TY - RPRT TI - Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] AU - Haßler, Björn AU - Bennett, Gemma AU - Damani, Kalifa AB - This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education. DA - 2020/08/14/ PY - 2020 M3 - Preprint UR - https://docs.opendeved.net/lib/WMYNLNVK KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - C:sub-Saharan Africa KW - STC-TLC KW - _C:Cameroon CMR KW - _C:Congo XCO KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:t KW - docs.opendeved.net KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - JOUR TI - Quantifying segregation on a small scale: how and where locality determines student compositions and outcomes taking Hamburg, Germany, as an example AU - Leist, Sebastian A. AU - Perry, Laura B. T2 - School Effectiveness and School Improvement AB - Increased social and academic segregation are known side effects of school choice policies in market-driven environments that facilitate competition amongst schools. Aiming at complementing foundational knowledge in quantifying segregation, this study first defines school markets (i.e., geographical context) based on student transitions from primary school to secondary school in Hamburg, Germany. Second, genuine spatial measures of segregation are applied to generate differentiated in-situ insights. In general, social segregation appears evident between school markets, school types, and individual schools and, thus, shapes social compositions of secondary schools. The pattern of student transfers across the city confirms that parents are selecting particular schools for their children, resulting in different schools servicing different composition of students and so markets. Furthermore, the findings suggest that school markets in both very affluent and very deprived areas are spatially isolated and hence persistently reproduce wealth and affluence as well as poverty and disadvantage. DA - 2020/07/02/ PY - 2020 DO - 10.1080/09243453.2019.1688845 DP - Taylor and Francis+NEJM VL - 31 IS - 3 SP - 356 EP - 380 SN - 0924-3453 ST - Quantifying segregation on a small scale UR - https://doi.org/10.1080/09243453.2019.1688845 Y2 - 2021/03/07/17:19:48 KW - Market models KW - _C:Australia AUS KW - _C:France FRA KW - _C:Germany DEU KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - school choice KW - segregation KW - socioeconomic status KW - student transitions ER - TY - JOUR TI - A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis AU - Bozkurt, Aras AU - Jung, Insung AU - Xiao, Junhong AU - Vladimirschi, Viviane AU - Schuwer, Robert AU - Egorov, Gennady AU - Lambert, Sarah AU - Al-Freih, Maha AU - Pete, Judith AU - Don Olcott, Jr AU - Rodes, Virginia AU - Aranciaga, Ignacio AU - Bali, Maha AU - Alvarez, Abel Jr AU - Roberts, Jennifer AU - Pazurek, Angelica AU - Raffaghelli, Juliana Elisa AU - Panagiotou, Nikos AU - Coëtlogon, Perrine de AU - Shahadu, Sadik AU - Brown, Mark AU - Asino, Tutaleni I. AU - Tumwesige, Josephine AU - Reyes, Tzinti Ramírez AU - Ipenza, Emma Barrios AU - Ossiannilsson, Ebba AU - Bond, Melissa AU - Belhamel, Kamel AU - Irvine, Valerie AU - Sharma, Ramesh C. AU - Adam, Taskeen AU - Janssen, Ben AU - Sklyarova, Tatiana AU - Olcott, Nicoleta AU - Ambrosino, Alejandra AU - Lazou, Chrysoula AU - Mocquet, Bertrand AU - Mano, Mattias AU - Paskevicius, Michael T2 - Asian Journal of Distance Education DA - 2020/06/06/ PY - 2020 DP - www.asianjde.org VL - 15 IS - 1 SP - 1 EP - 126 LA - en SN - 1347-9008 ST - A global outlook to the interruption of education due to COVID-19 pandemic UR - http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462 Y2 - 2020/06/07/07:41:26 KW - Author:OpenDevEd KW - COVID-19 KW - Coronavirus Pandemic KW - _C:Algeria DZA KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Belize BLZ KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Guatemala GTM KW - _C:India IND KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea (Republic of) KOR KW - _C:Korea XKOR KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 KW - _genre:LR-literature_review KW - _r:ImportedToMyEducationEvidence KW - distance education KW - docs.opendeved.net KW - emergency remote education KW - online learning KW - ⛔ No DOI found ER - TY - JOUR TI - 30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning AU - Koseoglu, Suzan AU - Ozturk, Tugba AU - Ucar, Hasan AU - Karahan, Engin AU - Bozkurt, Aras T2 - Journal of Interactive Media in Education AB - Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women’s access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.553 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 5 LA - en SN - 1365-893X UR - http://jime.open.ac.uk/articles/10.5334/jime.553/ AN - Literature review Y2 - 2020/07/11/18:36:28 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:China CHN KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Iceland ISL KW - _C:India