacy instruction in Kenya through teacher professional development and text messages support: A cluster randomized trial - Jukes, M.C.H.; Turner, E.L.; Dubeck, M.M.; Halliday, K.E.; Inyega, H.N.; Wolf, S.; Brooker, S.J. (Journal of Research on Educational Effectiveness, 2017)
We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3% to 2.1%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.
KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2016.1221487 10/gftrwn 2129771:H8IPEMSP 2339240:WQWT3F9T 2405685:KF3AT824 2405685:NZMWQR53 2405685:ZPZ33ATM 2534378:5AX7B2XZ 2534378:69A797YC 2534378:6YQFC9JR 2534378:DNVP68DF 2534378:JCAY2TT6 2534378:LP5IEPIP 2534378:M4JQTSXE 2534378:NJKCAKUT
Keywords: Africa; Classroom Observation Techniques; Dropout Rate; ERIC; Current Index to Journals in Education (CIJE); Early Childhood Education; Effect Size; Elementary Education; Elementary School Students; Elementary School Teachers; Faculty Development; Foreign Countries; Grade 1; Grade 2; Handheld Devices; Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs; Intelligence Tests; Intervention; Interviews; Kenya; Literacy Education; Maximum Likelihood Statistics; Pretests Posttests; Primary Education; Program Effectiveness; Promising Interventions Are Great; but Are They Enough?; Questionnaires; RCT; Randomized Controlled Trials; Raven Progressive Matrices; Rural Schools; Statistical Analysis; Teacher Improvement; Teaching Methods; Telecommunications; What We Are Learning About Early Education in Sub-Saharan Africa; __:import:01; __:match:final; __:matched; __:study_id:2096051; ___working_potential_duplicate; __finaldtb; early grade reading; literacy instruction

Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms - Shepler, Susan; Williams, James H. (Comparative Education, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2017.1338641 2129771:68VY6GT6
Keywords: _C:Sierra Leone SLE

Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms - Shepler, Susan; Williams, James H. (Comparative Education, 2017)
Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives.
Publisher: Routledge _eprint: https://doi.org/10.1080/03050068.2017.1338641 KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2017.1338641 2129771:UVNJFUHG 2405685:9FVX5LB3
Keywords: Education; Liberia; Sierra Leone; _C:Sierra Leone SLE; teachers; teaching about conflict; transitional justice

Did the shift to computer-based testing in PISA 2015 affect reading scores? A View from East Asia - Komatsu, Hikaru; Rappleye, Jeremy (Compare: A Journal of Comparative and International Education, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2017.1309864 10/gf62g9 2129771:28B5JQYA 261495:KPXAIZQU

Evaluating Indoor Environmental Performance of Laboratories in a Northern Nigerian University - Ali, S.M.; Martinson, D.B.; Al-Maiyah, S. (“Passive and Low Energy Architecture” (PLEA) Conference at Edinburgh, 2017)
Poor environmental comfort in learning spaces can have an impact on the learning capacities of students. It is not unusual to find learning spaces in Nigerian higher institutions in which the indoor environmental qualities do not meet the occupants’ requirements. Despite being in the tropics, where solar radiation is in abundance, Nigerian building industry professionals pay little attention to passive energy utilization. Knowing how buildings perform in the country may appeal to their consciousness in reconsidering this situation. This paper is part of an ongoing study on comfort in higher education facilities involving lecture theatres and laboratories in Bayero University, Kano, Nigeria. Objective and subjective assessments were undertaken during the wet-warm season of August 2016. It reports the assessment conducted on two laboratories, with a view to finding how they perform environmentally in comparison to occupants’ preferences and international comfort standards. Although some of the measured and calculated physical parameters, have not met the thresholds specified by ASHRAE-55 and EN 15251, the respondents expressed their acceptance of the laboratories’ situations subjectively. This is not surprising as these standards are often based on experiments implemented in developed countries, where the severity of the climatic conditions and the culture are dissimilar to sub Saharan Africa.
Publisher: Network for Comfort and Energy Use in Buildings KerkoCite.ItemAlsoKnownAs: 2129771:BDC63GUN 2486141:VKRKNRCA 5072953:I44GNID5 5072953:QD5TXEIW
Keywords: IEQ; Kano; Nigeria; Predicted Mean Vote; Predicted Percentage of Dissatisfied; ⛔ No DOI found

Action Research: All You Need to Know - McNiff, Jean (SAGE Publications Ltd, 2017)
This practical text supports readers on their journey to becoming self-reflective practitioner-researchers. It provides the ideas and frameworks necessary to understand action research and expertly guides readers through the practicalities and complexities of doing research in their own context. Inside you will find: An action plan to help you embark on your projectGuidance and advice on learning to ask the right questions as you progressA full resource on writing up and communicating your resultsInspiration to explain the significance of what you have achieved, so that other people can learn with and from you Accessible and insightful, this is the complete start to finish guide to doing influential action research. It is the ideal companion for students and researcher-practitioners in any research setting, from education and health to business.
KerkoCite.ItemAlsoKnownAs: 4426965:RFHQV5QS 4804264:NMCT39FK
Keywords: Final_citation; cited; existing

Action Research: All You Need to Know - McNiff, Jean (SAGE Publications Ltd, 2017)
This practical text supports readers on their journey to becoming self-reflective practitioner-researchers. It provides the ideas and frameworks necessary to understand action research and expertly guides readers through the practicalities and complexities of doing research in their own context. Inside you will find: An action plan to help you embark on your projectGuidance and advice on learning to ask the right questions as you progressA full resource on writing up and communicating your resultsInspiration to explain the significance of what you have achieved, so that other people can learn with and from you Accessible and insightful, this is the complete start to finish guide to doing influential action research. It is the ideal companion for students and researcher-practitioners in any research setting, from education and health to business.
KerkoCite.ItemAlsoKnownAs: 2129771:GS9T5NBK 4426965:RFHQV5QS

Open Government Case Study: Costing Sierra Leone’s Open Data Program - Joswiak, Naomi (Results for Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:XHLB9RHT 2405685:AN5GA9QR
Keywords: _C:Sierra Leone SLE; ___working_potential_duplicate

Big Data in Climate: Opportunities and Challenges for Machine Learning - Karpatne, Anuj; Kumar, Vipin (Proceedings of the 23rd ACM SIGKDD International Conference on Knowledge Discovery and Data Mining, 2017)

Non-state education provision; access and quality for the marginalised - Aslam, Monazza (2017)
This report undertakes a rapid review of some recent, high quality syntheses and reports to summarise the evidence on the effectiveness of different types of non-state schools in reaching the marginalised and providing quality education to them. Non-state provision has risen dramatically over the last few decades especially across South and West Asia and the Latin America and Caribbean region and provides opportunities in Sub-Saharan Africa and elsewhere. The all-encompassing term ‘non-state’ constitutes a spectrum of providers with different characteristics, scope and scale. Overall, the evidence is indicative of potential improvements in learning outcomes in certain types of non-state provision but this is caveated by the very low overall learning outcomes across education systems, as well as by the extent to which non-state provision is aligned with human rights. There is evidence of certain types of non-state providers being able to reach the marginalised and disadvantaged more effectively but questions exist with regards to their sustainability. Whilst different types of arrangements may work in different contexts, the critical factor remains the governments’ ability to both foster an enabling environment but also combine it with effective legislation, monitoring and regulation to ensure quality education provision.
Accepted: 2017-09-11T13:28:47Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:K2PXJKPC 4869029:HZE56QEV
Keywords: ⛔ No DOI found

INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery (Resource Centre, 2017)
This Guidance Note provides a suggested framework for compensating teachers in fragile states, situations of displacement, and post-crisis recovery—situations where teachers are often underpaid or not paid at all. The note focuses on how to develop coordinating polices regarding teacher compensation, how to develop appropriate systems for managing the financial aspects of teacher payment, and how to provide complementary forms of teacher motivation and support to ensure teacher well-being.
KerkoCite.ItemAlsoKnownAs: 2129771:UK2B7NIC

Repositories of Open Educational Resources: An Assessment of Reuse and Educational Aspects - Santos-Hermosa, Gema; Ferran-Ferrer, Núria; Abadal, Ernest (The International Review of Research in Open and Distributed Learning, 2017)
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v18i5.3063 2129771:E75YWSPF
Keywords: OER; evaluation; higher education; open educational resources; repositories; reuse

Factors shaping lecturers’ adoption of OER at three South African universities - Cox, Glenda; Trotter, Henry (2017)
The research presented here focuses on understanding the obstacles, opportunities and practices associated with Open Educational Resources (OER) adoption at three South African universities. It addresses the question: Why do South African lecturers adopt – or not adopt – OER? In trying to answer this, the authors also attempt to identify which factors shape lecturers’ OER adoption decisions, and how lecturers’ institutional cultures influence their OER use and creation choices. This study employed a qualitative research approach through in-depth personal interviews with 18 respondents at three different universities which together broadly represent the characteristics of South Africa’s university sector. Unique analytical tools – the OER adoption pyramid and OER adoption readiness tables – were developed to help with analysing and synthesising the data. Findings indicate that whether and how OER adoption takes place at an institution is shaped by a layered sequence of factors – infrastructural access, legal permission, conceptual awareness, technical capacity, material availability, and individual or institutional volition – which are further influenced by prevailing cultural and social variables. This study has value and application for researchers and institutions pursuing an OER agenda, policy-makers seeking tools to assess OER readiness in institutional contexts, and funding agencies aiming to boost institutional OER engagement. The dataset arising from this study can be accessed at: https://www.datafirst.uct.ac.za/dataportal/index.php/catalog/555
EdTechHub.ItemAlsoKnownAs: 2129771:56DTNIIT
Keywords: __C:filed:1; ⛔ No DOI found

Higher education, developmental leadership and good governance - Fontana, Giuditta (2017)
The last decade has witnessed renewed interest in the social benefits of higher education, with recent research suggesting that universities have a role in nurturing developmental leaders who enable positive change and better governance in low-income and conflict-affected countries (Brannelly et al, 2011b). This review summarises available evidence on the relationship between higher education, developmental leadership and good governance in developing and conflict-affected countries. It draws on examples from a variety of countries, including Ghana, the Philippines, Oman, Lebanon, Cote d’Ivoire and Botswana among others. Most of the literature considered in this report is academic. A large proportion was produced by the Developmental Leadership Programme (DLP) based at the University of Birmingham, which is currently in the process of publishing a summary report.
Accepted: 2017-09-15T15:29:17Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:WZST375I 4869029:4XJUP93U
Keywords: ⛔ No DOI found

Guidance on Conducting a Systematic Literature Review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
KerkoCite.ItemAlsoKnownAs: 10.1177/0739456X17723971 10.1177/0739456x17723971 10/gcskzk 2129771:BLTTLZBP 2129771:J8G86BNT 2249382:QJPY7PT8 2317526:3SKJWG4Q 2486141:4SIG3DBK UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c
Keywords: CitedIn:BIBBTVET

Psychometric assessment of three newly developed implementation outcome measures - Weiner, Bryan J.; Lewis, Cara C.; Stanick, Cameo; Powell, Byron J.; Dorsey, Caitlin N.; Clary, Alecia S.; Boynton, Marcella H.; Halko, Heather (Implementation Science : IS, 2017)
Background Implementation outcome measures are essential for monitoring and evaluating the success of implementation efforts. Yet, currently available measures lack conceptual clarity and have largely unknown reliability and validity. This study developed and psychometrically assessed three new measures: the Acceptability of Intervention Measure (AIM), Intervention Appropriateness Measure (IAM), and Feasibility of Intervention Measure (FIM). Methods Thirty-six implementation scientists and 27 mental health professionals assigned 31 items to the constructs and rated their confidence in their assignments. The Wilcoxon one-sample signed rank test was used to assess substantive and discriminant content validity. Exploratory and confirmatory factor analysis (EFA and CFA) and Cronbach alphas were used to assess the validity of the conceptual model. Three hundred twenty-six mental health counselors read one of six randomly assigned vignettes depicting a therapist contemplating adopting an evidence-based practice (EBP). Participants used 15 items to rate the therapist’s perceptions of the acceptability, appropriateness, and feasibility of adopting the EBP. CFA and Cronbach alphas were used to refine the scales, assess structural validity, and assess reliability. Analysis of variance (ANOVA) was used to assess known-groups validity. Finally, half of the counselors were randomly assigned to receive the same vignette and the other half the opposite vignette; and all were asked to re-rate acceptability, appropriateness, and feasibility. Pearson correlation coefficients were used to assess test-retest reliability and linear regression to assess sensitivity to change. Results All but five items exhibited substantive and discriminant content validity. A trimmed CFA with five items per construct exhibited acceptable model fit (CFI = 0.98, RMSEA = 0.08) and high factor loadings (0.79 to 0.94). The alphas for 5-item scales were between 0.87 and 0.89. Scale refinement based on measure-specific CFAs and Cronbach alphas using vignette data produced 4-item scales (α’s from 0.85 to 0.91). A three-factor CFA exhibited acceptable fit (CFI = 0.96, RMSEA = 0.08) and high factor loadings (0.75 to 0.89), indicating structural validity. ANOVA showed significant main effects, indicating known-groups validity. Test-retest reliability coefficients ranged from 0.73 to 0.88. Regression analysis indicated each measure was sensitive to change in both directions. Conclusions The AIM, IAM, and FIM demonstrate promising psychometric properties. Predictive validity assessment is planned. Electronic supplementary material The online version of this article (doi:10.1186/s13012-017-0635-3) contains supplementary material, which is available to authorized users.

Cambodia teacher professional development policy options brief. Prepared for the United States Agency for International Development (USAID)/Cambodia under All Children Reading – Asia (ACR–Asia), All Children Reading – Cambodia, Contract No - Piper, B.; Spratt, J. (RTI International, 2017)
Issue: 17 Pages: 00017

School-Based Teacher Professional Development in East Africa: Emerging Lessons from Kenya and Tanzania - Hardman, Jan (International Handbook of Teacher Quality and Policy, 2017)
This chapter discusses the main challenges facing both governments and the international donor community in the East African region as they implement effective teacher professional development. It reviews the emerging evidence suggesting educational quality is largely obtained by engaging teachers in reviewing their pedagogical processes at the school and classroom levels. It concludes with a discussion of the key priorities for policymakers in Kenya, Tanzania and East Africa more generally as they work towards improving pedagogical practices of both teachers and teacher educators and raising learning outcomes for all children as part of the new post-2015 education agenda.
KerkoCite.ItemAlsoKnownAs: 10.4324/9781315710068-34 2129771:7SKAMBEG 2129771:N74HV2IR
Keywords: _C:Canada CAN; _C:Cuba CUB; _C:Finland FIN; _C:Japan JPN; _C:Kenya KEN; _C:Korea; Republic KOR; _C:Malawi MWI; _C:Senegal SEN; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Members of the UNESCO Global Network of Learning Cities - UNESCO Institute for Lifelong Learning (2017)
Library Catalog: uil.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:6M59HAXD

