Summer Schools Programme for Disadvantaged Pupils: Key findings for Schools Research report - Day, Laurie; Martin, Kerry; Sharp, Caroline; Gardner, Rachel; Barham, Jo (Department for Education, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:V3BPHN9D 2486141:WC9VQP89
Keywords: _Added to LR; _G:reviewed; ⛔ No DOI found

DFID Research Open and Enhanced Access Policy (v1.1) - DFID (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:9YKJJ2H8 2129771:C6UBZFCA 2405685:KRP4LRVP

DFID Research Open and Enhanced Access - Implementation Guide (v1.1) - DFID (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2PHDD7YL 2129771:DB8ARQQZ 2405685:3RGNUZVV

Comparative cost‐ effectiveness analysis to inform policy in developing countries: a general framework with applications for education - Dhaliwal, Iqbal; Duflo, Esther; Glennerster, Rachel; Tulloch, Caitlin (Education Policy in Developing Countries, 2013)

The Role of the iPad in the Hands of the Learner - Dhir, Amandeep; Gahwaji, Nahla M; Nyman, Gote (Journal of Universal Computer Science, 2013)
00002 KerkoCite.ItemAlsoKnownAs: 2129771:EN5457KM 257089:J3V2WVAC
Keywords: ⛔ No DOI found

PowerUp! A Tool for Calculating Minimum Detectable Effect Sizes and Minimum Required Sample Sizes for Experimental and Quasi-Experimental Design Studies - Dong, Nianbo; Maynard, Rebecca (Journal of Research on Educational Effectiveness, 2013)
This paper and the accompanying tool are intended to complement existing supports for conducting power analysis tools by offering a tool based on the framework of Minimum Detectable Effect Sizes (MDES) formulae that can be used in determining sample size requirements and in estimating minimum detectable effect sizes for a range of individual- and group-random assignment design studies and for common quasi-experimental design studies. The paper and accompanying tool cover computation of minimum detectable effect sizes under the following study designs: individual random assignment designs, hierarchical random assignment designs (2-4 levels), block random assignment designs (2-4 levels), regression discontinuity designs (6 types), and short interrupted timeseries designs. In each case, the discussion and accompanying tool consider the key factors associated with statistical power and minimum detectable effect sizes, including the level at which treatment occurs and the statistical models (e.g., ﬁxed effect and random effect) used in the analysis. The tool also includes a module that estimates for one and two level random assignment design studies the minimum sample sizes required in order for studies to attain user-deﬁned minimum detectable effect sizes.
KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2012.673143 10/gd4q27 2129771:D6B2YWIC 2339240:UQ5P63FC 2486141:IK8XAEGG

The Tyranny of Experts: Economists, Dictators, and the Forgotten Rights of the Poor - Easterly, William (Hachette UK, 2013)
In this "bracingly iconoclastic” book (New York Times Book Review), a renowned economics scholar breaks down the fight to end global poverty and the rights that poor individuals have had taken away for generations.In The Tyranny of Experts, renowned economist William Easterly examines our failing efforts to fight global poverty, and argues that the "expert approved" top-down approach to development has not only made little lasting progress, but has proven a convenient rationale for decades of human rights violations perpetrated by colonialists, postcolonial dictators, and US and UK foreign policymakers seeking autocratic allies. Demonstrating how our traditional antipoverty tactics have both trampled the freedom of the world's poor and suppressed a vital debate about alternative approaches to solving poverty, Easterly presents a devastating critique of the blighted record of authoritarian development. In this masterful work, Easterly reveals the fundamental errors inherent in our traditional approach and offers new principles for Western agencies and developing countries alike: principles that, because they are predicated on respect for the rights of poor people, have the power to end global poverty once and for all.
Google-Books-ID: m6hVDgAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:BQUKEFEW 2129771:I74S4G99 2129771:N3YW5XB3
Keywords: Business & Economics / Development / Economic Development; Business & Economics / Development / Sustainable Development; Developing countries; Economic aspects; Economic policy; Political Science / Political Economy; Poverty; Social aspects

Traditional eye medicine practice in Benin-City, Nigeria - Ebeigbe, JA (Southern African Optometrist, 2013)
The use of traditional eye medicines as a form of eye care in Africa is very common. However, there is concern about the harmful effects of some traditional medicines on the eyes. This study was a cross-sectional survey conducted in Benin-City, Edo state, Nigeria. Sixty-eight traditional medicine practitioners (TMPs) who treated eye conditions participated in this study. Most (87%) were males and 13% were females. Their age ranged between 25 to 65 years with a mean age of 42.25 ± 2.14 years. Information was obtained through one-on-one oral interviews and a structured questionnaire consisting of open-ended questions. The most common method of training (46%) was by father-to-son tutelage. Conjunctivitis, itching and poor vision were the most common conditions treated by all practitioners. The majority of the TMPs (62%), practiced full time while 38% practiced part time. Forty six percent considered patients’ case histories as more important than physical examination of the eye while 54% felt both history and examination were equally important. Thirty-six percent of practitioners reported inverting the upper eyelids as part of their examination. Couching of cataracts was done by 38%. While 49% had referred ‘difficult’ or ‘stubborn’ cases to orthodox hospitals, 51% had never referred a case. Traditional healers are well accepted in their communities and will continue to be consulted by the people. Health education programs with emphasis on safe eye care practices need to be established for traditional healers. Working with healers and training them to recognize cases needing urgent referral and encouraging the use of non-harmful practices may provide a more sustainable health care structure in the community. Cooperation between these two aspects of medicine is extremely important for the provision of primary eye care services in rural Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:9CDQAVRA 2317526:GEI8RZF9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; F:payment; P:healers; P:media; T:Formal apprenticeship; T:Lehrlingsausbildung; T:Training; publicImportV1; ⛔ No DOI found

Das duale System in Deutschland – Vorbild für einen Transfer ins Ausland? - Euler, Dieter (Bertelsmann Stiftung, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:QMYR7MLX 2317526:H9L46TR6

Experimental Evidence on the Effects of Home Computers on Academic Achievement Among Schoolchildren. - Fairlie, Robert W.; Robinson, Jonathan (American Economic Journal: Applied Economics, 2013)

Mobile learning technology based on iOS devices to support students with special education needs - Fernández-López, Álvaro; Rodríguez-Fórtiz, María José; Rodríguez-Almendros, María Luisa; Martínez-Segura, María José (Computers & Education, 2013)
00026 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.09.014 10/f4hnzg 2129771:BFWDTZ88 257089:CF6ARA9F

Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice - Fishman, Barry J; Penuel, William R; Allen, Anna-Ruth; Cheng, Britte Haugan; Sabelli, Nora (2013)
This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.
EdTechHub.Source: 2405685:NYT7JDUT KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501415 2129771:JIBWPGSE 2339240:2FIFHB2M 2405685:NYT7JDUT

Implementation science and school psychology. - Forman, Susan G.; Shapiro, Edward S.; Codding, Robin S.; Gonzales, Jorge E.; Reddy, Linda A.; Rosenfield, Sylvia A.; Sanetti, Lisa MH; Stoiber, Karen C. (School Psychology Quarterly, 2013)
Publisher: Educational Publishing Foundation KerkoCite.ItemAlsoKnownAs: 10.1037/spq0000019 2129771:V8THH57X 4426965:S2GT2NS4 4804264:RAVTAFQW
Keywords: Final_citation; cited; existing

Implementation science and school psychology. - Forman, Susan G.; Shapiro, Edward S.; Codding, Robin S.; Gonzales, Jorge E.; Reddy, Linda A.; Rosenfield, Sylvia A.; Sanetti, Lisa MH; Stoiber, Karen C. (School Psychology Quarterly, 2013)
Publisher: Educational Publishing Foundation KerkoCite.ItemAlsoKnownAs: 10.1037/spq0000019 2129771:V8THH57X 4869029:UF3X4U4J

Implementation science: what do we know and where do we go from here? - Franks, Robert P.; Schroeder, Jennifer (2013)
Publisher: Paul H Brookes Publishing Co. KerkoCite.ItemAlsoKnownAs: 2129771:UAWHQ8E9
Keywords: ⛔ No DOI found

Teachers’ Experiences of Professional Development in (post)crisis Katanga Province, Southeastern Democratic Republic of Congo: A Case Study of Teacher Learning Circles - Frisoli, Paul St J (University of Massachusetts Amherst, 2013)
KerkoCite.ItemAlsoKnownAs: 10.7275/K457-DR90 2129771:KF2SMPEU 2129771:RZPB8LDJ
Keywords: ⛔ No DOI found

The effects of the size and weight of a mobile device on an educational game - Furió, David; González-Gancedo, Santiago; Juan, M; Seguí, Ignacio; Costa, María; et al. (Computers & Education, 2013)
00009 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.12.015 10/f4thzj 2129771:QAJQFAG5 257089:IQRWC27Q

A cluster‐randomized trial assessing the impact of school water, sanitation and hygiene improvements on pupil enrolment and gender parity in enrolment - Garn, Joshua V.; Greene, Leslie E.; Dreibelbis, Robert; Saboori, Shadi; Rheingans, Richard D.; Freeman, Matthew C. (Journal of Water Sanitation and Hygiene for Development, 2013)

BQA Act - Botswana Qualifications Authority Act Nº 24 - Government of Botswana (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:7Y8WZPDB 2317526:6ISIESAH
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

TVET Act, nº29 of 2013 - Technical and Vocational Education and Training Act (Kenya) - L.N. 95/2013, L.N. 57/2014 - Government of Kenya (2013)
An Act of Parliament to provide for the establishment of a technical and vocational education and training system; to provide for the governance and management of institutions offering technical and vocational education and training; to provide for coordinated assessment, examination and certification; to institute a mechanism for promoting access and equity in training; to assure standards, quality and relevance; and for connected purposes
UA-fb89b6bc-0740-414a-82e2-54cf9a036c63 KerkoCite.ItemAlsoKnownAs: 2129771:LKHJI62C 2317526:PTGH7PN5
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

The Agenda for Prosperity: Road to Middle Income Status - Government of Sierra Leone (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:8MVPQD5Y 2339240:FHMH4G7H 2405685:7DIVY6PP
Keywords: ⛔ No DOI found

Regulation on the Assessment Process and Procedures for Adult Education and Training (AET) - NQF Level 1 - Government of South Africa (2013)
UA-7a419a3c-dc3e-4636-855a-a3892e5a20b8 KerkoCite.ItemAlsoKnownAs: 2129771:IFI3Y6WR 2317526:9H4IERYD
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Qualification Framework; publicImportV1

Guidelines for licensing and regulating private schools - Government of Uganda (2013)
UA-7f7feb58-efb3-4047-b1b6-14c51747534d KerkoCite.ItemAlsoKnownAs: 2129771:968D6A4X 2317526:AP3KURJ7
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ valueadded scores - Grossman, P.; Loeb, S.; Cohen, J.; Wyckoff, J. (American Journal of Education, 2013)

A new approach and open resources for school-based teacher professional development in sub-Saharan Africa - Hennessy, S.; Haßler, Björn (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:JWR2SFFI
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Learning from international experiences with interactive whiteboards: The role of professional development in integrating the technology - Hennessy, S.; London, L. (OECD Publishing, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2PSREG5Q 2129771:RZM4VEDT 257089:Q35W37JN
Keywords: __C:filed:1; ⛔ No DOI found

Wnioski z międzynarodowych doświadczeń w wykorzystywaniu tablic interaktywnych - rola doskonalenia zawodowego we wprowadzaniu nowych technologii do szkół - Hennessy, Sara; London, Laura; Dzierzgowski, Jan (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:ES3KSIUM
Keywords: _C:Australia AUS; _C:Mexico MEX; _C:Tanzania TZA; _C:United Kingdom GBR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit. - Higgins, S; Katsipataki, M; Kokotsaki, D; Coleman, R; Major, LE; Coe, R (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:55P3LDDR 257089:G37S8I6N
Keywords: ⛔ No DOI found

Vocational skills formation in the informal economy in Tanzania - Höjlund, Gunilla (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:PVFB3W42 2317526:3HSM6BFZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; publicImportV1

Design Thinking for Educators - IDEO (2013)
null
KerkoCite.ItemAlsoKnownAs: 2129771:UUJYC6MN 4804264:D7Z32NLD

The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives - Ifenthaler, Dirk; Schweinbenz, Volker (Computers in Human Behavior, 2013)
00019 KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2012.11.004 10/f4tjt5 2129771:M9P8TCWL 257089:ZF65327B

Improving learning by increasing motivation, targeting instruction, and addressing school governance - J-PAL (2013)
Collection Title: J-PAL
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Evaluation of the vocational education orientation programme (VEOP) at a university in South Africa - Jacobs, L; Wet, C De (The International Review of Research in Open and Distributed Learning, 2013)
To address the training needs of Further Education and Training college (FETC) lecturers, and in the absence of a full professional education qualification, several higher education institutions, FETCs, and other bodies in South Africa formed an alliance to develop a short programme towards a possible future full qualification. In 2010 a Vocational Education Orientation Programme (VEOP) was piloted. In line with the responsibility for quality assurance, and the need to inform further developments in the training of FETC lecturers, the aim of this research was to evaluate the VEOP presented by the University of the Free State (UFS). To reach the stated aim, a two phase evaluative study was undertaken (1) to assess the individual modules, and (2) to holistically investigate the quality of the programme. Two questionnaires were used to gather data. The first set of data was collected at the completion of each of the six modules. For the second phase of the study, 48 lecturer-students were randomly selected more than a year after completion of the VEOP. The study identified a number of strengths and weaknesses of the VEOP. The results emphasise the need to carefully select tutors and train them to have an understanding of the FETC milieu, rethink the methodology employed in the education training of FETC lecturers, and redesign the modules’ contents to better reflect the FETC sector. The need to enhance student support and improve administration is also highlighted by the study. The results of the study may inform the development of a full qualification for FETC lecturers.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v14i4.1568 10/gf623n 2129771:ZEMMK3KE 2317526:MEYCNUIZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; P:media; Q:distance education; Q:open education; Q:open learning; R:evaluation; T:Ausbildung; T:TVET; publicImportV1