IND KW - _C:Jordan JOR KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Mongolia MNG KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Saudi Arabia SAU KW - _C:State of Palestine PSE KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - distance education KW - gender inequality KW - gender studies KW - open and distance learning KW - social justice KW - women empowerment ER - TY - RPRT TI - Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? AU - Allier-Gagneur, Zoe AU - McBurnie, Chris AU - Haßler, Björn AU - Chuang, Rachel CY - Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 10B ST - Characteristics of effective teacher education in low- and middle-income countries UR - https://docs.edtechhub.org/lib/R9VVKUH5 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burundi BDI KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Myanmar MMR KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Paraguay PRY KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _forthcoming KW - _r:ImportedToMyEducationEvidence KW - _yl:h KW - _zenodoODE KW - docs.opendeved.net ER - TY - JOUR TI - Geospatial Analysis: A New Window Into Educational Equity, Access, and Opportunity AU - Cobb, Casey D. T2 - Review of Research in Education AB - A robust body of geographic education policy research has been amassing over the past 25 years, as researchers from a variety of disciplinary backgrounds have recognized the value of examining education phenomena from a spatial perspective. In this chapter, I synthesize 42 studies that examine education issues using a geographic information system, or GIS. The review is framed by the major thread that runs through this body of research: educational equity, access, and opportunity. I summarize the research within seven theme-based research topics and offer examples of geospatial analysis as applied to education. The chapter includes a discussion of the major barriers and limitation facing GIS researchers and offers thoughts about the future. DA - 2020/03/01/ PY - 2020 DO - 10.3102/0091732X20907362 DP - SAGE Journals VL - 44 IS - 1 SP - 97 EP - 129 J2 - Review of Research in Education LA - en SN - 0091-732X ST - Geospatial Analysis UR - https://doi.org/10.3102/0091732X20907362 Y2 - 2021/03/07/14:15:55 KW - Lebanon_event_2021 KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:Japan JPN KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Policy Response, Social Media and Science Journalism for the Sustainability of the Public Health System Amid the COVID-19 Outbreak: The Vietnam Lessons AU - La, Viet-Phuong AU - Pham, Thanh-Hang AU - Ho, Manh-Toan AU - Nguyen, Minh-Hoang AU - P. Nguyen, Khanh-Linh AU - Vuong, Thu-Trang AU - Nguyen, Hong-Kong T. AU - Tran, Trung AU - Khuc, Quy AU - Ho, Manh-Tung AU - Vuong, Quan-Hoang T2 - Sustainability AB - Having geographical proximity and a high volume of trade with China, the first country to record an outbreak of the new Coronavirus disease (COVID-19), Vietnam was expected to have a high risk of transmission. However, as of 4 April 2020, in comparison to attempts to containing the disease around the world, responses from Vietnam are seen as prompt and effective in protecting the interests of its citizens, with 239 confirmed cases and no fatalities. This study analyzes the situation in terms of Vietnam’s policy response, social media and science journalism. A self-made web crawl engine was used to scan and collect official media news related to COVID-19 between the beginning of January and April 4, yielding a comprehensive dataset of 14,952 news items. The findings shed light on how Vietnam—despite being under-resourced—has demonstrated political readiness to combat the emerging pandemic since the earliest days. Timely communication on any developments of the outbreak from the government and the media, combined with up-to-date research on the new virus by the Vietnamese science community, have altogether provided reliable sources of information. By emphasizing the need for immediate and genuine cooperation between government, civil society and private individuals, the case study offers valuable lessons for other nations concerning not only the concurrent fight against the COVID-19 pandemic but also the overall responses to a public health crisis. DA - 2020/01// PY - 2020 DO - 10.3390/su12072931 DP - www.mdpi.com VL - 12 IS - 7 SP - 2931 LA - en ST - Policy Response, Social Media and Science Journalism for the Sustainability of the Public Health System Amid the COVID-19 Outbreak UR - https://www.mdpi.com/2071-1050/12/7/2931 Y2 - 2020/08/12/17:20:39 KW - COVID-19 KW - SARS-CoV-2 KW - Vietnam KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Brazil BRA KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:India IND KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Nigeria NGA KW - _C:Switzerland CHE KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - coronavirus KW - pandemic KW - policy response KW - public health system KW - science journalism KW - social media ER - TY - JOUR TI - Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19 AU - Tran, Trung AU - Hoang, Anh-Duc AU - Nguyen, Yen-Chi AU - Nguyen, Linh-Chi AU - Ta, Ngoc-Thuy AU - Pham, Quang-Hong AU - Pham, Chung-Xuan AU - Le, Quynh-Anh AU - Dinh, Viet-Hung AU - Nguyen, Tien-Trung T2 - Sustainability AB - The overspread of the novel coronavirus—SARS-CoV-2—over the globe has caused significant damage to manufacturing and service businesses, regardless of whether they are commercial, public, or not-for-profit sectors. While both the short-term and long-term impacts of most companies can be approximately measured or estimated, it is challenging to address the enduring effects of COVID-19 on teaching and learning activities. The target of this research is to investigate students’ manners of studying at home during the school suspension time as a result of COVID-19. Through analyzing original survey data from 420 K6–12 students in Hanoi, Vietnam, this work demonstrates the different learning habits of students with different socioeconomic statuses and occupational aspirations during the disease’s outbreak. In particular, we featured the differences in students’ learning behaviors between private schools and public schools, as well as between students who plan to follow STEM-related careers and those who intend to engage in social science-related careers. The empirical evidence of this study can be used for the consideration of the local government to increase the sustainability of coming policies and regulations to boost students’ self-efficacy, as it will affect 1.4 million students in Hanoi, as well as the larger population of nearly 10 million Vietnamese students. These results can also be the foundation for future investigations on how to elevate students’ learning habits toward Sustainable Development Goal 4 (SDG4)—Quality Education—especially in fanciful situations in which the regular school operation has been disrupted, counting with limited observation and support from teachers and parents. DA - 2020/01// PY - 2020 DO - 10.3390/su12104195 DP - www.mdpi.com VL - 12 IS - 10 SP - 4195 LA - en ST - Toward Sustainable Learning during School Suspension UR - https://www.mdpi.com/2071-1050/12/10/4195 Y2 - 2020/08/12/16:56:20 KW - COVID-19 KW - SDG4 KW - Vietnam KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:India IND KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Korea XKOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Korea, Republic KOR KW - _C:Netherlands NLD KW - _C:Poland POL KW - _C:Singapore SGP KW - _C:Switzerland CHE KW - _C:Thailand THA KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - learning habit KW - occupational aspiration KW - school closure KW - secondary school KW - socioeconomic KW - sustainable education ER - TY - THES TI - Evidence-based Education: The development of a model to use protocols and small-scale aggregated trials to create a prospective cumulative meta-analysis as an evidence base for interventions. AU - Harrison, Wayne DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - Durham University ST - Evidence-based Education KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:China CHN KW - _C:Denmark DNK KW - _C:France FRA KW - _C:India IND KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Sri Lanka LKA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Assembling iPads and mobility in two classroom settings AU - Hembre, Oda J. AU - Warth, Line Lundvoll T2 - Technology, Knowledge and Learning DA - 2020/// PY - 2020 DO - 10.1007/s10758-019-09405-w DP - Google Scholar VL - 25 IS - 1 SP - 197 EP - 211 KW - _C:Australia AUS KW - _C:Norway NOR KW - _C:Poland POL KW - _C:Singapore SGP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review AU - KIHWELE, JIMMY T2 - African Journal of Teacher Education DA - 2020/// PY - 2020 DO - 10.21083/ajote.v9i0.5731 DP - Google Scholar VL - 9 SP - 49 EP - 69 ST - Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Laos LAO KW - _C:Malawi MWI KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - The influence of generational differences on the integration of educational technology in higher learning institutions AU - Letsie, Likeleli DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - University of Pretoria KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Germany DEU KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Kosovo XKSVO KW - _C:Lesotho LSO KW - _C:Libya LBY KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Slovenia SVN KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Education Workforce Management in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 32 LA - en M3 - Research and Policy Paper PB - Education Commission KW - _C:Australia