6 Out of 10 Children and Adolescents Are Not Learning a Minimum in Reading and Math (2017)
New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs)....
Last Modified: 2017-11-15 KerkoCite.ItemAlsoKnownAs: 2129771:HHXSKD95

Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables - Gokdas, Ibrahim; Torun, Fulya (Kuram ve Uygulamada Egitim Bilimleri, 2017)
The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers’ technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers’ technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre- and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers’ acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.
Place: Istanbul Publisher: EDAM (Educational Consultancy Ltd.) KerkoCite.ItemAlsoKnownAs: 10.12738/estp.2017.5.0322 2405685:XJ6W8XN4 2534378:GJ3VLQ36 2534378:WA8MCE6F 2534378:XN65FFGQ
Keywords: Communication; Computers; Core curriculum; Early childhood education; Education; Educational technology; Knowledge; Learning; Mathematics; Pedagogy; Preschool education; Science education; Social research; Students; Teacher education; Teaching methods; Web 2.0; __:import:01; __:match:final; __:matched; __:study_id:2095985; __finaldtb

Sierra Leone 2015 Population and Housing Census: Thematic Report on Disability - Kabia, Francis; Tarawally, Umaru (Statistics Sierra Leone, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:BELVCZKC 2405685:BI8HMKXI
Keywords: _C:Sierra Leone SLE

Teachers and the Teaching Profession in Sierra Leone: A Comprehensive Situation Analysis - Wright, Cream (TSC, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:7TAK5P96 2129771:L5SHN8BJ 2339240:BPP6QJJT 2405685:K3L9HBBP 2601447:KDYSFZB9 4556019:GI25ICPJ
Keywords: _C:Sierra Leone SLE

Shades of Grey: Guidelines for Working with the Grey Literature in Systematic Reviews for Management and Organizational Studies - Adams, Richard J.; Smart, Palie; Huff, Anne Sigismund (International Journal of Management Reviews, 2017)
This paper suggests how the ‘grey literature’, the diverse and heterogeneous body of material that is made public outside, and not subject to, traditional academic peer-review processes, can be used to increase the relevance and impact of management and organization studies (MOS). The authors clarify the possibilities by reviewing 140 systematic reviews published in academic and practitioner outlets to answer the following three questions: (i) Why is grey literature excluded from/included in systematic reviews in MOS? (ii) What types of grey material have been included in systematic reviews since guidelines for practice were first established in this discipline? (iii) How is the grey literature treated currently to advance management and organization scholarship and knowledge? This investigation updates previous guidelines for more inclusive systematic reviews that respond to criticisms of current review practices and the needs of evidence-based management.
KerkoCite.ItemAlsoKnownAs: 10.1111/ijmr.12102 10/gdg6vq 2129771:LZL88W5I 2317526:EE2A296A UA-98bfbd4a-6e50-4502-8310-d5fef7363a11
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; DL4D cited; __C:filed:1; publicImportV1

School-based physical activity interventions and physical activity enjoyment: A meta-analysis - Burns, Ryan D.; Fu, You; Podlog, Leslie W. (Preventive Medicine, 2017)
The purpose of this meta-analysis was to examine the effectiveness of school-based physical activity interventions on increasing students' physical activity enjoyment. An internet search with several databases using the keywords “Adolescents”, “Children”, “Enjoyment”, “Physical Activity”, and “Schools” was performed yielding over 200 published studies. Studies were eliminated based on the lack of experimental manipulation (i.e., non-intervention studies), no assessment of physical activity enjoyment as an outcome variable, a lack of a control or comparison group, and no reporting of the effect estimate's variability (i.e., standard deviation, standard error, etc.). This procedure resulted in 10 studies being examined in the meta-analysis. Data were analyzed in the state of Utah, USA in 2017. The Hartung-Knapp-Sidak-Jonkman method for a random effects meta-analysis was employed with studies being weighted by inverse variance. The pooled Standardized Mean Difference=0.38 (95% C.I. [0.10–0.65], p=0.011). Cochran's Q test showed statistical significance (p<0.001) and the I2=76.6%, suggesting large heterogeneity across the 10 studies. Egger's regression model yielded an intercept coefficient that was statistically significant (bias=3.28, 95% C.I. [0.21–6.36], p=0.039), indicating the presence of small-study effects. This meta-analysis provides evidence that school-based physical activity interventions can be effective in increasing physical activity enjoyment in children and adolescents. However, the magnitude of the pooled effect was small-to-moderate and there was evidence for publication bias and large between-study heterogeneity.
Keywords: Adolescent; Child; Exercise; Meta-analysis; Schools

Analysing Cost-Effectiveness Of Raising Learning For Marginalised Girls Through Camfed'S Programme: Methodological A Methodological Note - Delprato, Marcos; Alcott, Benjamin; Rose, Pauline; Sabates, Ricardo (Zenodo, 2017)
This note provides an overview of the methodological approach being taken to analyse cost-effectiveness of Camfed’s programme in Tanzania and Zimbabwei. It highlights the association between Value for Money and cost-effectiveness, and pays particular attention to the importance of measuring cost-effectiveness from an equity perspective. It further identifies the implications of calculating cost-effectiveness with consideration of sustainability, scalability and replicability of Camfed’s programme.

Impact of childhood screening for disability/impairment on education and learning - Rohwerder, Brigitte (2017)
Evidence indicates that disability is a leading cause of marginalisation in education, with enrolment, primary school completion and literacy rates consistently falling below those of non-disabled children, as children with disabilities are ‘less likely to attend or remain in school, have lower transition and completion rates and do not achieve the levels of results of their peers’ (Wapling, 2016, p. 3). A number of screening tools have been used in low and middle income countries, including in schools, to identify children at risk of disability and to direct them to appropriate help. However, as many children with disabilities are out of school, screening which takes place solely in schools may miss them. New and innovative screening technologies and tools are being developed, with the aim of overcoming some of the challenges faced in low and middle income countries. However, there appears to be very little evidence which looks at the impact of screening on education and learning outcomes of children with disabilities. A systematic review of education for children with disabilities in low and middle income finds that there is relatively little formal research which assesses strategies for ensuring quality education for children with disabilities, including in relation to impairment identification (Wapling, 2016, p. 3).
Accepted: 2017-11-23T17:16:51Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:I3Q7YQNJ 4869029:QQ9YXHHM
Keywords: ⛔ No DOI found

Research Methods in Education - Cohen, Louis; Manion, Lawrence; Morrison, Keith (Routledge, 2017)
This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research. This edition contains new chapters on: Mixed methods research The role of theory in educational research Ethics in Internet research Research questions and hypotheses Internet surveys Virtual worlds, social network software and netography in educational research Using secondary data in educational research Statistical significance, effect size and statistical power Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses. Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.
Google-Books-ID: 9mYPEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:K73IF5SZ 4502395:9PBD6WAE
Keywords: Education / Experimental Methods; Education / General; Education / Research