Digital Interactions in Developing Countries: An Economic Perspective - James, Jeffrey (Routledge, 2013)
Jeffrey James is one of the relatively few academics to have systematically taken on the topic of IT and development. In this timely book he undertakes a methodological critique of prominent topics in the debate. Challenging the existing literature by international and governmental institutions, the book looks not only at the digital divide but also at issues such as digital preparedness, leapfrogging and low-cost computers. James also raises important issues which have been largely neglected in the literature, such as the implications for poverty in developing countries and the macroeconomics of mobile phones. The book argues that benefits from IT are captured in a different form in developing as opposed to developed countries. In the latter, gains come from technology ownership and use, whereas in the former, benefits cannot be captured as much in this way because ownership is more limited. Interestingly, the author shows that developing countries have responded to this distinction with a series of local innovations which are often low-cost and pro-poor. This finding contradicts the widely held view that poor countries are unable to generate major innovations within their own borders. Accessible and clearly written, this book will be of great interest to scholars of development economics and development studies, and is relevant to both policy-makers and academics.
Google-Books-ID: j3nFeUcBzS4C EdTechHub.ItemAlsoKnownAs: 2129771:NAJDX97C
Keywords: Business & Economics / Development / Economic Development; Business & Economics / Industries / Computers & Information Technology

Integrating problem-based learning with ICT for developing trainee teachers' content knowledge and teaching skill - Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad (International Journal of Education and Development using Information and Communication Technology, 2013)
Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problembased learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT.
KerkoCite.ItemAlsoKnownAs: 2339240:K4C794SK 2534378:DMHQTSGS 2534378:DRGJJFB4
Keywords: _THEME: Curriculum and resources; __:import:01; __:match:final; __:matched; __:study_id:2096422; __finaldtb; ⛔ No DOI found

The Effects of "Girl‐Friendly" Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso - Kazianga, Harounan; Levy, Dan; Linden, Leigh L.; Sloan, Matt (American Economic Journal: Applied Economics, 2013)

Interaction between collisionless galactic discs and non-axisymmetric dark matter haloes - Khoperskov, A. V.; Khoperskov, S. A.; Zasov, A. V.; Bizyaev, D. V.; Khrapov, S. S. (Monthly Notices of the Royal Astronomical Society, 2013)
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/mnras/stt245 2129771:6LTBMF2B

The Limitations of Access Alone: moving towards open processes in education technology - Knox, Jeremy (OpenPraxis, 2013)
shortDOI: 10/ghgn5w KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.1.36 10/ghgn5w 2129771:7R49RPDB 2405685:A3KT8WS9
Keywords: C:International

What is technological pedagogical content knowledge (TPACK)? - Koehler, Matthew J.; Mishra, Punya; Cain, William (Journal of education, 2013)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/002205741319300303 2129771:6Y9BBR5W 4426965:5P6AZ8P6

Using Open and Educational Resources (OERs) and Wiki’s to Support Entrepreneurship Training in Technical and Vocational Education and Training (TVET) Institutions in Zambia - Konayuma, G (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:EVAW675M 2317526:6BWLASND
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:Improvement; F:access; F:bandwidth; F:policy; Q:ICT; Q:ODEL; Q:OER; Q:digital technology; Q:educational technology; Q:open education; Q:open educational resources; Q:open learning; T:Ausbildung; T:TVET; T:Training; T:trainee; publicImportV1

Technical and vocational Education and Training in Ethiopia - Krishnan, P; Shaorshadze, I (2013)
This report presents a background study of the state of Technical and Vocational Education and Training in Ethiopia. We discuss the state of TVET in Ethiopia, as well as the contextual information on education system and economic indicators in Ethiopia as they relate to the TVET implementation and policy. We argue that given the supply-driven nature of the TVET system in Ethiopia, it is important to improve its efficiency, and we propose two ways to doing this: (1) Improve efficiency and equity of the centrallydriven allocation mechanism drawing on the recent advances in matching algorithms and their application to the school choice; (2) Impact evaluation of the final labour market outcomes of the graduates has to be integral part of the TVET system, and we discuss various ways such evaluation could be conducted.
KerkoCite.ItemAlsoKnownAs: 2129771:6BTP2ZMG 2129771:VSPWZKH6 2317526:IKLU5I39 2317526:V6KZKE23
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:Ausbildung; T:TVET; publicImportV1; ⛔ No DOI found

Quality education for all children? What works in education in developing countries: International Initiative for Impact Evaluation. Working Paper 20 - Krishnaratne, S.; White, H.; Carpenter, E. (International Initiative for Impact Evaluation, 2013)

Quality Education for All Children? What Works in Education in Developing Countries. Working Paper 20 - Krishnaratne, Shari; White, Howard (International Initiative for Impact Evaluation, 2013)

Institutions, Incentives and Service Provision: Bringing Politics Back In - Levy, Brian; Walton, Michael (SSRN Electronic Journal, 2013)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2386655 2129771:D246RKMB

Effects of cues and real objects on learning in a mobile device supported environment - Liu, Tzu-Chien; Lin, Yi-Chun; Paas, Fred (British Journal of Educational Technology, 2013)
00002 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2012.01331.x 10/f4th36 2129771:P6D53738 257089:88Z55TXG

The impact and reach of MOOCs: A developing countries’ perspective - Liyanagunawardena, T.; Williams, S.; Adams, A. (eLearning Papers, 2013)
KerkoCite.ItemAlsoKnownAs: 4804264:SIH8JB3D
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Implementation science and its application to population health - Lobb, Rebecca; Colditz, Graham A. (Annual review of public health, 2013)
Publisher: NIH Public Access KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-publhealth-031912-114444 2129771:Y24JRZ4D

Accelerated learning programmes: what can we learn from them about curriculum reform? - Longden, Ken (UNESCO, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:AGK7774Z 2129771:QP88PPQ2 2405685:N3L7U5B2 2486141:UUP64T8R

Mobile Lernumgebungen und Handlungsansätze für die internationale Berufsbildungszusammenarbeit - Mahrin, Bernd (bwp@, 2013)
Auf einer Vielzahl von Baustellen in Ländern des mittleren Ostens und Nordafrikas besteht ein erheblicher Bedarf, das bauausführende Personal für die Tätigkeiten, die es aktuell auszuführen hat, anzulernen. Nur so kann erreicht werden, dass die notwendige Arbeit zumindest einigermaßen fachgerecht erfolgt. Denn die nach dem hire and fire Prinzip häufig wechselnden Bauarbeiter verfügen nicht über ausreichende praktische Erfahrung und häufig kaum über erforderliche Basiskompetenzen.
KerkoCite.ItemAlsoKnownAs: 2129771:8287D4TI 2317526:4EZQ48ST
Keywords: ⛔ No DOI found

Entrepreneurial skills in technical vocational education and training as a strategic approach for achieving youth empowerment in Nigeria - Maigida, JF; Saba, TM (International Journal of Humanities and Social Science, 2013)
Entrepreneurial studies are inter-displinary training that focuses on the tools needed to start a new business or vocation. Because Nigeria is fast becoming a predominantly youthful society with high rate of unemployment requires training the youth in entrepreneurial skills in Technical Vocational Education and Training to tackle the unemployment which has reached alarming proportions. This is because the youth represents a tremendous potentials development of human capital which the society cannot afford to neglect. Young people’s situation and future prospects are of vital concern to all. Many youth face high unemployment, joblessness and difficulties in getting a firm foothold into the labour market. These have led to problem of unemployment especially among youth leaving various educational institutions. The youth graduate from school without the needed skills or competencies that would enable them function in today’s emerging society. Therefore, this paper examined how entrepreneurial skills in Technical Vocational Education and Training (TVET) can be used as a strategic approach for achieving youth empowerment in Nigeria.
KerkoCite.ItemAlsoKnownAs: 2129771:Y7937GDQ 2317526:7XMIRUEB UTI-07487CB8-9983-3320-9CBB-FF1466B43253
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:assessment; P:measurement; T:Ausbildung; T:TVET; publicImportV1; ⛔ No DOI found

How children talk together to make meaning from texts: a dialogic perspective on reading comprehension strategies - Maine, Fiona (Literacy, 2013)
This study considers reading comprehension as a dialogic transaction of making meaning from text. The concept of text and reading is taken to include the visual and multimodal as well as written forms. Case studies of children discussing texts are analysed to explore how children engage in inter‐mental and intra‐mental processes of reading, between themselves as readers and between themselves and the text. The findings show that children's use of language, which is open, hypothetical and questioning, enables different interpretations and priorities for discussion. The use of imagination and empathy, to enter the world of the text to understand it, trigger creative responses as the children make meaning together. More than merely promoting the teaching of comprehension skills to children, the paper demonstrates how meaningful and exciting responses can be promoted through children reading together and teachers encouraging creative dialogue.
KerkoCite.ItemAlsoKnownAs: 10.1111/lit.12010 2129771:7IDIHPPF 2486141:Y29WYLTT

Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment - Manca, S.; Ranieri, M. (Journal of Computer Assisted Learning, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 4804264:LDBRVV37
Keywords: Final_citation; cited; existing

Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment - Manca, S.; Ranieri, M. (Journal of Computer Assisted Learning, 2013)
Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007
Keywords: Facebook; Q =M; R = L; ___working_potential_duplicate; cultural issue; implicit pedagogies; social networking sites; technology-enhanced learning

Here and now mobile learning: An experimental study on the use of mobile technology - Martin, Florence; Ertzberger, Jeffrey (Computers & Education, 2013)
00014 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.04.021 10/f49wgf 2129771:J6IZD5FE 257089:CIMRTK97

Students’ Perceptions of Financing Public Universities in Zambia: Toward a More Sustainable and Inclusive Policy Strategy - Masaiti, Gift (Funding Higher Education in Sub-Saharan Africa, 2013)

Perceptions of caring for children with disabilities: Experiences from Moshi, Tanzania - McNally, Anna; Mannan, Hasheem (African journal of disability, 2013)
Publisher: AOSIS

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature - Means, Barbara; Toyama, Yukie; Murphy, Robert; Baki, Marianne (Teachers College Record: The Voice of Scholarship in Education, 2013)
Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.
KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311500307 2129771:RBH8T2PG 2486141:3KHM7HDZ 4804264:G93W9YPA 4820891:H5QALXUJ
Keywords: Final_citation; cited; existing

Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study - Miller, Bridget T; Krockover, Gerald H; Doughty, Teresa (Journal of Research in Science Teaching, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 10.1002/tea.21091 10/f49bvb 2129771:3WBKZA9Z 257089:R9FD8XMH

Teachers and the development agenda: An introduction - Moon, B.; Dladla, N (Teacher Education and the Challenge of Development: a Global Analysis, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:AS5DFL78 2129771:TMKIIFDA 2317526:8UYLVCSQ 261495:96U29X8H
Keywords: CitedIn:OER4Schools-2011-PDIE

Teacher Education and the Challenge of Development: a global analysis - Moon, B.; Dladla, N; Bird, A. Nordstrum, L. Hanbing, Y. McCormick, B. Banks, F. Dheram, P. Ibn Junaid, M. Wolfenden, F. Buckler, A. Gafar, A. Tao, S., L. Storey; Kirk, J.; Azlam, M.; Kingdon, G.; Dembele, M.; Miaro-II, J. Power, T., B. Anamuah-Mensah; Umar, A. (Routledge, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:9ZEGYMQF 2129771:XIRMR2Y4 2317526:JLSR2KAW 261495:GV5J6KI4
Keywords: AWP2; AWP2-actual; CitedIn:AKFC; CitedIn:OER4Schools-2012-HHH1; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Brazil BRA; _C:Canada CAN; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Congo XCO; _C:France FRA; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Iraq IRQ; _C:Kenya KEN; _C:Lesotho LSO; _C:Mali MLI; _C:Nigeria NGA; _C:Pakistan PAK; _C:South Africa ZAF; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

The Impact O Ict In Learning Through Distance Education Programmes At Zimbabwe Open University (Zou): Roles Of Ict In Learning Through Distance Education Programmes - Mpofu, John; Chimhenga, Sylod; Onias, MAFA (Turkish online Journal of distance education, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:LINAHW43 4502395:DW2NZT76 4502395:QB7P7R7Z 4502395:S5LENG4E
Keywords: ⛔ No DOI found

Challenges in the training of teachers through open and distance learning: Implications for quality - Mubika, KA; Bukaliya, R (Asian Journal of Social Sciences & Humanities, 2013)
This study aimed at establishing the challenges that may have affected the training of teachers through ODL at the Zimbabwe Open University. The study was carried out in order to put in place a model that may be implemented to improve the quality teacher training programme. The study adopted the case study design for the gathering the in-depth perceptions held by the given population. Questionnaires, telephone interviews and documentary analysis were adopted for data collection. The population of the study consisted of the National Programme Leader, Regional Programme Coordinators and graduate diploma students and their former school heads. Thirty-three members of the population constituted the sample for this study. Among other findings, results of the study show that while the training of teachers was a very viable undertaking at ZOU, existing collaboration between the schools and the training institution was very informal. Teaching practice faced numerous problems such as inadequate funding and unavailability of teaching practice vehicles. The study recommended that there be collaboration among all the stakeholders. There is also need for the setting up of a Teaching Practice Department which should be fully equipped with to enable the smooth flow of teaching practice supervisory activities.
KerkoCite.ItemAlsoKnownAs: 2129771:7Y69A25Z 2317526:936H4XCC UTI-BCF2239B-F7FC-3E8D-A3BE-8B8B5C6D7A5D
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:teachers; Q:ODEL; T:Lehrlingsausbildung; T:Training; publicImportV1; ⛔ No DOI found