A Survey of ICT Capacity in Ghana's Public Colleges of Education (Transforming Teacher Education and Learning, 2017)
The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people. The National Council for Tertiary Education (NCTE) acknowledges with thanks, Consumer Insights Consult (CiC) research team, Cyprian Ekor, Elvis Akpabli, Emmanuel Mireku, George Asare, Kennedy Amedume, Daniel Amewuda, Philemon Opoku. NCTE staff, Jacob T. Akunor, Anthony Dzidzornu, Emmanuel Attey Yebuah, Ebenezer Osei Adu, Nicholas Ameyaw and Kwaku Gyampoh. Transforming Teaching and Learning in Ghana (T-TEL) staff, Dr. Björn Haßler, Dr. Rosie Lugg, Mr. Charlie Gordon, Ms. Beryl Opong-Agyei, Dr. Rich Tobin and Ms. Caroline Jordan. Particular thanks is extended to Jacob Tetteh Akunor, who led this exercise on behalf of the NCTE and to the Senior managers, ICT tutors, ICT technicians and student teacher participants at all 40 CoE that participated, and gave so generously of their time and expertise.
EdTechHub.Source: <this> EdTechHub.Source: 2129771:CIHUHSF9 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930827 2129771:CIHUHSF9 2405685:SX3J7SP9
Keywords: Author:Haßler; _r:ImportedToMyEducationEvidence; _zenodoODE; docs.opendeved.net

Research Methods in Education - Cohen, Louis; Manion, Lawrence; Morrison, Keith (Routledge, 2017)
This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research. This edition contains new chapters on: Mixed methods research The role of theory in educational research Ethics in Internet research Research questions and hypotheses Internet surveys Virtual worlds, social network software and netography in educational research Using secondary data in educational research Statistical significance, effect size and statistical power Beyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses. Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.

Pedagogical Demands in Mathematics and Mathematical Literacy: A Case of Mathematics and Mathematical Literacy Teachers and Facilitators - Machaba, France Masilo (EURASIA Journal of Mathematics, Science and Technology Education, 2017)
The purpose of this article is to examine teachers’ and facilitators’ (subject advisors) views of the approaches to teaching mathematics and mathematical literacy (ML). Using Bernstein’s (1996) constructs of recognition and realisation rules, I analysed data from interviews conducted with mathematics and ML teachers and facilitators. The analysis shows that some teaching strategies are associated with mathematics and others with ML. That is, teachers and facilitators refer to teaching strategies that are domain specific (mathematics and ML). I therefore ask what it means for teaching strategies to be domain specific, particularly in the context of mathematics and ML.
KerkoCite.ItemAlsoKnownAs: 10.12973/ejmste/78243 2486141:M29F3K2N

Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (2017)
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
Keywords: Data-driven model; Deployments; Lebanon_event_2021; Malawi; Political economy; Schools; Teachers; _C:Brazil BRA; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Italy ITA; _C:Malawi MWI; _C:Mozambique MOZ; _C:Philippines PHL; _C:Singapore SGP; __C:filed:1; __C:scheme:1

From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukerji, Shobhini; Shotland, Marc; Walton, Michael (Journal of Economic Perspectives, 2017)
The promise of randomized controlled trials is that evidence gathered through the evaluation of a specific program helps us—possibly after several rounds of fine-tuning and multiple replications in different contexts—to inform policy. However, critics have pointed out that a potential constraint in this agenda is that results from small "proof-of-concept" studies run by nongovernment organizations may not apply to policies that can be implemented by governments on a large scale. After discussing the potential issues, this paper describes the journey from the original concept to the design and evaluation of scalable policy. We do so by evaluating a series of strategies that aim to integrate the nongovernment organization Pratham's "Teaching at the Right Level" methodology into elementary schools in India. The methodology consists of reorganizing instruction based on children's actual learning levels, rather than on a prescribed syllabus, and has previously been shown to be very effective when properly implemented. We present evidence from randomized controlled trials involving some designs that failed to produce impacts within the regular schooling system but still helped shape subsequent versions of the program. As a result of this process, two versions of the programs were developed that successfully raised children's learning levels using scalable models in government schools. We use this example to draw general lessons about using randomized control trials to design scalable policies.
KerkoCite.ItemAlsoKnownAs: 10.1257/jep.31.4.73 4804264:9575HZHI 4804264:XHDEF452
Keywords: Design of Experiments: General; Positive Analysis of Policy Formulation and Implementation; Analysis of Education; Education: Government Policy; Nonprofit Institutions; Final_citation; Human Development; Income Distribution; Migration; NGOs; Social Entrepreneurship; Economic Development: Human Resources; anystyle; cited; existing

Allô École! Using mobile technologies to connect government, teachers, and parents - World Bank (World Bank, 2017)
A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC.
KerkoCite.ItemAlsoKnownAs: 2129771:8NLR2ECY 2405685:AALGLPHJ
Keywords: C: Democratic Republic of Congo

Vision for SLR tooling infrastructure: Prioritizing value-added requirements - Al-Zubidy, Ahmed; Carver, Jeffrey C.; Hale, David P.; Hassler, Edgar E. (Information and Software Technology, 2017)
Context Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs. Objective For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure. Method This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure. Results The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools. Conclusion The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2017.06.007 2129771:2EHYDBZU 2129771:LIS9KYHJ 2405685:6IRSDL2Z 2486141:AF9IAKTP 2486141:EXUMXNVK
Keywords: Empirical software engineering; Systematic literature review; Tooling infrastructure; _Added-ailr-2024

Disability in and Around Urban Areas of Sierra Leone - Trani, Jean-Francois; Bah, Osman; Bailey, Nicki; Browne, Joyce; Groce, Nora; Kett, Maria (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:HBY77CAK 2129771:QHDCLY92 2405685:FSQFJ72I
Keywords: _C:Sierra Leone SLE

Methods for dealing with multiple outcomes in meta-analysis: a comparison between averaging effect sizes, robust variance estimation and multilevel meta-analysis - Moeyaert, Mariola; Ugille, Maaike; Natasha Beretvas, S.; Ferron, John; Bunuan, Rommel; Van Den Noortgate, Wim (International Journal of Social Research Methodology, 2017)

Research Methods in Education - Cohen, Louis; Manion, Lawrence; Morrison, Keith (Routledge, 2017)
This thoroughly updated and extended eighth edition of the long-running bestseller Research Methods in Education covers the whole range of methods employed by educational research at all stages. Its five main parts cover: the context of educational research; research design; methodologies for educational research; methods of data collection; and data analysis and reporting. It continues to be the go-to text for students, academics and researchers who are undertaking, understanding and using educational research, and has been translated into several languages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references, and it raises key issues and questions for researchers planning, conducting, reporting and evaluating research.This edition contains new chapters on:Mixed methods researchThe role of theory in educational researchEthics in Internet researchResearch questions and hypothesesInternet surveysVirtual worlds, social network software and netography in educational research Using secondary data in educational researchStatistical significance, effect size and statistical powerBeyond mixed methods: using Qualitative Comparative Analysis (QCA) to integrate cross-case and within-case analyses.Research Methods in Education is essential reading for both the professional researcher and anyone involved in educational and social research. The book is supported by a wealth of online materials, including PowerPoint slides, useful weblinks, practice data sets, downloadable tables and figures from the book, and a virtual, interactive, self-paced training programme in research methods. These resources can be found at: www.routledge.com/cw/cohen.
KerkoCite.ItemAlsoKnownAs: 2129771:V7GAVRKW 4426965:SIGIGX74

Information and Communication Technology for Development - Heeks, Richard (2017)

Getting the Right Teachers into the Right Schools: Managing India's Teacher Workforce - Ramachandran, Vimala; Béteille, Tara; Linden, Toby; Dey, Sangeeta; Chatterjee, Prerna Goel (World Bank Publications, 2017)
India's landmark Right of Children to Free and Compulsory Education Act (2009) guarantees education to all children aged 6-14 years. The Act mandates specific student-teacher ratios and emphasizes teacher quality. Writing this into legislation took seven years, but the seven years since has proven that ensuring effective teachers are recruited and placed in all schools in a time-bound manner is considerably more challenging. This report takes a detailed look at the complexity of the teacher management landscape in elementary and secondary schools in nine Indian states. On a daily basis, the administrative machinery of these states has to manage between 19,000 to nearly a million teachers in different types of schools and employment contracts, and cope with recruiting thousands more and distributing them equitably across schools. This report examines the following issues: official requirements for becoming a schoolteacher in India; policies and processes for teacher recruitment, deployment and transfers; salaries and benefits of teachers; professional growth of teachers; and grievance redressal mechanisms for teachers. For the first time in India, this report compares and contrasts stated policy with actual practice in teacher management in the country, using a combination of primary and secondary data. In so doing, the report reveals the hidden challenges and the nature of problems faced by administrators in attempting to build an effective teacher workforce which serves the needs of all of India’s 200 million school children. The report examines states with varying characteristics, thus generating knowledge and evidence likely to be of interest to policy makers and practitioners in a wide range of contexts.
Google-Books-ID: SQpADwAAQBAJ
Keywords: Education / General; Education / Professional Development

Open Education and the Sustainable Development Goals: Making Change Happen - Lane, Andy (Journal of Learning for Development - JL4D, 2017)
Education for All has been a concept at the heart of international development since 1990 and has found its latest instantiation within the Sustainable Development Goals (SDGs) as SDG 4, ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Open education, in the form of resources and practices are both seen as contributors to SDG4 as evidenced by the recent 2nd World Open Educational Resources Congress. The ambition for open education to contribute to the SDGs is clear from this and other gatherings but the means to make it happen are not as clear, and many have claimed that little has happened since the SDGs were launched in 2015. To help address this apparent gap, this paper: (1) sets out the scale and scope of the SDGs; (2) reviews the potential contribution of open educational resources and practices to support the SDGs, and (3) uses a framing of power and systems thinking to review the way open education activities might be fostered within tertiary education in all local, national and regional contexts in order to support the SDGs, and not just SDG 4. It will also tentatively propose a theory of change that brings together power relationships, systems thinking and open education as key components and provide a case study of how this might work in practice through a newly funded project proposal. It is hoped that this theory of change and proposal will be a starting point for wider debate and discussion on how to make change happen in this important arena.
KerkoCite.ItemAlsoKnownAs: 2129771:49QPAYZK 261495:NNAA2DLD
Keywords: ⛔ No DOI found

A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education - Belland, Brian R.; Walker, Andrew E.; Kim, Nam Ju (Review of Educational Research, 2017)
Computer-based scaffolding provides temporary support that enables students to participate in and become more proficient at complex skills like problem solving, argumentation, and evaluation. While meta-analyses have addressed between-subject differences on cognitive outcomes resulting from scaffolding, none has addressed within-subject gains. This leaves much quantitative scaffolding literature not covered by existing meta-analyses. To address this gap, this study used Bayesian network meta-analysis to synthesize within-subjects (pre-post) differences resulting from scaffolding in 56 studies. We generated the posterior distribution using 20,000 Markov Chain Monte Carlo samples. Scaffolding has a consistently strong effect across student populations, STEM (science, technology, engineering, and mathematics) disciplines, and assessment levels, and a strong effect when used with most problem-centered instructional models (exception: inquiry-based learning and modeling visualization) and educational levels (exception: secondary education). Results also indicate some promising areas for future scaffolding research, including scaffolding among students with learning disabilities, for whom the effect size was particularly large (ḡ = 3.13).
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654317723009 2129771:57B2KQ9C 2486141:EHUMD849
Keywords: Bayesian network meta-analysis; STEM; cognitive tutor; intelligent tutoring systems; problem-centered instruction; scaffold

Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information - Saito, Eisuke; Khong, Thi Diem Hang (Reflective Practice, 2017)
Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER]
KerkoCite.ItemAlsoKnownAs: 10.1080/14623943.2017.1361921 2534378:8GYBJJ8Z 2534378:R2HCJDDM Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=126003617&site=ehost-live&scope=site
Keywords: ADULTS; AUDIOVISUAL aids in education; AUDIOVISUAL materials; CRITICAL thinking studies; DATA analysis software; DESCRIPTIVE statistics; EDUCATION; FOCUS groups; INTERVIEWING; PROFESSIONAL education; PROFESSIONAL employee training; REFLECTION (Philosophy); RESEARCH funding; Reflective practice; SCHOOL administrators; TEACHER training; TEACHING; THEMATIC analysis; VIETNAM; Vietnam; __:import:01; __:match:final; __:matched; __:study_id:2099873; __finaldtb; critical reflection; professional learning; teacher professional development; vide-flection

Tool: Assessing the Quality of Education Evaluations - USAID Office of Education (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:R23WXMRL 2129771:RVV2YN64

Post-development 25 years after The Development Dictionary - Ziai, Aram (Third World Quarterly, 2017)
Few books in the history of development studies have had an impact like The Development Dictionary – A Guide to Knowledge as Power, which was edited by Wolfgang Sachs and published by Zed Books in 1992, and which was crucial in establishing what has become known as the Post-Development (PD) school. This special issue is devoted to the legacy of this book and thus to discussing PD.
Publisher: Routledge _eprint: https://doi.org/10.1080/01436597.2017.1383853
Keywords: Post-Development; development discourse; development studies; development theory

Theory of Change Analysis: Building Robust Theories of Change - Mayne, John (Canadian Journal of Program Evaluation, 2017)
Models for theories of change vary widely as do how they are used. What constitutes a good or robust theory of change has not been discussed much. This article sets out and discusses criteria for robust theories of change. As well, it discusses how these criteria can be used to undertake a vigorous assessment of a theory of change. A solid analysis of a theory of change can be extremely useful, both for designing or assessing the designs of an intervention as well as for the design of monitoring regimes and evaluations. The article concludes with a discussion about carrying out a theory of change analysis and an example.

Adoption And Impact Of Oer In The Global South - Hodgkinson-Williams, Cheryl; Arinto, Patricia (Zenodo, 2017)
Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries.
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.1005330 2129771:3DZS7JBW 2486141:9SZHI7IA
Keywords: Global South; OEP; OER; Open Education; Open Educational Practices; Open Educational Resources

Overview of UK development education landscape with a focus on partnerships between UK schools and those overseas - Bourn, Douglas; Blum, Nicole; Ndaruhutse, Suzy; Mattingly, Jacqui (2017)
This rapid review provides an overview of the UK development education landscape with a focus on what else apart from the British Council’s Connecting Classrooms Programme is going on to build partnerships between schools in the UK and schools overseas? How many children/schools are part of something like this? These questions are related to a second query covered in a separate helpdesk report that examines childhood development stages; specifically, when is the best time to influence children’s and young people’s thinking on global issues? These helpdesk reports are designed to help inform a business case and guide DFID’s thinking for a new approach to delivering development education in the UK when the current phases of Connecting Classrooms and the Global Learning Programme (GLP) ends.
Accepted: 2018-01-22T11:24:58Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:5VKF6VFB 4869029:MTZ4DKRN
Keywords: ⛔ No DOI found