Guidelines for Establishing New Programmes in Polytechnics and Similar Tertiary Institutions in Nigeria - NBTE (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:8A6NF3RD

Standards for Accreditation and Re-accreditation of Diploma Programmes in Polytechnics and Similar Post–Secondary Technical institutions in Nigeria - NBTE (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:5ZNCVFND

Enhanced STEM learning with Online Labs: Empirical study comparing physical labs, tablets and desktops - Nedungadi, Prema; Raman, Raghu; McGregor, Mark (Frontiers in Education Conference, 2013 IEEE, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 10.1109/fie.2013.6685106 10/gf62jb 2129771:HWCBYRE9 257089:VB8NMP7N

Review of agricultural technical vocational education and training (ATVET) in Africa : best practices from Benin, Ethiopia, Namibia and Sierra Leone - NEPAD (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:MRLFQA2A 2317526:UXBUFKAU
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Benin; C:Ethiopia; C:Namibia; C:Sierra Leone; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agricultural; T:TVET; _C:Sierra Leone SLE; publicImportV1

Information, Role Models, and Perceived Returns to Education: Experimental Evidence from Madagascar. - Nguyen, Trang (World Bank, 2013)

Exploring the mismatch between teacher demand-supply in sub-Saharan Africa: Ghana as case study - Ntim, , S. (Mediterranean Center of Social and Educational Research, 2013)
This study presents an analysis of the factors affecting the supply and demand of school teachers in Ghana. The findings suggest that the major pull causing the mismatch in teacher supply-demand equation can be summed up under: a) economic demand, b) demographic factors and c) market forces. Sixty percent of those sampled constituting 162 of the respondents were of the view that there was a significant correlation between remuneration and supply while the other 40% (108) not attributing it to remuneration per se, nevertheless saw a link between supply and other economic issues such as end of service benefit. Ninety five percent of respondents were of the view that teacher upgrading in higher market premium courses in institutions of higher learning exacerbate teacher attrition into other better paid jobs: an indication of non-incentives pulling teachers from the teaching profession. The objective of the study is to contribute to advocacy on teacher issues, especially increased resources as well as innovative funding for the employment of sufficient number of teachers.
KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2013.v4n1p273 2129771:UFJXNNYW 2317526:G97GX7S6
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:incentives; F:learning; F:motivation; F:remuneration; F:teaching; P:economy; P:services; P:teacher education; P:teachers; Q:higher education; R:case study; T:career; Z:Higher education; Z:Teacher career; Z:Teacher deployment; Z:Teacher education; Z:Teacher motivation; _C:Ghana GHA; publicImportV1; ⚠️ Invalid DOI

Education sector strategy, 2012-2021 - OECS (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2K93ZUJW

Linking informal apprenticeship and formal education in South-Eastern Nigeria through market/mechanic village schools - Ogwo, Benjamin (2013)
The Nigerian government as well as international agencies have implemented several informal apprenticeship intervention programmes aimed at improving productivity, trade union leadership and literacy/numeracy of practitioners. One of such interventions is the Education Trust Fund (ETF) intervention in boy-child education within south-eastern Nigeria established by UNICEF. This paper highlights the process, nature, and scope of the ETF intervention in relation to informal apprenticeships. As research meth9odology, the research & development (R&D) design was used for the study. Among other outcomes, the UNICEF market/mechanic village school curriculum was modified using open-learning principles by informal apprenticeship. School is taken to the apprentices rather than the apprentices to school by incorporating formal education into informal apprenticeship thus ensuring certification and enhanced social status for informal apprenticeship graduates.
KerkoCite.ItemAlsoKnownAs: 2129771:UTQZWLF3 2317526:P4HA5X54
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:curriculum; P:mechanic; P:social; Q:certificate; Q:e-learning; R:survey; T:Formal apprenticeship; T:Lehrlingsausbildung; publicImportV1

Technical and vocational education and training (TVET) in Nigeria and energy development, marketing and national transformation - Okoye, KRE; Chijioke, Okwelle P. (Journal of Education and Practice, 2013)
Education is considered by many as an agent of human development, social mobility and socio-economic development of any society. However, it is arguable that the type and quality of education a nation offers to its citizens is a function of the level of progression of that nation. In this context, technical and vocational education and training (TVET) has been recognized as the wide-diversified education system instrumental in making the remarkable contribution to economic growth of a country by a way of suitable manpower production relevant to the needs of industry, society and changing technological work environment. This paper explores the TVET situation for Nigeria for its transformation agenda with highlights on such factors as trends on TVET policies for human resource development, capacity building, energy development and professional marketing in the national transformation agenda.
KerkoCite.ItemAlsoKnownAs: 2129771:JVP62MTJ 2317526:PAEALDAN
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:attitude; P:electro; P:technology; T:Educação profissionalizante; T:TVET; publicImportV1; ⛔ No DOI found

"For us it was a learning experience": design, development and implementation of blended learning - Onguko, Brown; Jepchumba, Lucy; Gaceri, Petronilla (European Journal of Training and Development, 2013)
Purpose - The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach - The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning. Findings - The paper provides insights into the authors' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them. Research limitations/implications - Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts. Practical implications - The paper includes implications for the design, development and implementation of teachers' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA). Originality/value - This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.
Place: Limerick Publisher: Emerald Group Publishing Limited Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1430572667?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-10-2012-0052 2339240:XN53EQR3 2405685:AFTT7Q76 2534378:32ICX4DB 2534378:UTXP2X7Q
Keywords: 5220:Information technology management; 8306:Schools and educational services; 9177:Africa; Appropriate technology; Audio recordings; Business And Economics–Management; Instructional design; Kenya; Personal development; Professional development; Research; Rural schools; Teaching; Technological change; Training; __:import:01; __:match:final; __:matched; __:study_id:2096396; ___working_potential_duplicate; __finaldtb

Pedagogy: Instructivism to socio-constructivism through virtual reality - Onyesolo, M.; Nwasor, V.; Ositanwosu, O.; Iwegbuna, O. (International Journal of Advanced Computer Science and Applications, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:4P5YU5KU 2486141:VGYHUN6S
Keywords: ⛔ No DOI found

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review - Orr, David; Westbrook, Jo; Pryor, John; Durrani, Naureen; Sebba, Judy; Adu-Yeboah, Christine (EPPI-Centre, Social Science Research Unit, Institute of Education, 2013)
zotzenLib.CopiedFrom: 2405685:YAT9NL4R KerkoCite.ItemAlsoKnownAs: 2129771:4H2Z7GUV 2339240:K82B5UP3 2405685:YAT9NL4R
Keywords: C:Low- and middle-income countries; ___duplicate_item

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?: systematic review - Orr, David; Westbrook, Jo; Pryor, John; Durrani, Naureen; Sebba, Judy; Adu-Yeboah, Christine; others (EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:9YW97PKU 2129771:F4Q5DIY8 2129771:LZYDA4UF 2405685:YAT9NL4R 2486141:LAE22MA6 261495:XSK2293Z
Keywords: C:Low- and middle-income countries; STC-TLC; _C:Afghanistan AFG; _C:Algeria DZA; _C:Angola AGO; _C:Antigua and Barbuda ATG; _C:Argentina ARG; _C:Armenia ARM; _C:Australia AUS; _C:Azerbaijan AZE; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belize BLZ; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Central African Republic CAF; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Costa Rica CRI; _C:Cuba CUB; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Federated States of Micronesia FSM; _C:Fiji FJI; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Grenada GRD; _C:Guatemala GTM; _C:Guinea GIN; _C:Guyana GUY; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Ivory Coast CIV; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kazakhstan KAZ; _C:Kenya KEN; _C:Kiribati KIR; _C:Korea XKOR; _C:Kosovo XKSVO; _C:Kyrgyzstan KGZ; _C:Laos LAO; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Libya LBY; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Marshall Islands MHL; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mexico MEX; _C:Mongolia MNG; _C:Montenegro MNE; _C:Morocco MAR; _C:Mozambique MOZ; _C:Myanmar MMR; _C:Namibia NAM; _C:Nepal NPL; _C:Netherlands NLD; _C:Nicaragua NIC; _C:Niger NER; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Palau PLW

Learning to argue: a study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students - Osborne, Jonathan; Simon, Shirley; Christodoulou, Andri; Howell-Richardson, Christina; Richardson, Katherine (Journal of Research in Science Teaching, 2013)
This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning.
Extra URL: http://doi.wiley.com/10.1002/tea.21073

A systematic assessment of rigor in information systems ranking-type Delphi studies - Par‍‍‍é, G.; Cameron, A.-F.; Poba-Nzaou, P. (Information & Management, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.im.2013.03.003 2129771:XDC5B68Q 2486141:N3QLYHDM

Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools. - Pegrum, M., Oakley, G., & Faulkner, R. (Australasian Journal of Educational Technology, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:FRV5EY6P 257089:PCFPUJPX

Implementation research: what it is and how to do it - Peters, David H.; Adam, Taghreed; Alonge, Olakunle; Agyepong, Irene Akua; Tran, Nhan (Bmj, 2013)
Publisher: British Medical Journal Publishing Group KerkoCite.ItemAlsoKnownAs: 2129771:PCAXCNMU 2129771:RDBUDTRX
Keywords: ⛔ No DOI found

Implementation research: what it is and how to do it - Peters, David H.; Adam, Taghreed; Alonge, Olakunle; Agyepong, Irene Akua; Tran, Nhan (Bmj, 2013)
Publisher: British Medical Journal Publishing Group KerkoCite.ItemAlsoKnownAs: 2129771:C3PXPQBA 4869029:DTXKUIWA
Keywords: ⛔ No DOI found

Implementation research in health: a practical guide - Peters, David H.; Tran, Nhan T.; Adam, Taghreed (World Health Organization, 2013)
Section: The Chinese version is published by Guangdong Provincial Academy of Chinese Medical Sciences (Guangdong Provincial Hospital of Chinese Medicine; The Second Affiliated Hospital of Guangzhou University of Chinese Medicine), N° 111 Dade Road, Yuexiu District, Guangzhou, Guangdong, 510120, P.R. China. KerkoCite.ItemAlsoKnownAs: 2129771:7XY23XGL 4869029:DAHASF99 4869029:XH43AYIR
Keywords: Delivery of Health Care; Health Plan Implementation; Health Policy; Health Services Research; Research Design; standards

Implementation research in health: a practical guide / edited by David Peters … [et al] - Peters, David; Tran, Nhan; Adam, Taghreed; Alliance for Health Policy and Systems Research; World Health Organization (World Health Organization, 2013)
Section: The Chinese version is published by Guangdong Provincial Academy of Chinese Medical Sciences (Guangdong Provincial Hospital of Chinese Medicine; The Second Affiliated Hospital of Guangzhou University of Chinese Medicine), N° 111 Dade Road, Yuexiu District, Guangzhou, Guangdong, 510120, P.R. China. KerkoCite.ItemAlsoKnownAs: 2129771:5BS8NSP4
Keywords: Delivery of Health Care; Health Plan Implementation; Health Policy; Health Services Research; Research Design; standards

The ‘New’ New Technology: Exploiting the Potential of Mobile Communications and Open Educational Resources - Power, Tom (Teacher Education and the Challenge of of Development: a Global Analysis, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:JWFL6BGX 261495:5MHJI36V

Standards of evidence: an approach that balances the need for evidence with innovation - Puttick, Ruth; Ludlow, Joe (Nesta, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:LD9IBYD3 4426965:MM3XTB22
Keywords: Stefanie

U-report: Rapid SMS - RapidSMS (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:7VJK62GN 2405685:FZNZL6J7
Keywords: sub-Saharan Africa

Competence Development and Assessment in TVET (COMET): Theoretical Framework and Empirical Results - Rauner, Felix; Heinemann, Lars; Maurer, Andrea; Haasler, Bernd (Springer Netherlands, 2013)
The transferability of vocational education and training qualifications across international borders is a live issue in this heterogeneous field. Key to this goal is defining a common methodology for measuring vocational competences. This publication sets out a proposal for just that, based on the results of a pilot project known as ‘COMET’ on competence diagnostics in the field of electrical engineering. The study deploys longitudinal analysis to explore issues of competence development, the development of vocational identity, and occupational commitment. It focuses on two discrete occupational profiles in electrical engineering in an ambitious test of a model currently applied to other professions as well. The model’s success in its first phase is detailed in the second part of the volume, where the authors show that the transfer of the competence framework into an empirical model was successful. They also demonstrate that the methodology can be applied to designing and evaluating vocational education and training processes, making the material relevant to VET teachers and trainers as well as academics. With its first section comprising a full description of the theoretical framework, this book is a significant step forward in an urgent task facing administrations, labor forces and employers around the world. The achievement is in proportion to the notorious complexities of a field whose diversity makes tough demands on large-scale methods of assessment.
zotzenLib.CopiedFrom: 2317526:YC4MVHFL KerkoCite.ItemAlsoKnownAs: 2129771:XEWUWM77 2317526:YC4MVHFL
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Results From a Controlled Study of the iPad Fractions Game Motion Math - Riconscente, Michelle M (Games and Culture, 2013)
00001 KerkoCite.ItemAlsoKnownAs: 10.1177/1555412013496894 10/gf62jj 2129771:TGCRE2G3 257089:ZPT5XUXJ

Theories and research methodologies for design-based implementation research: Examples from four cases - Russell, Jennifer Lin; Jackson, Kara; Krumm, Andrew E.; Frank, Kenneth A. (Teachers College Record, 2013)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501401 2129771:JULINTLU

The permanent textbook hypothesis: School inputs and student outcomes in Sierra Leone - Sabarwal, S.; Evans, D.; Marshak, A. (Compare: A Journal of Comparative and International Education, 2013)
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