Childhood development stages and learning on global issues - Bourn, Douglas; Hunt, Frances; Hassan, Ahmed (2017)
This helpdesk report provides a summary of available literature and evidence relating to childhood development stages; specifically, when is the best time to influence children’s thinking on global issues. This question is related to a second query covered in a separate helpdesk report that examines the development education landscape in the UK: specifically, what else apart from British Council’s Connecting Classrooms Programme is going on to build partnerships between schools in the UK and schools overseas? How many children/schools are part of something like this? These helpdesk reports are designed to help inform a business case and guide DFID’s thinking for a new approach to delivering development education in the UK when the current phases of Connecting Classrooms and the Global Learning Programme (GLP) ends. Key definitions and terminology can be found in Annex 1.
Accepted: 2018-01-22T14:09:14Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:PFDE5IT2 4869029:8TKPP7W4
Keywords: ⛔ No DOI found

Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System - Piper, Benjamin; Oyanga, Arbogast; Mejia, Jessica; Pouezevara, Sarah (International Journal of Education and Development using ICT, 2017)
KerkoCite.ItemAlsoKnownAs: 4804264:JVE8HV42
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Digital accesibility toolkit (Christian Blind Mission, 2018)
CBM publications. Download our reports, policies, guidelines, evaluation summaries, and more here. Search by topic, year & type.
KerkoCite.ItemAlsoKnownAs: 2129771:CCJBJXA5

Early Years Toolkit (2018)

IAP2 Spectrum for Public Participation (International Association for Public Participation, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:ZV7EC5CH

Séminaire sur l’employabilité des diplômés organisé par la CITEF (AUF, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:TUU3UEVD 2317526:ZL4JGX4R

Teaching & Learning Toolkit (English/Arabic) (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:JN6U2UTI 2292090:MRD8BWXA
Keywords: _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Toward the 2020 goal of soil-transmitted helminthiasis control and elimination (2018)

Young Persons with Disabilities: Global Study on Ending Gender-Based Violence, and Realizing Sexual and Reproductive Health and Rights (2018)

Perinteisistä oppimisympäristöistä villeihin: Sitoutuneisuuden taso viidesluokkalaisilla oppilailla perinteisessä oppikirjaympäristössä ja digitaalisessa ViLLE-oppimisympäristössä matematiikan oppitunneilla - Aaltonen, Antti; Hotanen, Valtteri (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:9UM4DBF8 2129771:LE42G9W3 2129771:SSQ36H4W
Keywords: _C:Myanmar MMR; _C:Netherlands NLD; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Women's access to agricultural technologies in rice production and processing hubs: A comparative analysis of Ethiopia, Madagascar and Tanzania - Achandi, Esther L.; Mujawamariya, Gaudiose; Agboh-Noameshie, Afiavi R.; Gebremariam, Shewaye; Rahalivavololona, Njaka; Rodenburg, Jonne; Rahalivavololona, Njaka; Rodenburg, Jonne; Rodenburg, Jonne (Journal of Rural Studies, 2018)
© 2018 Elsevier Ltd This study presents results from a farmer survey conducted with 560 rice farmers from 27 villages spread over five hubs (concentration areas of rice production and processing) in three different countries in Eastern Africa (Ethiopia, Tanzania and Madagascar). The main research objective was to assess women's access to rice technologies and constraints to adoption of technologies. Constraints were analyzed over five different categories: (1) institutional (2) access to agricultural inputs, (3) technology-contextual, (4) household and socio-cultural and (5) extension. Key providers of extension were public (government), Non-Governmental Organizations (NGOs) and international organizations. Our study identifies that the overarching constraints to technology adoption are institutional and cultural impediments and related to the mode of delivery of extension services. Furthermore, the Focus Group Discussions (FGD) with the women, revealed that empowerment of women in decision making at the household level can enhance women's access and engagement in better farming practices suggested under extension advisory services. This is specifically true where women are able to overcome the hurdles of acquisition of extension training and access to the improved technologies.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jrurstud.2018.03.011 10/gf62jz 2129771:7UPXJXRQ 2317526:HEL4WL56
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:eastern Africa; C:Ethiopia; C:Madagascar; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; F:women; P:agricultural; P:culture; P:production; P:services; P:technology; R:focus groups; R:survey; T:Training; __C:filed:1; publicImportV1

Interaction with Children with Visual Impairments in the Classroom for All - Acheampong, Daniel Yaw (2018)

Assessment of Perceived Ease of Use and Instructional Use of ICT by Lecturers in Technical Training Institutions in Kenya - Agufana, PB; Too, JK; Mukwa, CW (African Journal of Education, Science and Technology, 2018)
In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational Institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Ease of Use and instructional use of ICT by Lecturers in Technical Training Institutions in Kenya. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training Institutions in Kenya. Data were collected using questionnaires. The quantitative data obtained from the administrated questionnaires were analyzed using descriptive statistics. The findings indicated that use of ICT by lecturers’ is perceived to greatly improve instruction. The study recommends that lecturers be encouraged to use ICT for instructional purposes because it greatly improves the passage of instruction.
KerkoCite.ItemAlsoKnownAs: 2129771:89J6L33G 2317526:ZRG8DS9N
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Kenya; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:assessment; F:attitude; P:culture; P:school teacher; Q:ICT; Q:lifelong learning; Q:open learning; T:TVET; __C:filed:1; publicImportV1; ⛔ No DOI found

Perspectives on Elections and the Challenges for Democracy in Nigeria - Aisha Abdu-Ismail (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:KI2ZVF8T 2129771:TBTHZ9W7 2486141:QJYUGWJG

Challenges Experienced in Implementing School-based Continuing Professional Teacher Development in Fort Beaufort Education District in South Africa - Ajibade, Benedicta A.; Rembe, Symphorosa (Anthropologist, 2018)
KerkoCite.ItemAlsoKnownAs: 10.31901/24566802.2018/33.1-3.1887 2129771:SNGC8MTK
Keywords: __C:filed:1

Teachers in North-West Nigeria A situation analysis of teacher gaps, effectiveness, and recruitment and deployment processes - Akogun, Oladele B; Adesina, Adedoyin; Iluobi, Ifeatu (Education Data, Research and Evaluation in Nigeria (EDOREN, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:CDGR3NNS 2129771:Q73W74LP 2486141:2EAKXHT3

The role of existing evidence in developing teacher recruitment and deployment policies in North-Western Nigeria - Akogun, Oladele B; Adesina, Adedoyin; Iluobi, Ifeatu (EDOREN Project Thematic Research Study. Education Data, Research and Evaluation in Nigeria (EDOREN, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:C8E78LYH 2129771:MDGYHHWU 2486141:AZPUZ3UI

The EDOREN Model: Reflections and implications for other DFID programmes - Akogun, Oladele B; Friedrich, Florian; Macauslan, Ian; Packer, Steve; Rai, Shefali (Education Data, Research and Evaluation in Nigeria (EDOREN, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:53MJ6II5 2129771:CXVR7I34 2486141:U2RQMX8X

A study of the management and Implementation of the policy on special education needs and disability for improving access of persons with Disabilities to Nigeria’s basic education - Akogun, Oladele B; Njobdi, Sani; Adebukola, Adebayo (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:ABJ5XKHF 2129771:AHQLVSJH 2129771:BURX3THQ 2129771:IVETX89H 2486141:Y3JFAZIH

Multi-Criteria Decision Analysis for Primary School Site Selection in Al-Mahaweel district Using GIS Technique - Ali, Khalid Ahmed (2018)
Site selection is the process of finding sites that meet the requirements set by the selection criteria. The long-term and success sustainability of planning school, finding the appropriate school locations is challenging and an important. This study aims to develop a primary school site selection model using Geographic Information Systems (GIS) integrated new approach. It was carried out by Geographic Information Systems and multi-criteria evaluation model (MCEM). Different criteria were used to suggest a number of potential primary school sites using a spatial analysis, which is the new school should be away from existing schools and the major roads, a new site should also be reliably flat land and on certain types of land use. The population factor of the age group less than 14 years was included as a factor to choose the suitable location. As a result, the final suitability map indicates that 18 % of the study area is suitable for a primary school site, 73% moderately suitable, and 9% of the study area under unsuitable.

Effects of ceiling fans on the thermal comfort of students in learning environments of Bayero University - Ali, S.M.; Martinson, D.B.; Al-Maiyah, S.; Mark, C.E. (2018)
Place: Kano, Nigeria KerkoCite.ItemAlsoKnownAs: 2129771:ASM7QF5F 2129771:BA7IRZ9C 2129771:SQX2DQMJ 2129771:T2KUV836 2129771:WD7IFUAZ 2486141:5SHQDWV9 2486141:K3GY47XA 5072953:8L4QNJNE 5072953:ZSTCP9FH
Keywords: Africa; Ceiling fans; overheating; thermal comfort; tropics

How students digitally age: by gaining or losing? - Altan, Bilge Aslan; Karalar, Halit (İlköğretim Online, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:6MRPU5FG 2129771:TQBPFUXP
Keywords: _C:Iceland ISL; _C:India IND; _C:Iran IRN; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

How students digitally age: by gaining or losing? Öğrenciler teknoloji ile nasıl büyüyor: kazanarak mı kaybederek mi? - Altan, Bilge Aslan; Karalar, Halit (Elementary Education Online, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:GR8TMIQD
Keywords: _C:Iceland ISL; _C:India IND; _C:Iran IRN; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Innovative Designs | Sequential, Multiple Assignment, Randomized Trial - American Institute for Research (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:S2L43PDM 4426965:ERZ6N3PF

Rapid-Cycle Evaluations - American Institute for Research (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:UPSDIS3R 4426965:8YPNTQXR

Sequential, Multiple Assignment, Randomized Trial - American Institute for Research (2018)
KerkoCite.ItemAlsoKnownAs: 4426965:ERZ6N3PF 4804264:87AEAYLU
Keywords: Final_citation; cited; existing

Assessing a Remedial Intervention Programme in Developing the Planning Skills of Grade 4 and 5 Learners - Amod, Zaytoon; Heafield, Deidré; Seabi, Joseph (International Journal of Disability, Development and Education, 2018)
The search for assessment procedures that are more fair and useful have led to the investigation of alternatives to traditional forms of intellectual assessment. This study explored an alternative which combined a dynamic assessment approach with the Planning, Attention, Simultaneous and Successive Processing (PASS) model of cognitive processing. The aim was to investigate the effectiveness of a planning intervention programme based on Feuerstein's criteria for Mediated Learning Experience (MLE) with a group of Grade 4 and 5 remedial school learners who presented with a range of barriers to learning. Twenty six learners were assigned to the experimental group and 25 to the control group. The results showed that there was a significant improvement in the experimental group's Planning Scale score on the Cognitive Assessment System, following the intervention. These results imply that children often have far greater potential than is realised and that intentional mediation can help to enhance cognitive functioning and assist in further developing children's learning potential.
KerkoCite.ItemAlsoKnownAs: 10.1080/1034912X.2017.1406067 2129771:MVMNMCSC 2486141:75MF49FC
Keywords: _Added to LR; _G:reviewed

Impacts Two Years After a Scalable Early Childhood Development Intervention to Increase Psychosocial Stimulation in the Home: A Follow-Up of a Cluster Randomised Controlled Trial in Colombia. - Andrew, A.; Attanasio, O.; Fitzsimons, E.; Grantham-McGregor, S.; Meghir, C.; Rubio-Codina, M. (PLoS Med 15, 2018)

Global policy agendas and the Education Sustainable Development Goal: Perspectives from sub-Saharan African research and researchers - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (BAICE Conference, York, 2018)
Keywords: ⛔ No DOI found

Why the TVET System of French-Speaking African Countries is Not Able to Produce a Highly Qualified and Operational Man Power? A Comparison with Canadian Community Colleges - Assignon, Efia R. (Handbook of Comparative Studies on Community Colleges and Global Counterparts, 2018)
Most of the French-speaking African countries gained political independence in the 1960s. Since then, the Technical and Vocational Education and Training (TVET) system inherited from France has not allowed them to develop their economies. Moreover, in these countries, there are many new building projects that need highly qualiﬁed workers, and due to the problems with the TVET system, they cannot hire the needed workers locally. This chapter analyzes why for over 50 years, these countries are unable to provide their economies with effective manpower with professional and operational abilities that can function to attract investors and why the system produces so many unemployed graduates. To answer these questions, this chapter will ﬁrst analyze the TVET system in West African Economic and Monetary Union (WAEMU) countries, Benin, Burkina Faso, Guinea-Bissau, Ivory Coast, Mali, Niger, Senegal, and Togo to then compare it with Canadian Community Colleges. The comparison is made because there are strong similarities between the Francophone African economies and the Canadian economy, both of which are based essentially on small and medium enterprises.
KerkoCite.ItemAlsoKnownAs: 2129771:2MET3DD3 2317526:46K7AD9E
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1

The Heterogeneous Effect of Information on Student Performance: Evidence from a Randomized Control Trial in Mexico. - Avitabile, Ciro; Hoyos, Rafael De (Journal of Development Economics, 2018)

Skilled labour shortage: a qualitative study of Ghana’s training and apprenticeship system - Ayentimi, Desmond Tutu; Burgess, John; Dayaram, Kantha (Human Resource Development International, 2018)
The impacts of training and apprenticeship education towards building high-level technical and vocational skills that support human capital development and attracting foreign direct investment are being reshaped by global competition. This article draws on human capital theory to report on a qualitative study that explores skilled labour challenges within Ghana’s training and apprenticeship system through the lens of the demand side of employment perspective. The ﬁndings point to a training mismatch, lack of regulations and ineﬀective apprenticeship programmes, underinvestment in education and training, and outdated training programmes. The bottlenecks in the supply of skilled labour in Ghana are hampering the ﬁrms’ ability to ﬁnd skilled labour across industries. We suggest improved social partnership between industries and training institutions, with increased government investment in training and apprenticeship programmes, as a way forward to address the technical and vocational skilled labour supply bottlenecks. Wider implications for the African region which shares similar developing contexts are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1080/13678868.2018.1447881 10/gf62j4 2129771:7CCEGI9P 2129771:VR5IUN53 2317526:77W3HCTM LOCAL-SCOPUS_ID:85044955362
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing context; F:regulation; P:social; R:impact; R:qualitative; T:Lehrlingsausbildung; T:Training; T:vocational skills; Z:Skilled labour shortages; Z:social partnership; Z:training and apprenticeship systems; _C:Ghana GHA; __C:filed:1; publicImportV1

Needs for In-service Professional Development of Teachers to Improve Students’ Academic Performance in Sub-Saharan Africa - Ayodele Ajani, Oluwatoyin (Arts and Social Sciences Journal, 2018)

Design Research in Education: A Practical Guide for Early Career Researchers - Bakker, Arthur (Routledge, 2018)
Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research.
Google-Books-ID: uI3gtAEACAAJ EdTechHub.Source: 2405685:IPVIQS97 KerkoCite.ItemAlsoKnownAs: 2129771:ZBKEAZHR 2339240:ZRBLTX25 2405685:IPVIQS97

Unstructured data in marketing - Balducci, B; Marinova, D (Journal of the Academy of Marketing Science, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11747-018-0581-x 2129771:2CA8BCWE 2129771:UWJSVBLQ 2405685:RTNHA8JP 2486141:GRQZTIKQ