“Give courage to the ladies”: Expansive apprenticeship for women in rural Malawi - Safford, K.; Cooper, D.; Wolfenden, F.; Chitsulo, J. (Journal of Vocational Education & Training, 2013)
Apprenticeship in developed and industrialised nations is increasingly understood and practised as learning which connects workplace activity and formal study. The concept of 'expansive apprenticeship' defines frameworks for workforce development where participants acquire knowledge and skills which will help them in the future as well as in their current roles; 'restrictive' apprenticeships limit opportunities for wider, lifelong learning. In developing world economies, apprenticeships are a traditional route to learning and employment, but tend to reflect a restrictive approach characterised by narrowly defined roles and weak educational outcomes. This paper examines the apprenticeship opportunities in a large scale Access to Teaching Scholarship in Malawi. The programme's study materials and support structures are designed to move participants from restrictive to expansive contexts for learning and to develop hybrid roles as students, community workers and apprentice teachers. The authors examine data from the first cohort of participants and consider the extent to which the Scholarship offers an innovative model of expansive apprenticeship to address barriers to female continuing education and chronic teacher shortages in Sub-Saharan Africa. © 2013 Copyright The Vocational Aspect of Education Ltd.
KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2012.755213 10/gf62pr 2129771:W7A3AETF 2317526:J9QU3SAQ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Malawi; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing world; F:access; F:gender; F:learning; F:motivation; F:outcomes; F:teaching; F:women; P:economy; P:measurement; P:teacher education; P:teacher training; P:teachers; Q:certificate; Q:distance education; Q:lifelong learning; T:Lehrlingsausbildung; T:TVET; T:Training; T:apprentice; T:career; T:continuing education; T:workplace education; Z:Access to Education; Z:Adult Education; Z:Apprenticeships; Z:Barriers; Z:Career aspirations; Z:Continuing Education; Z:Distance Education; Z:Distance education; Z:Donors and NGOs; Z:Economic Development; Z:Elementary Schools; Z:Female empowerment; Z:Females; Z:Foreign Countries; Z:Gender Issues; Z:Mentors; Z:Rural Areas; Z:Teacher Certification; Z:Teacher Education; Z:Teacher Shortage; Z:Teacher education; Z:Teacher motivation; Z:VET and development; Z:VET and economic development; Z:Vocational Education; Z:Vocational education and training; Z:Women Faculty; Z:Workplace Learning; Z:adult learning; Z:gender and learning; Z:learning in life &; Z:philosophy of VET; Z:teacher training; Z:training; Z:vocational education &; Z:work transitions; Z:workplace learning; publicImportV1

Training Teachers at a Distance: Perceptions and Challenges of Open and Distance Learning (ODL) in Teacher Education the Zimbabwean Experience - Samkange, Wellington (Turkish Online Journal of Distance Education, 2013)
Zimbabwe like most developing countries continues to experience shortages in skills. One such area that has experienced skills shortages is education. This has resulted in governments and education institutions coming up with innovative ways to improve the training of of teachers. Such innovative models include the Open & Distance Learning (ODL) model in the development of skills. In some instances, there has been a combination of the conventional model and the ODL model. The purpose of the study was to examine the different methods used in the training of teachers and the role of ODL in addressing skills shortages. The study used the qualitative methodology and the case study design. The respondents were purposively selected. Data was collected through lesson observations, document analysis and open-ended questionnaires that were administered to senior teachers, deputy school heads and school heads. These gave a total of twenty respondents from different schools. At the same time twenty trainee teachers in different programmes with the Zimbabwe Open University (ZOU) were observed teaching and were assessed. The study also examined views, attitudes and perceptions about the training of teachers. From the data it could be concluded that the model being used by teachers' colleges (2-5-2) was more inclined to ODL than the 'conventional' model, thus demonstrating that indeed teachers can be trained through ODL. Whilst there were mixed feelings about the role of universities in the training of pre-service teachers, it could be concluded that universities had a role in the training of teachers regardless of the mode of delivery they used. The study noted that the lack of resources and lack of understanding between different stakeholders was negatively affecting the success of the ODL model of training teachers at the Zimbabwe Open University (ZOU).
KerkoCite.ItemAlsoKnownAs: 2129771:7V79AP65 2317526:56BUMTPF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:Zimbabwe; CA:AandC; CL:en; CL:fr; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; F:attitude; F:teaching; P:measurement; P:service industry; P:teacher education; P:teacher training; P:teachers; Q:ODEL; Q:distance education; Q:distance learning; R:case study; R:observation; R:qualitative; R:questionnaire; T:Ausbildung; T:trainee; Z:Zimbabwe Open University (ZOU); Z:distance education; Z:teacher training; publicImportV1; ⛔ No DOI found

Learner-centred education in international perspective - Schweisfurth, Michele (Journal of International and comparative Education, 2013)
KerkoCite.ItemAlsoKnownAs: 10.14425/00.45.70 10/gfw2md 2129771:XA3LV525 261495:N4QCNPI6

Establishing Public-ness in the Network: New Moorings for Development—A Critique of the Concepts of Openness and Open Development - Singh, Parminder Jeet; Gurumurthy, Anita (Open Development: Networked Innovations in International Development, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:MVVQRTLZ 261495:S59JSKC3

The Lifeline Program: A Case Study of Workforce Education Combating Poverty for Females in Ghana - Smith, Bettye P; Lowe, Tony; Hunt-Hurst, Patricia; Okech, David; Blalock, Emily; Dery, Alexis (International Education, 2013)
This case study research examined the contributions of the Lifeline Program in Ghana, West Africa to the preparation of young women for the workforce; this preparation is an effort to combat poverty. In this research report, a succinct overview of Ghana was provided, the economic status of the country was delineated, and the history of the Lifeline Program from its inception was given. The research provided an explanation of each of the three vocational skills training programs offered by Lifeline: catering, dressmaking, and hairdressing. The vocational skills training programs in Ghana are likened to workforce education programs in the United States. Conclusions were drawn for the Lifeline Program and the vocational skills training programs based on the Human Capital Theory, a major economic framework. Also, recommendations were suggested based on the findings and the theory that undergirded this case study. [PUBLICATION ABSTRACT]
KerkoCite.ItemAlsoKnownAs: 2129771:A4EV4G7T 2317526:EWVREBQW LOCAL-PQ-1467994353
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:women; P:economy; P:measurement; R:case study; T:Ausbildung; T:vocational skills; T:workplace education; Z:Accelerated death benefits; Z:Case studies; Z:Education; Z:Females; Z:Workforce; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Open development: networked innovations in international development - Smith, Matthew L. (Mit Press, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:826NR2B7 261495:GVDXU7P6

A meta-analysis of the effectiveness of intelligent tutoring systems on K–12 students’ mathematical learning - Steenbergen-Hu, Saiying; Cooper, Harris (Journal of Educational Psychology, 2013)
In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS with that of regular classroom instruction. A few studies compared ITS with human tutoring or homework practices. Among the major findings are (a) overall, ITS had no negative and perhaps a small positive effect on K–12 students’ mathematical learning, as indicated by the average effect sizes ranging from g = 0.01 to g = 0.09, and (b) on the basis of the few studies that compared ITS with homework or human tutoring, the effectiveness of ITS appeared to be small to modest. Moderator analyses revealed 2 findings of practical importance. First, the effects of ITS appeared to be greater when the interventions lasted for less than a school year than when they lasted for 1 school year or longer. Second, the effectiveness of ITS for helping students drawn from the general population was greater than for helping low achievers. This finding draws attentions to the issue of whether computerized learning might contribute to the achievement gap between students with different achievement levels and aptitudes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Place: US Publisher: American Psychological Association KerkoCite.ItemAlsoKnownAs: 10.1037/a0032447 2129771:92TF69M3 2486141:4WW8HTB4
Keywords: Academic Achievement; Intelligent Tutoring Systems; Learning; Mathematics Education; Tutoring

A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on K–12 Students’ Mathematical Learning - Steenbergen-Hu, Saiying; Cooper, Harris (2013)
KerkoCite.ItemAlsoKnownAs: 10.1037/a0032447 4804264:74TIVY26
Keywords: Final_citation; cited; existing

Teacher professional development in crisis edited series: Annotated bibliography - Sullivan, Timothy (Inter-Agency Network for Education in Emergencies Toolkit. Burns, M., Ed, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:6JTMBTQH
Keywords: __C:filed:1; ⛔ No DOI found

Assessment of policies to improve teacher quality and reduce teacher absenteeism - Suryahadi, Asep; Sambodho, Prio (SMERU Research Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:SHUK26YV 4556019:9P4UH786

An introduction to the coverage of the Data Citation Index (Thomson-Reuters): Disciplines, document types and repositories - Torres-Salinas, Daniel; Martín-Martín, Alberto (arXiv preprint arXiv:1306.6584, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:GRAPAAD2
Keywords: ⛔ No DOI found

Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis - Tripney, Janice S; Hombrados, Jorge G (Empirical Research in Vocational Education and Training, 2013)
The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1186/1877-6345-5-3 10/gf62zx 2129771:J9NNI3R6 2249382:8Z39TPIP 2317526:ZDA23HGH UA-ef9e8a77-a2ae-48e7-aee2-7ad36c907bed
Keywords: -AB-Review; -AB-Review-SSA; -RQAsummary; -codedOrSummarised; -review; C:Kenya; CLL:en; FF1.1/3; FF2.2; FF2.7.a; keyReview en; onLongList; retain_obsolete; revofrevSummarisedSeptember2018; summarised

Moving education into the digital age: the contribution of teachers’ professional development - Twining, P.; Raffaghelli, J.; Albion, P.; Knezek, D. (Journal of Computer Assisted Learning, 2013)
This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12031 10/f5f8ts 2129771:FBUXBCTH 2405685:AQTVKM4U 2534378:DKXRGCIE 2534378:NESJ6YZV 261495:GWAQTR9F
Keywords: ICT; IT; digital age; policy recommendations; practitioner research; teacher professional development; transformation

Status of TVET in the SADC region: assessment and review of technical and vocational education and training (TVET) in the Southern African Development Community Region and of the development of a regional strategy for the revitalisation of TVET - UNESCO (UNESCO, 2013)
in spite of the importance of TVET for development and a range of national reform initiatives to support TVET over the past two decades, major concerns remain regarding the state of TVET in the Southern African region. These led SADC and UNESCO to intervene through the commissioning of a pilot TVET monitoring tool and a regional review of the state of TVET, with a view to developing a new strategic programme of action for regional cooperation in TVET. As is made clear throughout this report, the evidence gathering process for these activities demonstrated the very weak current knowledge base for TVET in the region. This means that the report has to be seen as a first step towards better knowledge for better policies and practices. The limitations of the data mean that the findings are often the best currently possible rather than meeting the highest standards of rigour. Equally, the comparative analysis cannot be as sophisticated as may be possible in future years when the data are more robust. Nonetheless, the report represents an important step forward in building an evidence-driven picture of the state of TVET in Southern Africa that provides a valuable basis for future strategic interventions.
KerkoCite.ItemAlsoKnownAs: 2129771:4FTD8LQC 2317526:4QU25BEI
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; CC:Congo; CC:Lesotho; CC:Malawi; CC:Mauritius; CC:Mozambique; CC:Namibia; CC:Seychelles; CC:South Africa; CC:Tanzania; CC:Zambia; CC:Zanzibar (tz); CC:Zimbabwe; CC:eSwatini (Swaziland); CLL:en; publicImportV1

Facing the challenges of the One-Tablet-Per-Child policy in Thai primary school education. - Viriyapong, Ratchada; Harfield, Antony (International Journal of Advanced Computer Science & Applications, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 10.14569/ijacsa.2013.040928 10/gf62ht 2129771:5SZI5Q55 257089:WZKCJHII

Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan - Ward, Nicholas D; Finley, Rachel J; Keil, Richard G; Clay, Tansy G (Journal of Geoscience Education, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:BSXCKKIW 257089:FZV7ZGFU
Keywords: ⛔ No DOI found

A Review of Community Extension Approaches to Innovation for Improved Livelihoods in Ghana, Uganda and Malawi - Wellard, Kate; Rafanomezana, Jenny; Nyirenda, Mahara; Okotel, Misaki; Subbey, Vincent (The Journal of Agricultural Education and Extension, 2013)
Purpose: Farmer-to-farmer extension offers a potentially low-cost and wide-reach alternative in supporting agricultural innovation. Various approaches are being promoted but information on their impact and sustainability is sparse. This study examines experiences of Self Help Africa and partners in Ghana, Uganda and Malawi. It asks: What is good practice in community extension for agriculture? What has been the impact of community extension on food security for smallholder farmers? What is the potential for scale-up and policy influence? Design/methodology/approach: Findings are based on a three-country mixed methods study of 240 households, farmer groups and community, government and NGO extensionists. Findings: Models of good practice include: community selection of extensionists, a twin technical and community development focus, and mutual learning. Impact of community based extension approaches on uptake of technologies, food security and livelihoods of poor groups was found to be broadly positive. Practical implications: Community based approaches appear sustainable where: communities provide support for their extensionists; community extensionists have marketable skills; communities and extensionists are developing Community Based Organisations (CBOs); and linkages are maintained with research and extension bodies. Community based extension approaches are being scaled-up in Malawi and elsewhere. To achieve sustainable pro-poor impacts, support will be needed for continued technical and community development training and back-stopping for community extensionists, and evaluation of different approaches. Originality/value: The study provides important evidence that community extensionists can help facilitate innovation in sustainable agriculture and reach the poor in a cost-effective way. They should be seen by policy-makers as part of pluralistic demand-driven extension, complementing over-stretched extension services. (Contains 6 tables.)
KerkoCite.ItemAlsoKnownAs: 10.1080/1389224x.2012.714712 10/gf62k8 2129771:3TBPH3VN 2317526:63P23WRI
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Malawi; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; F:policy; F:pro-poor; P:agricultural; P:agriculture; P:economy; P:measurement; P:services; P:technology; R:evaluation; R:impact; R:mixed method; T:Training; Z:Agricultural Occupations; Z:Agriculture; Z:Community Development; Z:Community Support; Z:Economically Disadvantaged; Z:Evidence; Z:Food; Z:Foreign Countries; Z:Innovation; Z:Poverty; Z:Rural Education; Z:Rural Extension; Z:Security (Psychology); Z:Sustainability; _C:Benin BEN; _C:Ghana GHA; _C:Malawi MWI; _C:Morocco MAR; _C:Norway NOR; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

Pedagogy, Curriculum, Teaching Practices and Teacher Education - Westbrook, J.; Durrani, N; Brown, R (2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:XM6FY2CY 257089:IX7S752V

Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia - Widodo, Ari; Riandi (Teacher Development, 2013)
This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia
Place: United Kingdom Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=BEI.221367&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/13664530.2013.813757 2405685:M5WDVH5K 2534378:9P4LRFZC 2534378:BR8DXZB4 2534378:UHSPASDV 2534378:Z8BCLDYY
Keywords: CONTINUING education; EDUCATION & state; EDUCATION – Forecasting; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational Change; Educational Strategies; Elementary Secondary Education; FORECASTING; Faculty Development; Foreign Countries; HIGHER education; Higher Education; INDONESIA; Indonesia; Information Skills; Instructional Design; Interviews; Models; Needs Assessment; Online instruction; PROFESSIONAL education; Pedagogical Content Knowledge; Postsecondary Education; Professional development; Public policy; Questionnaires; Science Teachers; TEACHER certification; TEACHER development; TEACHER education; Teacher Education; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2097039; ___working_potential_duplicate; __finaldtb

Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:95P2UK7M 2339240:ANFH2ALH 2405685:QAFBTUE9
Keywords: _C:Sierra Leone SLE

A meta-analysis of the cognitive and motivational effects of serious games. - Wouters, Pieter; Van Nimwegen, Christof; Van Oostendorp, Herre; Van Der Spek, Erik D. (Journal of Educational Psychology, 2013)
It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k = 77, N 5,547; motivation: k = 31, N 2,216). Consistent with our hypotheses, serious games were found to be more effective in terms of learning (d= 0.29, p .05) than conventional instruction methods. Additional moderator analyses on the learning effects revealed that learners in serious games learned more, relative to those taught with conventional instruction methods, when the game was supplemented with other instruction methods, when multiple training sessions were involved, and when players worked in groups.
KerkoCite.ItemAlsoKnownAs: 10.1037/a0031311 2129771:UV4GVUGT 2486141:TCTVLPLF

Integrating service quality with system and information quality: an empirical test in the e-service context - Xu, J.; Benbasat, I.; Benbasat, I. (MIS Quarterly, 2013)
KerkoCite.ItemAlsoKnownAs: 10.25300/MISQ/2013/37.3.05 2129771:C48LC8G4 2486141:IDDWRC83
Keywords: _z:no_pdf

Critical pedagogy and emotion: Working through ‘troubled knowledge’in posttraumatic contexts - Zembylas, Michalinos (Critical Studies in Education, 2013)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/17508487.2012.743468 2129771:VHHJWEPF 2486141:J6KHQK2R

Dynamic content synchronization between learning management systems over limited bandwidth network - Ijtihadie, Royyana M.; Hidayanto, Bekti C.; Affandi, Achmad; Chisaki, Yoshifumi; Usagawa, Tsuyoshi (Human-centric Computing and Information Sciences, 2012)
Well-designed instructional material is equally important for successful e-Learning implementation. Teachers and instructors play a major role in terms of designing and building learning content. In one respect, it requires costs in terms of effort, time and experience. In other respects, a good learning content is likely a result of recurring revisions as a result of teaching experience as well as evaluating student activities. In the case of higher educational institutions (HEI) in developing countries (such as Indonesia), resource sharing in many aspects is highly recommended effort against high cost and redundant works, e-Learning is no exception. Sharing and re-using e-Learning content on particular subject between Learning Management Systems (LMS) can be one of the methods. In addition, collaborative teaching may cause a content develops gradually while conducting content sharing. Thus, the capability of synchronizing the content between LMS is necessary. On the other hand, typical e-Learning implementation might not be appropriate due to the concerns of network infrastructure in developing countries. In some areas, the network has less bandwidth and even frequent disconnections. This paper introduces a novel method of sharing e-Learning content between distributed Learning Management Systems by using dynamic content synchronization. This method also suites the need of course sharing which supports collaborative teaching activity. Moreover, this approach is designed to address the needs of content sharing in areas with network infrastructure limitation in terms of bandwidth and availability.
KerkoCite.ItemAlsoKnownAs: 10.1186/2192-1962-2-17 10/gf62h2 2129771:GYXRXZMT
Keywords: __C:filed:1

A case study of using an online community of practice for teachers' professional development at a secondary school in China - Wang, Qiyun; Lu, Zhiping (Learning, Media and Technology, 2012)
In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT]
Place: Basingstoke Publisher: Taylor & Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1240554543?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.685077 2405685:5KA76IR7 2534378:7P96MCEU 2534378:I2ZKMFEE 2534378:TEPS99BX
Keywords: Case Studies; China; Communities of Practice; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational Practices; Electronic Learning; Electronic Mail; Foreign Countries; Interviews; Learning; Lesson Plans; Mail Surveys; Online instruction; Participant Satisfaction; Pedagogy; Polls & surveys; Professional Development; Professional development; Secondary Education; Secondary School Teachers; Secondary school teachers; Teacher Surveys; Teaching Methods; Technology Uses in Education; Transformative Learning; __:import:01; __:match:final; __:matched; __:study_id:2096477; __finaldtb

Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms - Harris, Christopher J.; Phillips, Rachel S.; Penuel, William R. (Journal of Science Teacher Education, 2012)
Project-based learning seeks to engage students through sustained investigation of real-world problems or design challenges. Weekly mini-surveys were administered to students during an 8-week project-based learning unit to understand students’ perceptions of alignment of lessons to the overall challenge and usefulness of knowledge gained, their affective responses to lessons, and how these varied across lesson types and teachers. Results from a multilevel model revealed significant teacher level variance; no differences across lesson types were found.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-011-9237-0 2129771:GR2NV5L4

An investigation of mobile learning readiness in higher education based on the theory of planned behavior - Cheon, Jongpil; Lee, Sangno; Crooks, Steven M.; Song, Jaeki (Computers & Education, 2012)
This study investigated the current state of college students' perceptions toward mobile learning in higher education. Mobile learning is a new form of learning utilizing the unique capabilities of mobile devices. Although mobile devices are ubiquitous on college campuses, student readiness for mobile learning has yet to be fully explored in the United States. The paper describes a conceptual model, based on the theory of planned behavior (TPB), which explains how college students' beliefs influence their intention to adopt mobile devices in their coursework. Structural equation modeling was used to analyze self-report data from 177 college students. The findings showed that the TPB explained college students' acceptance of m-learning reasonably well. More specifically, attitude, subjective norm, and behavioral control positively influenced their intention to adopt mobile learning. The results provide valuable implications for ways to increase college students' acceptance of mobile learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.04.015 2129771:JR7B63HS
Keywords: Higher education; Mobile learning; m-learning; m-learning adoption

The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Full Report - Higgins, Steven; Xiao, ZhiMin; Katsipataki, Maria (Education Endowment Foundation, 2012)
The aim of this review is to present a synthesis of the evidence from meta-analysis about the impact of the use of digital technology in schools on children's attainment, or more widely the impact of digital technology on academic achievement. It is divided up into three main sections. The first sets out an overview of the wider research into the impact of technology on learning to set the context and the rationale for the value of this information. The next section reviews the evidence from meta-analysis and other quantitative syntheses of research into the impact of digital technology. A further section looks at trends in the use of digital technology and learning in the UK and internationally, to provide further context for the recommendations which follow. The purpose of this review is to identify implications for future investment in the use of digital technology for learning in schools. Digital technologies are now embedded in society. Focus has shifted from whether or not to use them in teaching and learning, to understanding which technologies can be used for what specific educational purposes and then to investigate how best they can be used and embedded across the range of educational contexts in schools.
Publication Title: Education Endowment Foundation ERIC Number: ED612174 KerkoCite.ItemAlsoKnownAs: 2129771:FU77RK46 2486141:AXVNBAJK
Keywords: Academic Achievement; Educational Research; Educational Trends; Foreign Countries; Global Approach; Influence of Technology; Meta Analysis; Technology Uses in Education

A Skills Gap Analysis for Private Sector Development in Sierra Leone 2012 Economic Sector Work - Mannah, Emmanuel; Ngadi Gibril, Yvonne (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:VZ2VN2UA 2405685:RFM2MVCL
Keywords: _C:Sierra Leone SLE

What do we know about indoor air quality in school classrooms? A critical review of the literature - Chatzidiakou, Lia; Mumovic, Dejan; Summerfield, Alex James (Intelligent Buildings International, 2012)
The increasing interest in indoor environmental quality of educational buildings has been underpinned by the rising incidence of asthma and respiratory disease among children, who spend a substantial amount of their lives on the school premises. The susceptibility of children to respiratory disease compared with adults has led to the formulation of regulatory frameworks for the school environment, which specifies maximum CO2 concentrations and minimum airflow rates. This article reviews the evidence that school buildings provide a healthy and satisfactory indoor environment for the occupants. It summarized air pollution levels reported from indoor air quality (IAQ) monitoring surveys and evidence linking school exposure with health responses from the occupants. In addition, environmental and behavioural factors affecting pollution levels in school buildings were examined. The analysis has highlighted the degraded IAQ in some schools that often exceed WHO guidelines, while health impacts of school exposure were reported for concentrations below current guidelines.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/17508975.2012.725530 openalex: W2027298641 KerkoCite.ItemAlsoKnownAs: 10.1080/17508975.2012.725530 2129771:RY4X3ATX 4874017:V5WS5623 5072953:W43VGNLJ
Keywords: _z:class:countries; _z:class:themes; allergens; bacteria; carbon dioxide (CO2); fungi; health impacts; nitrogen dioxide (NO2); oa:keyword:indoor air quality; oa:topic:T10190 Health Effects of Air Pollution; oa:topic:T11002 Indoor Air Quality and Health Effects; oa:topic:T11692 Effects of Noise Pollution on Health and Well-being; openalex:n:1; openalex:yes; ozone (O3); particulate matter (PM); schools; ventilation rates; volatile organic compounds (VOCs)

Benchmarking the digital divide using a multi-level outranking framework: Evidence from EBRD countries of operation - Petrović, Marijana; Bojković, Nataša; Anić, Ivan; Petrović, Dalibor (Government Information Quarterly, 2012)
The paper proposes an innovative procedure for benchmarking the digital divide. The study demonstrates the potential of an outranking approach as an alternative to the commonly used ranking models based on Composite Indices (CIs). To fulfill the objectives of the benchmarking process, an ELECTRE-based (ELimination Et Choix Traduisant la REalité; Elimination and Choice Corresponding to Reality) multi-level outranking (ELECTRE MLO) method is developed. The proposed approach improves on previous methods of benchmarking the digital divide in two ways: by classifying countries into hierarchical levels of performance and by identifying corresponding benchmarks for less successful ones. The method is applied to 29 EBRD (European Bank for Reconstruction and Development) countries of operation. The results are visualized in the form of a relation tree, thus providing clear insights for policy-makers regarding how countries stand relative to each other.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.giq.2012.05.008 10/f4bsqx 2129771:XEEKR2QR
Keywords: Benchmarking; Digital divide; EBRD countries; ELECTRE; Multi-level outranking

ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools - Rodríguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov (Technology, Pedagogy and Education, 2012)
Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model’s ability to produce improvements before having to evaluate its results. The framework has four components: implementation, intervention, transference and total cost. Based on an explicit definition of the outcomes pursued by a given programme, this framework supports the design of its activities to promote sustainable changes in pedagogical practices in schools and calculate the programme’s total cost. The authors illustrate this with a programme implemented in six countries. In Chile, the ICT4E programme forms part of the policy for educational technology, evaluating the effectiveness and scalability of such initiatives.
Publisher: Routledge _eprint: https://doi.org/10.1080/1475939X.2012.720415
Keywords: ICT effects; ICT integration; pedagogic model; scalability; sustainability; technology-enhanced learning

Nature and type of government and NGO interventions in curbing unemployment and underemployment of urban youth in Kenya - Simiyu, John; Sambu, Lenah (Journal of Emerging Trends in Educational Research and Policy Studies, 2012)
This paper examines nature and type of Government and NGO interventions in curbing youth unemployment and underemployment based on a study of the youth in Nairobi and Kisumu cities in Kenya. The study was descriptive in nature with a stratified sample from a population comprising respondents selected from slums of two major cities in Kenya where youth unemployment is rampant: Kibera slums in Nairobi and Manyatta slums in Kisumu. Questionnaires and interviews were the main research instruments used to gather data from the field for analysis. The sample size was determined by the number of registered youth groups in the slums. Data was analyzed by using descriptive statistics. Youth unemployment and underemployment is a crucial concern throughout the developing world, but it is a particularly acute problem in Africa where young people comprise a large proportion of the economically active population. Suffice to say, youth unemployment is highly dependent on the overall status of the economy. Economic activity, measured by GDP growth is probably the single factorthat most influences the chances of young people finding a job. In order to find a decent job in a globalized world, young people need to develop a range of skills and knowledge that are typically gained through formal education and training. African governments are implementing various policies and schemes to promote employment opportunities for young people, including skills training and entrepreneurship funds. Even if properly designed, however, the implementation of these interventions is constrained by cost and the lack of capacity among governments to evaluate the impact of policies. The study is useful to scholars and employment institutions in supplementing efforts by NGOs and the Government in dealing with the impact of youth unemployment and underemployment.
KerkoCite.ItemAlsoKnownAs: 2129771:JXJI9ZDS 2317526:SGVYM5KD
Keywords: ⛔ No DOI found