Internet Use by Secondary School Students: A Digital Divide in Sustainable Societies? - Ballesta Pagán, Francisco; Lozano Martínez, Josefina; Cerezo Máiquez, Mari (Sustainability, 2018)
KerkoCite.ItemAlsoKnownAs: 10.3390/su10103703 10/gf62gx 2129771:Z6I3P3JZ
Keywords: _C:Ecuador ECU; _C:France FRA; _C:Spain ESP; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

The Economic Lives of Young Women in the Time of Ebola: Lessons from an Empowerment Program [Unpublished Manuscript] - Bandiera, Oriana; Buehren, Niklas; Goldstein, Markus; Rasul, Imran; Smurra, Andrea (Unpublished Manuscript, 2018)

Mobile learning for science and mathematics school education: A systematic review of empirical evidence - Bano, Muneera; Zowghi, Didar; Kearney, Matthew; Schuck, Sandra; Aubusson, Peter (Computers & Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2018.02.006 2129771:TF98WPE8

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone
shortDOI: 10/ggqvr7 KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.k4667 10/ggqvr7 2129771:NVZ6YY8M 2339240:6IXLT92N 2405685:6Z36JH5J 2405685:S35X3HD9
Keywords: _C:Sierra Leone SLE

CS Unplugged—How Is It Used, and Does It Work? - Bell, Tim; Vahrenhold, Jan (Progress in Pattern Recognition, Image Analysis, Computer Vision, and Applications, 2018)
Computer Science Unplugged has been used for many years as a way to communicate concepts from computer science to audiences in a variety of settings. Despite its widespread use, there is relatively little systematic evaluation of its eﬀectiveness. In this paper we review what (Computer Science) Unplugged means, and the many contexts in which it has been used, as it started as an outreach tool, and then found its way into other contexts such as teacher training, and more recently into the classroom to support a formal curriculum. Formal evaluations of using Computer Science Unplugged as an approach to teaching the subject of computer science are reviewed, and we also reﬂect on the complex considerations that lie behind the development of activities and puzzles that are simple enough for school students to use.
Series Title: Lecture Notes in Computer Science

Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis. - Belotto, Michael J. (The Qualitative Report, 2018)
KerkoCite.ItemAlsoKnownAs: 10.46743/2160-3715/2018.3492 2405685:5N7JRUCZ 2534378:6EM4AA2V 2534378:EHPTTHWF
Keywords: ___working_potential_duplicate

Methods for evidence synthesis in the case of very few studies - Bender, Ralf; Friede, Tim; Koch, Armin; Kuss, Oliver; Schlattmann, Peter; Schwarzer, Guido; Skipka, Guido (Research Synthesis Methods, 2018)
In systematic reviews, meta-analyses are routinely applied to summarize the results of the relevant studies for a specific research question. If one can assume that in all studies the same true effect is estimated, the application of a meta-analysis with common effect (commonly referred to as fixed-effect meta-analysis) is adequate. If between-study heterogeneity is expected to be present, the method of choice is a meta-analysis with random effects. The widely used DerSimonian and Laird method for meta-analyses with random effects has been criticized due to its unfavorable statistical properties, especially in the case of very few studies. A working group of the Cochrane Collaboration recommended the use of the Knapp-Hartung method for meta-analyses with random effects. However, as heterogeneity cannot be reliably estimated if only very few studies are available, the Knapp-Hartung method, while correctly accounting for the corresponding uncertainty, has very low power. Our aim is to summarize possible methods to perform meaningful evidence syntheses in the situation with only very few (ie, 2-4) studies. Some general recommendations are provided on which method should be used when. Our recommendations are based on the existing literature on methods for meta-analysis with very few studies and consensus of the authors. The recommendations are illustrated by 2 examples coming from dossier assessments of the Institute for Quality and Efficiency in Health Care.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/jrsm.1297
Keywords: common effect; evidence synthesis; fixed effects; meta-analysis; random effects; very few studies

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

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

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

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

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

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

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

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

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

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

Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? - Bruns, Barbara; Costa, Leandro; Cunha, Nina (2018)
shortDOI: 10/ggft3x KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.003 10/ggft3x 2129771:PXEQ493U 2405685:7A2ZCMGH
Keywords: _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Ethiopia ETH; _C:Guatemala GTM; _C:Honduras HND; _C:India IND; _C:Japan JPN; _C:Kenya KEN; _C:Malawi MWI; _C:Nepal NPL; _C:Peru PER; _C:Philippines PHL; _C:Portugal PRT; _C:Singapore SGP; _C:United States USA; __C:filed:1; __C:scheme:1; _yl:a

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Impact of Using Geography Open Education Resources (OER) to Capacitate Natural Science Teachers Teaching the Earth and Beyond Strand in South African Schools - Dreyer, J. M.; Dreyer, J.M. (Alternation Journal, 2018)
KerkoCite.ItemAlsoKnownAs: 10.29086/2519-5476/2018/sp21a8 2129771:57HG7SR2 2129771:VMT75YCL 2129771:YDKM3FPZ
Keywords: _C:Australia AUS; _C:China CHN; _C:India IND; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

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

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

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

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

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

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

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

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

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

Promoting teachers’ implementation of culturally and contextually relevant class-wide behavior plans - Fallon, Lindsay M.; Cathcart, Sadie C.; DeFouw, Emily R.; O'Keeffe, Breda V.; Sugai, George (Psychology in the Schools, 2018)
Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self-assessed their own use of culturally and contextually relevant practices would implement a class-wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self-assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22107
Keywords: diverse learners; implementation fidelity; single-case design

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Björn; Hennessy, Sara; Hofmann, Riikka (Journal of Learning for Development, 2018)
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.
00000 EdTechHub.Source: <this> EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:65GDUID3 2129771:AAT7FR3H 2129771:AS7MJJEC 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2129771:NITLC7K7 2129771:ULKWW8ZY 2249382:CS9PALG8 2292090:LR6L7S7U 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:HGHAYJ5G 2339240:HR2YGWX3 2405685:NZ3GKZCR 2405685:ZFJ79LQS 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI
Keywords: AWP2; Active Learning; Africa; Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; CitedIn:DFID_SRF; CitedIn:OER4S-TPE-Anon; CitedIn:OER4Schools-2012-HHH1-anon; CitedIn:PhD_Thesis; DIAL-RDO; Developing Nations; Educational Technology; Elementary Secondary Education; Faculty Development; Foreign Countries; Handheld Devices; IMPORT_FROM_DFID_RITE; InPrep; Inservice Teacher Education; Low Income Groups; Monday; Motivation; OER4Schools; Open Educational Resources; Peer Teaching; RPF-May-2016; Resource Allocation; Rural Schools; STC-TLC; Scaffolding (Teaching Technique); Scheduling; Shared Resources and Services; Sustainable Development; Sustainable Development Goal 4; TL:Arabic; TL:English; TL:Translated; Teacher Professional Development; Technology Uses in Education; Telecommunications; TranslationGoingAhead; _C:Bangladesh BGD; _C:Brazil BRA; _C:Cambodia KHM; _C:Cameroon CMR; _C:China CHN; _C:Ethiopia ETH; _C:Ghana GHA; _C:India IND; _C:Japan JPN; _C:Kenya KEN; _C:Nigeria NGA; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:a; missingHU; peer-facilitation; school-based active learning; sub-Saharan Africa; ⛔ No DOI found

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

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

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

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

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

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

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

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

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

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

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

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