Vocational education and training for development: A policy in need of a theory? - McGrath, Simon (International Journal of Educational Development, 2012)
The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration. Rather, the academic orthodoxy in the international education and development field is dismissive of VET's possible contribution. Given the return of the policy interest in VET for development, and the possibilities of a broader vision of education–development relations beyond 2015, when the MDGs end, it is time to revisit the role of VET in development from an explicitly theoretical stance. In this article, I argue that the current approach to VET is grounded in an outmoded model of development, whilst the academic critique of VET in developing countries is clearly long outdated. In contrast, I examine the implications for VET of recent trends in thinking about development through the exploration of three particular theoretical approaches: human rights, capabilities and integrated human development. I conclude by considering the purposes, natures and possibilities of VET as a means of human development.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.12.001 10/fzsb6q 2129771:3MJ4MM34 2317526:RP7TJBIY
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:Q; CT:T; Development theory; F:learning; F:policy; Human development; Q:distance learning; Q:mobile learning; T:Educação profissionalizante; T:TVET; Vocational education and development; publicImportV1

A systematic literature review of empirical evidence on computer games and serious games - Connolly, Thomas M.; Boyle, Elizabeth A.; MacArthur, Ewan; Hainey, Thomas; Boyle, James M. (Computers & Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.03.004 4804264:TSUW4Z56
Keywords: Final_citation; cited; existing

How to do a good systematic review of effects in international development: a tool kit - Waddington, Hugh; White, Howard; Snilstveit, Birte; Hombrados, Jorge Garcia; Vojtkova, Martina; Davies, Philip; Bhavsar, Ami; Eyers, John; Koehlmoos, Tracey Perez; Petticrew, Mark; Valentine, Jeffrey C.; Tugwell, Peter (Journal of Development Effectiveness, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2012.711765 10/gftr66 2129771:4LI9NQ2G 2317526:DF3SAW9E 2339240:9SUYHN2U 2405685:B7XKB7ZC 2534378:EK3XSS6E UA-2dba826a-34ad-40f0-ae9b-959792b2e7e
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; 3ie; DL4D cited; THEME: Education management; ___working_potential_duplicate; publicImportV1

Water and Sanitation in Schools: A Systematic Review of the Health and Educational Outcomes - Jasper, Christian; Le, Thanh-Tam; Bartram, Jamie (International Journal of Environmental Research and Public Health, 2012)
KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph9082772 2129771:9ZIXAXI8

Capacity Building For Entrepreneurship Education: The Challenge For The Developing Nations - Eze, John F.; Nwali, Anthony C. (American Journal of Business Education (AJBE), 2012)
Number: 4 KerkoCite.ItemAlsoKnownAs: 10.19030/ajbe.v5i4.7117 10/gf62m8 2129771:3N36VEHG 2129771:9HU76LE7 2317526:7ISBHD6T 2317526:H2PQ8BHW
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; Capacity Building; D:developing country; D:developing nation; D:developing world; Economic Development; Entrepreneurship; Entrepreneurship Education; F:curriculum; F:inclusion; F:learning; F:policy; P:economy; P:service industry; P:social; Q:certificate; Q:degree; Q:diploma; Q:higher education; T:Ausbildung; T:entrepreneurship education; Z:Business education; Z:Business schools; Z:Curriculum development; Z:Developing countries–LDCs; Z:Economic development; Z:Entrepreneurship; Z:Higher education; Z:Studies; publicImportV1

Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa? - Lewin, Keith M.; Sabates, Ricardo (International Journal of Educational Development, 2012)
This paper explores changing patterns of access to basic education in six Sub-Saharan Africa countries using data from Demographic and Health Surveys at two points in time. In general the analysis confirms that participation of children in schooling has increased over the last decade. However, access to education remains strongly associated with household wealth. In most countries the differences associated with urban and rural residence and sex are smaller than those associated with household wealth. Over time the wealth gradient related to access has deteriorated more often than it has improved in the countries in the sample. Disturbingly, the proportion of over age children has also risen rather than fallen more often than not, and the poorer the household the more likely children are to be over age. Increased numbers of over age children are indicative of internal inefficiencies, and make it unlikely that goals to universalise access and completion will be achieved. Education for All should be pro-poor and where it is not, it is failing.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.02.013 2129771:VBDG8N7X
Keywords: Basic education; Educational access; Inequality; Over age; Participation; Sub-Saharan Africa; Wealth

Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review - Schaap, Harmen; Baartman, Liesbeth; Bruijn, Elly de (Vocations and Learning, 2012)
Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students’ learning processes in vocational schools and workplaces are related to six main themes: students’ expertise development, students’ learning styles, students’ integration of knowledge acquired in school and workplace, processes of knowledge development, students’ motivations for learning and students’ professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students’ learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students’ learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12186-011-9069-2 10/cw47r7 2129771:SRK6VS6C 2317526:MU9A5LG9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1

Education, Democracy and Development: does education contribute to democratisation in developing countries? - Harber, Clive; Mncube, Vusi (Symposium Books Ltd, 2012)
Education is often seen as the key agency in international development and poverty reduction. Frequently the emphasis is on the economic and social role of education in development. This book, on the other hand, is unusual in explicitly examining the political role of education in development. In particular, it sets out the theories, evidence and arguments concerning the potential and actual relationships between education and democracy and critically explores the contradictory role of formal education in both supporting and hindering democratic political development. A key theme of the book is the importance of considering the type and nature of the education actually provided and experienced – what goes on inside the ‘black box’ of education? Currently in developing countries and elsewhere this is often at odds with democratic principles but the book also provides many examples of successful democratic practice in schools in developing countries as well as discussing a detailed case study of South Africa where democratic change in education is a key aspect of the policy agenda.
Google-Books-ID: 221tCQAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:DDG4GY62 261495:QWRNN4FT

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

Realist synthesis: illustrating the method for implementation research - Rycroft-Malone, Jo; McCormack, Brendan; Hutchinson, Alison M.; DeCorby, Kara; Bucknall, Tracey K.; Kent, Bridie; Schultz, Alyce; Snelgrove-Clarke, Erna; Stetler, Cheryl B.; Titler, Marita; Wallin, Lars; Wilson, Val (Implementation Science, 2012)
Realist synthesis is an increasingly popular approach to the review and synthesis of evidence, which focuses on understanding the mechanisms by which an intervention works (or not). There are few published examples of realist synthesis. This paper therefore fills a gap by describing, in detail, the process used for a realist review and synthesis to answer the question ‘what interventions and strategies are effective in enabling evidence-informed healthcare?’ The strengths and challenges of conducting realist review are also considered.
KerkoCite.ItemAlsoKnownAs: 10.1186/1748-5908-7-33 2129771:Q5DRX86K
Keywords: Change Agency; Data Extraction Form; Knowledge Translation; Knowledge Utilisation; Programme Theory

Im globalen Hamsterrad: Am Nutzen von zirkulärer Migration sind Zweifel angebracht - Rother, Stefan (Welt-Sichten: Magazin für globale Entwicklung und ökumenische Zusammenarbeit, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:898ADP6F 2486141:T7UVKFBU
Keywords: ⛔ No DOI found

How Constructivist-Based Teaching Influences Students Learning Science - Seimears, C. Matt; Graves, Emily; Schroyer, M. Gail; Staver, John (The Educational Forum, 2012)
The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their learning of science.
Publisher: Routledge _eprint: https://doi.org/10.1080/00131725.2011.653092 KerkoCite.ItemAlsoKnownAs: 10.1080/00131725.2011.653092 2129771:4HJME6XJ 2486141:UT2KDVCV
Keywords: curriculum and instruction; elementary education; science education

Creating learning without limits - Swann (Open University Press, 2012)
"'Creating Learning without Limits' takes on one of the most important issues in education today. In the last decade schools in England have taken a path towards putting all children into boxes, attaching a level to their heads and deciding what they are capable of achieving. This book shows the possibility of a different educational path, one in which all students are encouraged to achieve the greatest they can. Importantly the book also documents ways in which courageous teachers can do this - promoting fair and engaging learning environments for all students. This is a must-read for educators, policy makers and parents alike."Jo Boaler, Professor of Mathematics Education, Stanford University, California. Formerly a teacher and researcher at the Universities of London and Sussex."This will undoubtedly turn out to be amongst the most important educational books of the decade. Our capacity to respond, both individually and collectively, to its key insights and messages will profoundly affect not just the quality of our schools, but of our society for years to come. Engagingly and eloquently written, it exposes the intellectual bankruptcy and human destructiveness of widely held concepts of 'ability' and offers a richly textured, practical account of how one school moved from 'failure' to OfSTED 'outstanding' by committing itself to the practicability of a morally inspiring, educationally convincing alternative.If you want to know why 'the standards agenda' must inevitably fail and what we might do instead, read this book."Professor Michael Fielding, Institute of Education, University of London, UK"This is an inspiring and reviving book. It reminds us why people come into education - to make a difference for children. To make a deep difference we have to organize education differently. It describes a school that vibrates with learning in an atmosphere of deep humanity and care. Its practices are light years away from the measuring, labelling, targeting, and testing structures that have become our recent national norm. The school as a whole community transforms people."Anne Watson, Professor of Mathematics Education, University of Oxford, UK"This book provides a grounded demonstration of the importance of educational principles, the most important of which is the understanding that each child's potential for learning is limitless. The authors describe new school and classroom practices through which learning can be transformed. Their argument has influenced government thinking on the review of the National Curriculum in England. I urge you to let it influence your thinking too!"Professor Andrew Pollard, Institute of Education, University of London, UK"This is a brilliant study of a small and very successful primary school in Hertfordshire where the teachers have rejected ideas of fixed innate ability and believe instead in the limitless potential of all young people. At a time when the Ofsted inspection process employs dubious and limited notions of 'standards' and 'achievement', it would be good to think that there could be many more schools like this one showing the way towards a new and liberating view of human development. The book deserves a really wide readership."Professor Clyde Chitty, Institute of Education, University of London, UK"This book is slim in size but hefty in significance. It tells the story of a school driven by ambition, hope and the self-confidence that comes from a profound faith in the capacity of every child to be a passionate and engaged learner. This in the face of powerful and societally dominant messages that explicitly or more insidiously tell a different and more deterministic tale: that children (and schools) are fit and proper subjects for classification, measurement and management. And there's more - the careful scholarship on which this story is based prevents this book from being merely a description of what happens when a unique constellation of propitious circumstances meets a charismatic leader: this 'other way' is open to all who will take it - but it will demand the laying of solid and value-rich foundations, the exercising of autonomy for staff and pupils, the rethinking of relationships, a focus on learning (letting performance come as a secondary gift), and the taking of collective action. It's become a cliché to say of a book that it 'Should be read by every teacher (or parent, or whoever ...).' This one, and its predecessor 'Learning without Limits' merits that injunction." Barry Hymer, Professor of Psychology in Education, Education Faculty, University of Cumbria, UK"'Creating Learning without Limits' provides a welcome tonic that can help to offset the beleaguering effects of a performativity and standards agenda that reinforces the ability based practices so pervasive in schools today. Building on the compelling pedagogy first presented in 'Learning without Limits', this inspiring book shows how an alternative school improvement agenda can produce high academic attainment and enhanced capacity to learn for everybody. A classic for our time, it should be read by all who seek approaches to teaching and learning that are free from externally imposed views of ability and potential.”Professor Lani Florian, School of Education, University of Aberdeen, UK"If you share the convictions of the authors: 'That human potential is not predictable, that children's futures are unknowable, and that education has the power to enhance the lives of all', read the book! You will however need to proceed with caution; it will make some ofyou reflect on what you do and why you are doing it. This book could be the catalyst for the educational change that we are all praying for."Julie Lilly, Head Teacher, UKThis book tells the story of how one primary school community worked to build a learning environment that is inclusive, humane and enabling for everybody, a place free from the damaging effects of fixed ability thinking and practices. Drawing on compelling accounts of everyday life in the school, it describes how, in just a few years, the school (once in special measures) grew into a thriving community, with distinctive views of learning, curriculum and pedagogy, monitoring and accountability that found expression in every aspect of school life. The work of the school community was guided by the findings of a previous project, 'Learning without Limits' (Hart, Dixon, Drummond and McIntyre 2004), an empirical study of the classroom practice of individual teachers who had rejected the concept of fixed ability. 'Creating Learning without Limits' explores what becomes possible when the same ideas and principles are used creatively to guide and inspire whole school improvement. This book is not simply a celebration of the success of the school; it engages with the struggles and difficulties encountered by the staff as they set about learning to reshape pedagogy and curriculum by reference to their shared values of inclusion, social justice and human educability. It gives a detailed analysis of how the headteacher harnessed the power of collective action. The insights generated by this study have enduring relevance and applicability to people in other contexts - for staff groups craving for more equitable school improvement; for individual teachers wondering how best to foster children's learning capacity; for school leaders and teacher educators who find their values increasingly compromised.

Can cost-effectiveness analysis integrate concerns for equity? Systematic review - Johri, Mira; Norheim, Ole Frithjof (International Journal of Technology Assessment in Health Care, 2012)
Objectives: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA).Methods: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed.Results: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis.Conclusions: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making.
Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0266462312000050 2129771:Q8R99L4I 4869029:GPR85WG6 4869029:VRBI9SA5
Keywords: Cost-benefit analysis; Health care; Quality-adjusted life-years; Resource allocation; equity; health priorities; rationing

Determining the feasibility of an e-portfolio application in a distance education teaching practice course - Kecik, Ilknur; Aydin, Belgin; Sakar, Nurhan; Dikdere, Mine; Aydin, Sinan; Yuksel, Ilknur; Caner, Mustafa (International Review of Research in Open and Distance Learning, 2012)
[...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).
Place: Athabasca Publisher: International Review of Research in Open and Distance Learning Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1634473704?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2405685:WS5G6A39 2534378:29ZCKBN5 2534378:YKJ8RPIT
Keywords: Collaboration; Cooperating teachers; Distance education; Distance learning; Education–Adult Education; Feedback; Independent study; Interactive learning; Supervisors; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096507; __finaldtb; adult learning; interactive learning environments; teaching practice

OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa) - Wolfenden, Freda; Buckler, Alison Sarah Hemmings; Keraro, Fred (Journal of Interactive Media in Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.5334/2012-03 10/gf5f64 2129771:A9MTZRKK 2339240:JII3H25Z 2405685:4AGBND6C 2534378:5DH4QPVZ 2534378:DXRYWBS8 2534378:TSL8CQT4

Improving adult learning and professional development in a post-conflict area: The case of Cambodia - Berkvens, Jan; Kalyanpur, Maya; Kuiper, Wilmad; Akker, Jan (International Journal of Educational Development, 2012)
All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies are organized according to non-western models. This article describes research conducted in the Cambodian Ministry of Education, focusing on how adult learning theory could be applied in order to improve learning and support transfer. When local experience and the cultural influence on learning are acknowledged, learning outcomes are found to improve.Highlights► Professional development activities should be adapted to local culture. ► Extra attention should be paid to creating trust and a safe learning environment. ► Acknowledging local expertise increases ownership and professionalism. ► Time is a crucial factor for understanding the influence of local culture on adult learning. ► Staff motivation and support of superiors are key factors in successful professional learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.008 2129771:KWUU9EMN
Keywords: _C:Cambodia KHM; _C:Ghana GHA; _C:Laos LAO; _C:Netherlands NLD; _C:Thailand THA; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

School Program of In-service Training for the Term (SPRINT) Programme in Zambia -A Case of Collaboration Towards Self-Reliant Education Development - Mubanga, Ruth (Collaboration toward Greater Autonomy in Educational Development, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BN7RXG6G 261495:Q5AN7HX8

Participatory Research Methods: A Methodological Approach in Motion - Bergold, Jarg; Thomas, Stefan (Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 2012)
This article serves as an introduction to the FQS special issue "Participatory Qualitative Research." In recent years there has been a resurgence of interest in participatory research strategies. The articles in this special issue come from different disciplines. Against the background of concrete empirical research projects, they address numerous conceptual considerations and methodological approaches. After reading the contributions, and engaging with the authors' arguments, we were prompted to focus in particular on those areas in which further work needs to be done. They include, on the one hand, fundamental principles of participatory research, such as democratic-theory considerations, the concept of "safe space," participation issues, and ethical questions. And, on the other hand, we focus on practical research considerations regarding the role and tasks of the various participants; specific methodological approaches; and quality criteria—understood here in the sense of arguments justifying a participatory approach. Our aim is to stimulate a broad discussion that does not focus only on participatory research in the narrower sense. Because participatory methodology poses certain knowledge- and research-related questions in a radical way, it has the potential to draw attention to hitherto neglected areas in qualitative methodology and to stimulate their further development.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1201302
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.17169/fqs-13.1.1801 2129771:UHLQGFHH
Keywords: academic requirements; degrees of participation; ethical norms; focus group; interview; marginalization; participatory research methods; quality criteria; reflexivity; safe space; subjectivity

Deploying an interactive machine learning system in an evidence-based practice center: Abstrackr - Wallace, B.C.; Small, K.; Brodley, C.E. (Proceedings of the ACM SIGHIT International Health Informatics Symposium, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:KPXHCZMC 2486141:TIRDP2SD

Outcome Mapping: A Basic Introduction - in, Copyright © 2022 Research to Action All rights reserved Log (Research to Action, 2012)
Outcome mapping (OM) is a methodology for planning and assessing projects that aim to bring about ‘real’ and tangible change. It has been developed with...

Using GIS and spatial modelling to support school network planning in Estonia - Roosaare, Jüri; Sepp, Edgar (2012)
A spatial decision support system based on geo-informatics and spatial modelling tools has been used to provide a reorganization plan of school networks, The study was undertaken in collaboration with the Ministry of Education and Research of Estonia
Keywords: _C:Austria AUT; _C:Estonia EST; _C:France FRA; _C:Germany DEU; _C:Portugal PRT; _C:Russian Federation RUS; _C:State of Palestine PSE; _C:United States USA; __C:filed:1; __C:scheme:1

A Review of Meta-Analyses in Education: Methodological Strengths and Weaknesses - Ahn, Soyeon; Ames, Allison J.; Myers, Nicholas D. (Review of Educational Research, 2012)
The current review addresses the validity of published meta-analyses in education that determines the credibility and generalizability of study findings using a total of 56 meta-analyses published in education in the 2000s. Our objectives were to evaluate the current meta-analytic practices in education, identify methodological strengths and weaknesses, and provide recommendations for improvements in order to generate a more valid and credible knowledge base of what works in practice. It was found that 56 meta-analyses followed general recommendations fairly well in problem formulation and data collection, but much improvement is needed in data evaluation and analysis. Particularly, lack of information reported as well as little transparency in the use of statistical methods are concerns for generating credible and generalizable meta-analytic findings that can be transformed to educational practices. Recommendations for yielding more reliable and valid inferences from meta-analyses are provided.

A educação e aprendizagem de jovens e adultos na África Austral: visão geral de um estudo para cinco nações - Aitchison, John (Open Society Initiative for Southern Africa (OSISA), 2012)
A pesquisa para este relatório foi realizada em 2010 e 2011 em cinco países da África Austral e, em seguida, foi conferido e editado pelo professor John Aitchison, da Universidade de KwaZulu-Natal.
KerkoCite.ItemAlsoKnownAs: 2129771:Q4UV6D63 2317526:DKKQTBZ3
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Angola; C:Lesotho; C:Mozambique; C:Namibia; C:Swaziland; CLL:pt; publicImportV1

'Arms' length' - Ajadi, S.B. (Literary Juice Magazine, 2012)
Edition: USA. August
Keywords: ⛔ No DOI found

'Boy', The writers' block magazine - Ajadi, S.B. (The Press, 2012)
Edition: p.50 Fall Place: New York

'Death...this isn't funny' - Ajadi, S.B. (Sunday Sun (National, 2012)
Place: Ajadi, S.B
Keywords: ⛔ No DOI found

' Ghosts of the Primitives - Ajadi, S.B. (2012)

'Ghosts of the Primitives: The Predicament of X - Ajadi, S.B. (Y, Z in Nigerian Architecture II' Sunday Sun (National) April 8, 2012)

'Mirror Motion', Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2012)
Edition: Fall Pages: 41 Place: Robbinston

'Morphing the Rules: Advanced Applications of Mud in Nigerian Buildings' - Ajadi, S.B. (Procs 4th West Africa Built Environment Research (WABER, 2012)
Keywords: ⛔ No DOI found

'The sun sets in the masked mountains' - Ajadi, S.B. (2012)

Off the coast international poetry journal - Ajadi, S.B.; Boy' (Resolute Bear Press, 2012)

'No Air: Microenvironment and Vogue as Morticians of Visual Art Education in Nigeria' - Ajadi, S.B.; Nyikgwah, R. (The CAPS Journal of Vocational Studies, 2012)
Keywords: ⛔ No DOI found

Can Mobile Phones Improve Learning? Evidence from a Field Experiment in Niger. - Aker, Jenny C.; Ksoll, Christopher; Lybbert, Travis J. (American Economic Journal: Applied Economics, 2012)

Nomadic Fulani communities manage malaria on the move - Akogun, O.B.; Adesina, Adedoyin; Njobdi, S.; Ogundahunsi, O. (International Health, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:E9ANL77G 2129771:NN3NKS2A 2486141:6B34VZX2

Febrile illness experience among Nigerian nomads - Akogun, O.B; Gundiri, M.A; Badaki, J.A.; Njobdi, S.Y; Adesina, Adedoyin; Ogundahunsi, O.T. (International Journal for Equity in Health, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:EITLG2K3 2129771:XL2QM7RI 2486141:WRZMENW8
Keywords: ⛔ No DOI found

Fulani nomadic communities manage malaria on the move - Akogun, Oladele B; Adesina, A.O.; Njobdi, S.; Ogundahunsi, O. (International, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:2XVV5J9M 2129771:WTUYHXHZ 2486141:RMN6U6KA
Keywords: ⛔ No DOI found

Statistical equating with measures of oral reading fluency - Albano, A.D.; Rodriguez, M.C. (Journal of School Psychology, 2012)

School feeding programs and development: are we framing the question correctly? - Alderman, Harold; Bundy, Donald (The World Bank Research Observer, 2012)
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkr005 2129771:U6A6WCB7 4502395:4L3H8ERD 4502395:AFFWM7ZR

New modes of teacher pre-service training and professional support - Anamuah-Mensah, Jophus; Banks, Frank; Moon, Bob; Wolfenden, Freda (Teacher education and the challenge of development: a global analysis, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:QKECWWAV 2534378:3FC4SJYU
Keywords: Economic development – Effect of education on – Developing countries.; Teachers – Training of – Developing countries.; Teaching – Developing countries.

Escaping Capability Traps through Problem Driven Iterative Adaptation (PDIA) - Andrews, Matt; Pritchett, Lant; Woolcock, Michael (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:RTAXRMHH 4502395:6W9W8LIM
Keywords: ___duplicate_item

China’s peacekeeping operations in Africa: From unwilling participation to responsible contribution - Ayenagbo, Kossi; Njobvu, Tommie; Sossou, James V.; Tozoun, Biossey K. (African Journal of Political Science and International Relations, 2012)
Keywords: ⛔ No DOI found

La recherche sur les competences techniques et professionnelles permettant l'insertion - etat des lieux, contraintes et perspectives dans trois pays de l'afrique de l'ouest - Azoh, François-Joseph; Weyer, Frédérique; Carton, Michel (NORRAG; ROCARE, 2012)
[FRGMNT] On assiste en Afrique à un regain d'intérêt pour la question du développement des compétences techniques et professionnelles (DCTP). L'existence de données et d'analyses fiables sur ce thème représente néanmoins un préalable indispensable à la définition et à la …[...]… CAP Certificat d'Aptitude Professionnelle CBL Competency Based Learning CBT Competency Based Training CCI Chambre de Commerce et d'Industrie CEBNF Centre d'Education de Base Non Formelle CEPE Certificat d'Etude Primaire Elémentaire … [...]… COTVET Council for Technical and Vocational Education and Training CPAF Centre Permanent d'Alphabétisation Fonctionnelle … NACVET National Coordinating Committee on Technical and Vocational Education and Training … [...]Page 1. LA RECHERCHE SUR LES COMPETENCES TECHNIQUES ET PROFESSIONNELLES PERMETTANT L'INSERTION ETAT DES LIEUX, CONTRAINTES ET PERSPECTIVES DANS TROIS PAYS DE L'AFRIQUE DE L'OUEST (Burkina Faso, Côte d'Ivoire et Ghana) …
KerkoCite.ItemAlsoKnownAs: 2129771:RSBEIDQR 2317526:AVQL6L32 2317526:JLIAVL84
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQv:f2-H-fr; A:Africa; A:West Africa; C:Burkina Faso; C:Ivory Coast; CA:AandC; CC:Burkina Faso; CC:Ghana; CC:Ivory Coast; CL:en; CL:fr; CLL:fr; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:pay; Q:certificate; T:Ausbildung; T:TVET; _C:Ghana GHA; publicImportV1

Effect of a cash transfer programme for schooling on prevalence of HIV and herpes simplex type 2 in Malawi: a cluster randomised trial - Baird, Sarah J.; Garfein, Richard S.; McIntosh, Craig T.; Özler, Berk (The Lancet, 2012)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(11)61709-1 4804264:YPLNDJK9
Keywords: Final_citation

Introduction to Mixed Methods in Impact Evaluation - Bamberger, Michael (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:47GR9E3C 2486141:GUXYTNIS 261495:EFTYQLZ8 503888:SXN9CWCL
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Information and Collective Action in the Community Monitoring of Schools: Field and Lab Experimental Evidence from Uganda. - Barr, A.; Mugisha, F.; Serneels, P.; Zeitlin, A. (Unpublished, 2012)
Keywords: ⛔ No DOI found

Magdeburger Schriften zur Berufs- und Wirtschaftspädagogik - Baumann, Fabienne-Agnes (2012)
National qualifications frameworks are currently described as a global phenomenon, a label which accounts for the fact, that frameworks in their different shapes are increasingly subject to policy transfer and thus more and more frameworks are developed in many countries across the globe. The supposed benefits of national qualifications frameworks seem to be convincing, therefore the concept of qualifications frameworks whether national or otherwise in scope, has been greeted with much enthusiasm in literature. Many policy makers perceive national qualifications frameworks as a key driver for reform in the qualifications system, where the latter might be characterized by fragmentation, exclusion of certain groups, a lack of quality assurance or resources, uncoordinated qualification routes, a multitude of providers and awards and so forth.
KerkoCite.ItemAlsoKnownAs: 2129771:B9X8B2F3
Keywords: __C:filed:1; ⛔ No DOI found

Can online learning communities foster professional development? - Beach, Richard (Language Arts, 2012)
ISBN: 0360-9170 Publisher: National Council of Teachers of English
Keywords: ⛔ No DOI found

Restructuring vocational and technical education in Ghana: The role of leadership development - Boateng, C (International Journal of Humanities and Social Science, 2012)
Vocational technical education and training in Ghana is currently undergoing restructuring. Many reforms are in place to improve the quality of provision and learning outcomes to make it more accessible and attractive to all, and to ensure it is relevant and connected to the world of work. The potential success of these reforms will depend largely on the administrators and managers who are responsible for generating ideas and formulating policies ,as well as those responsible for transforming policies into practice. In this regard, effective leadership becomes an important variable that must be considered in the new vocational education environment. There is the need for Ghana to pay attention to providing leadership programs and guidance to current leaders and new and aspiring administrators and managers of vocational technical education. Such leadership development programs should attempt to cultivate in individuals key attributes and characteristics that can predispose successful leadership performance. The availability of leadership development programs and the possibility of being able to acquire certain leadership behaviours and enhance and use certain leadership attributes holds great promise for those participating in and leading vocational educational programs, reform efforts, and the change process in the country.
KerkoCite.ItemAlsoKnownAs: 2129771:M5PF2WFZ 2317526:5ZL9IKEU
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:leadership; F:policy; T:TVET; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

The Effects of School Libraries on Language Skills: Evidence from a Randomized Controlled Trial in India. - Borkum, Evan; He, Fang; Linden, Leigh L. (No, 2012)
Keywords: ⛔ No DOI found

Turning the tide: creating Professional Learning Communities (PLC) to improve teaching practice and learning in South African public schools - Botha, E. M. (Africa Education Review, 2012)
ISBN: 1814-6627 Publisher: Taylor & Francis

Dissemination and implementation research in health: translating science to practice - Brownson, Ross C.; Colditz, Graham A.; Proctor, Enola Knisley (Oxford University Press, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:8G6CIZF9 4869029:PEYVJBBJ
Keywords: Clinical Trials as Topic; Information Dissemination; Translational Research; methods

iPad Scotland Evaluation - Burden, K., Hopkins, P., Male, T., Martin, S., & Trala, C. (University of Hull, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BYHQGWUL 257089:GBR25MFF

AMREF's Stand Up For African Mothers Campaign: Training Midwives to Reduce Maternal Mortality in Africa - Cabridens, M; Tolve, S (The Journal of Field Actions: Field Actions Science Reports, 2012)
Abstract. AMREF is the African Medical and Research Foundation, a uniquely African organization, created in 1957 which runs 145 health programmes a year to help around 7 million people in Africa. Headquartered in Nairobi and with offices around the world, AMREF ensures access to health care for the most vulnerable and marginalized people in Africa, with a focus on women and children. AMREF works within the communities, and works with and for women as they are the heart of the communities. Indeed, by focusing on midwives training in the Stand Up For African Mothers campaign, AMREF is able to talk about the key role of women and mothers for a healthy Africa and the needs of health workers to reduce mortality rates for mothers but also for children. Keywords. Health care, Africa, women, children, poverty, social work, midwifes, pregnancy.
KerkoCite.ItemAlsoKnownAs: 2129771:6PYYPYX6 2317526:Y2FGVEU7 UTI-1A7853B5-3161-3827-A9DE-182958302341
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:West Africa; C:Ethiopia; C:South Sudan; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:ICT; Q:e-learning; T:Ausbildung; T:TVET; T:Training; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

Does Math Achievement h'APP'en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction? - Carr, Jennie M (Journal of Information Technology Education, 2012)
00004 KerkoCite.ItemAlsoKnownAs: 2129771:FDS3EMAS 257089:8X36EITJ
Keywords: ⛔ No DOI found

Pre-service teacher training in Malawi: findings of a pilot study on the viability of media players for teacher development - Carrier, Carol; Finholt-Daniel, Matt; Sales, Gregory C (International Journal of Education and Development using Information and Communication Technology, 2012)
As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT]
Place: Bridgetown Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:H5SC64NG 2534378:5F2RLGL3 2534378:783739U4
Keywords: Distance learning; Education; Learning; Malawi; Software; Student teachers; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096523; __finaldtb; ⛔ No DOI found

Bandwidth management in universities in Zimbabwe: Towards a responsible user base through effective policy implementation - Chitanana, Lockias (International Journal of Education and Development using Information and Communication Technology; Bridgetown, 2012)
This research was undertaken to investigate the issue of how to maximise or make efficient use of bandwidth. In particular, the research sought to find out about what universities in Zimbabwe are doing to manage their bandwidth. It was, therefore, appropriate to survey a sample of five universities and to catalogue their experiences. Results show that most universities in our sample did not have an official Acceptance Use Policy (AUP) to assist with bandwidth management. Successful provision of managed network bandwidth within a university is likely to involve the application of many tools encompassing a number of different techniques. These products are often expensive and are rarely available for loan. Fortunately, a cost-effective solution exists for all universities that can be deployed regardless of the campus' existing network configuration or installed devices. The authors recommend that using Quality of Service (QoS) and Bandwidth management will enable network administrators to control network traffic flow so that appropriate users and applications get priority during the allocation of network resources. Also, universities must contain in their IT policies a meaningful AUP which will help universities to develop and refine usage and access as well as plan for network resource allocation. [PUBLICATION ABSTRACT]
EdTechHub.ItemAlsoKnownAs: 2129771:5WFXCS4Y
Keywords: Bandwidths; College campuses; Computers; Education; Internet access; Internet resources; Product introduction; Research; __C:filed:1; ⛔ No DOI found

School Participation And Pupil Performance: Baseline Survey - Chiuye, Grace; Selemani-Meke, Elizabeth; Kadzamira, Esme (2012)
Publisher: Center For Educational Research And Training (CERT) KerkoCite.ItemAlsoKnownAs: 2129771:C66EPJHI 4752638:PJPHW2LS
Keywords: _C:Malawi MWI; ⛔ No DOI found

The effects of Reading Recovery® on the American Indian/non-American Indian achievement gap - Collins, Mary L. (University of South Dakota, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:6FDZW5V6 2486141:5IC8PMRD
Keywords: _AcademicRecoveryOECS

Tweens with the iPad classroom—Cool but not really helpful? - Culén, A., & Gasparini, A. (In e-Learning and e-Technologies in Education (ICEEE), 2012 International Conference on, 2012)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:RKXYJY5N 257089:433B7RWD
Keywords: ⛔ No DOI found

The 2020 World Bank education strategy: Nothing new, or the same old gospel - De Siqueira, Angela C. (The World Bank and Education, 2012)
KerkoCite.ItemAlsoKnownAs: 4804264:RRTK2NTS
Keywords: Final_citation

Early primary literacy instruction in Kenya - Dubeck, M.M.; Jukes, M.C.H.; Okello, G. (Comparative Education Review, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:29KVXZBG 2129771:KD6MPBX6

Effects on School Enrollment and Performance of a Conditional Cash Transfer Program in Mexico. - Dubois, Pierre; Janvry, Alain De; Sadoulet, Elisabeth (Journal of Labor Economics, 2012)

Teacher community assistant initiative (TCAI). Policy brief 4004 - Duflo, A.; Kiessel, J. (Economic and Political Science, 2012)
Place: London Publisher: International Growth Centre, London School of
Keywords: ⛔ No DOI found

Incentives Work: Getting Teachers to Come to School. - Duflo, Esther; Hanna, Rema; Ryan, Stephen P. (American Economic Review, 2012)

Tablet vs. Paper: The Effect on Learners' Reading Performance. - Dundar, Hakan; Akcayir, Murat (International Electronic Journal of Elementary Education, 2012)
00007 KerkoCite.ItemAlsoKnownAs: 2129771:RGAHPBS9 257089:S7P2MHB8
Keywords: ⛔ No DOI found

A Roadmap to Vocational Education and Training Systems Around the World - Eichhorst, Werner; Rodríguez-Planas, Núria; Schmidl, Ricarda; Zimmermann, Klaus F (Institute of Labor Economics (IZA), 2012)
With young people among the big losers of the recent financial crisis, vocational education and training (VET) is often seen as the silver bullet to the problem of youth joblessness. This paper provides a better understanding of VET around the world, dealing with three types of vocational systems: school-based education, a dual system in which school-based education is combined with firm-based training, and informal training. We first explore the motivation for these different types of training, before summarizing the institutional evidence, highlighting the key elements of each training system and discussing its main implementation strengths and challenges. We subsequently review the evidence on the effectiveness of VET versus general education and between the three VET systems. There are clear indications that VET is a valued alternative beyond the core of general education, while the dual system tends to be more effective than school-based VET. Informal training is effective, however relatively little is known of its relative strengths compared with other forms of vocational education.
KerkoCite.ItemAlsoKnownAs: 2129771:Z6HUUQJF 2317526:HFS4J5GC
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Botswana; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:R; CT:T; P:social; Q:flexible; R:quantitative; T:Ausbildung; T:TVET; T:dual TVET; T:firm-based training; T:informal training; T:school-based VET; T:vocational school; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Taming the youth bulge in africa: Rethinking the world bank's policy on technical and vocational education for disadvantaged youth in the knowledge economy - Evoh, Chijioke J. (International Perspectives on Education and Society, 2012)
This study presents an innovative approach to Information and communication technology (ICT) skill training and employment generation for out-of-school and disadvantaged youths in Africa. With technical and policy assistance from the World Bank, ICTs can be used to revitalize technical and vocational training to meet skill and employment needs of disadvantaged youths in the region. The deplorable conditions of out-ofschool youth and the state of secondary education in Africa underscore the urgency to engage disadvantaged youth in productive economic activities. An ICT-enhanced technical and vocational training program in Africa provides both private and social gains: it provides economic prospects for disadvantaged youth and; it adds to the development of the knowledge economy in Africa. The NairoBits Digital Design School in Kenya is presented as a model of a vocational and training school that uses ICTs to improve skill formation among disadvantaged youths in informal settlements in urban Africa. Meeting the objectives of an ICTbased training and employment generation program for underprivileged youth in Africa require strong regulatory frameworks and contributions from the World Bank. The involvement of the bank, particularly through private sector grants for ICT skill train in Africa will help to revitalize technical and vocational education and training in the region. Above all, the collaboration of government agencies, private businesses, other international development agencies and civil society groups in ICT skill training will help to meaningfully engage African youths in the development of their communities in the emerging knowledge economy. © 2012 by Emerald Group Publishing Limited.
KerkoCite.ItemAlsoKnownAs: 10.1108/s1479-3679(2012)0000016019 10/gf62mw 2129771:GV4YC8G2 2317526:HX44FZMG
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:policy; P:economy; P:social; Q:ICT; Q:secondary education; T:TVET; T:Training; publicImportV1

A study of online English language teacher education programmes in distance education context in Pakistan - Farooq, Muhammad U.; Al Asmari, AbdulRahman; Javid, Choudhary Z. (English Language Teaching, 2012)
Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan.
Publisher: Canadian Center of Science and Education, 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1773213777?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.5539/elt.v5n11p91 2405685:9V9TWTN7 2534378:6E7C4XSE 2534378:BNLKR978
Keywords: Access to Education; Blended Learning; Computer Mediated Communication; Control Groups; Costs; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Educational Quality; English (Second Language); Experimental Groups; Foreign Countries; Higher Education; Language Teachers; Masters Programs; Online Courses; Open Universities; Pakistan; Postsecondary Education; Pretests Posttests; Program Improvement; Second Language Instruction; Second Language Learning; Statistical Analysis; Student Attitudes; Student Characteristics; Teacher Education Programs; Teaching Methods; __:import:01; __:match:final; __:matched; __:study_id:2096524; __finaldtb

Play and Child Development - Frost, Joe L; Wortham, Sue C; Reifel, Stuart (Pearson, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:P8PJ4LHG 2486141:TRQ85GYA

Tablet PCs–An Assistive Technology for Students with Reading Difficulties? - Gasparini, Andrea A; Culén, Alma Leora (ACHI 2012, The Fifth International Conference on Advances in Computer-Human Interactions, 2012)
00012 KerkoCite.ItemAlsoKnownAs: 2129771:D8YCGGAP 257089:PW65C5WQ
Keywords: ⛔ No DOI found

L’EFTP en Afrique subsaharienne: où en est-on? - Ginestié, Jacques; Huot-Marchand, Hervé; Delahaies, Laetitia (Éducation technologique, Formation professionnelle et égalité des chances, 2012)
The adoption of the Millennium Development Goals (MDGs) and the importance attached to Education for all (EFA) mark an important turning point in the elaboration of a common initiative, which aims to improve living conditions of people worldwide. Its ambition is to eliminate misery and to increase wealth. The means to achieve this goal focus essentially on education, which has become a goal in itself: reduce illiteracy, ensure global access to basic schooling and promote equal opportunities for all. Through education other objectives can be targeted, such as promoting poverty reduction through gainful employment, gender equality, and sustainable development and partnerships for development. This paper aims to present the situation in subSaharan Africa (SSA) since the end of the 1990s and the international focus on these great programs.
KerkoCite.ItemAlsoKnownAs: 2129771:SZZY8H6R 2317526:5UCZSLLA 2317526:G7T7NRYJ
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; -RRQv:f2-H-fr; AA:SSA; C:Central African Republic; C:Gabon; C:Ivory Coast; C:Senegal; C:Tunisia; CLL:fr; publicImportV1; ⛔ No DOI found

National Institutes of Health approaches to dissemination and implementation science: current and future directions - Glasgow, Russell E.; Vinson, Cynthia; Chambers, David; Khoury, Muin J.; Kaplan, Robert M.; Hunter, Christine (American journal of public health, 2012)
Publisher: American Public Health Association KerkoCite.ItemAlsoKnownAs: 10.2105/AJPH.2012.300755 2129771:BSH37JJB

Use of tablet technology in the classroom. - Goodwin, K. (NSW Department of Education and Communities, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:YS6XDKHS 257089:WUXAHI8Z

An introduction to systematic reviews - Gough, David; Oliver, Sandy; Thomas, James (Sage, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:CWG54MTF 2249382:I4PWH2U9
Keywords: AWP2; Research methods

NTVETQF - National Technical and Vocational Education and Training Qualifications Framework - Government of Ghana (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:8FB9S4VM 2317526:3DBJ7LGD
Keywords: FullBiblioUHMLgen; GeneralCitations; Ghana; Qualification Framework

Chiefs’ Act - Chapter 128 - Government of Kenya (2012)