AUS KW - _C:Chile CHL KW - _C:China CHN KW - _C:Eritrea ERI KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Iceland ISL KW - _C:India IND KW - _C:Italy ITA KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Mozambique MOZ KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:Tanzania TZA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - THES TI - Digital transformation in education: A mixed methods study of teachers and systems AU - McCarthy, Aidan DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - Murdoch University ST - Digital transformation in education KW - _C:Australia AUS KW - _C:Finland FIN KW - _C:Malaysia MYS KW - _C:Myanmar MMR KW - _C:New Zealand NZL KW - _C:Singapore SGP KW - _C:Spain ESP KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Jika iMfundo: a South African study of ‘turning education around’through improved curriculum coverage AU - Pillay, Venitha T2 - Professional Development in Education DA - 2020/// PY - 2020 DO - 10.1080/19415257.2018.1550101 DP - Google Scholar VL - 46 IS - 2 SP - 229 EP - 244 ST - Jika iMfundo KW - _C:Australia AUS KW - _C:Cameroon CMR KW - _C:Ethiopia ETH KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Educational technology in Abu Dhabi public schools: teaching with interactive whiteboards (IWBs) AU - Samsonova, Olga DA - 2020/// PY - 2020 DP - Google Scholar ST - Educational technology in Abu Dhabi public schools KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Cyprus CYP KW - _C:Jordan JOR KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Exploring How Preschoolers Use IPads to Develop Phonemic Awareness: A Case Study AU - Scalf, Patricia Pounds DA - 2020/// PY - 2020 DP - Google Scholar ST - Exploring How Preschoolers Use IPads to Develop Phonemic Awareness KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Croatia HRV KW - _C:Germany DEU KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - THES TI - A multilevel study into the effect of tablet use in Dutch primary schools on reading achievements AU - Wafelaar, F. D. DA - 2020/// PY - 2020 DP - Google Scholar M3 - B.S. thesis KW - _C:Australia AUS KW - _C:Finland FIN KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Russian Federation RUS KW - _C:Switzerland CHE KW - _C:Thailand THA KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Inclusion in Practice: An explanatory study of how patterns of classroom discourse shape processes of educational inclusion in Tanzanian secondary school classrooms AU - Walker, Lisa Beth DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - University of Cambridge ST - Inclusion in Practice KW - _C:Albania ALB KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Germany DEU KW - _C:India IND KW - _C:Israel ISR KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malaysia MYS KW - _C:Malta MLT KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Netherlands NLD KW - _C:Peru PER KW - _C:Russian Federation RUS KW - _C:Seychelles SYC KW - _C:South Africa ZAF KW - _C:Syrian Arab Republic SYR KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlements approach AU - Zubairi, Asma DA - 2020/// PY - 2020 PB - University of Cambridge UR - https://www.repository.cam.ac.uk/bitstream/handle/1810/316497/Asma%20Zubairi_Thesis_January%202021_Confidential_Size.pdf?sequence=5&isAllowed=y Y2 - 2021/02/12/13:11:41 KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Cambodia KHM KW - _C:Chile CHL KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - 指尖上的学习: 触屏学习的作用 AU - 谢和平 AU - 周宗奎 AU - 黄勖喆 AU - 朱晓伟 AU - 范翠英 T2 - 心理科学 DA - 2020/// PY - 2020 DP - Google Scholar IS - 1 SP - 60 EP - 67 ST - 指尖上的学习 KW - _C:Greece GRC KW - _C:New Zealand NZL KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - BOOK TI - Mobile Literacy among Syrian Refugee Women Teachers AU - Bradley, Linda AU - Bahous, Rima AU - Albasa, Ali AB - This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.] DA - 2019/12// PY - 2019 DP - ERIC LA - en PB - Research-publishing UR - https://eric.ed.gov/?q=teacher+learning+circles+refugee&id=ED600884 Y2 - 2021/02/11/11:20:30 KW - Career Development KW - Cross Cultural Studies KW - Faculty Development KW - Females KW - Foreign Countries KW - Handheld Devices KW - Informal Education KW - Information Technology KW - Land Settlement KW - Literacy KW - Occupational Aspiration KW - Refugees KW - Second Language Instruction KW - Second Language Learning KW - Teacher Attitudes KW - Telecommunications KW - Videoconferencing KW - _C:Australia AUS KW - _C:Dominica DMA KW - _C:France FRA KW - _C:Jordan JOR KW - _C:Lebanon LBN KW - _C:Sweden SWE KW - _C:Syrian Arab Republic SYR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Teachers for rural schools – a challenge for South Africa AU - Plessis, Pierre du AU - Mestry, Raj T2 - South African Journal of Education AB - Poverty is rife in many African countries and this has serious implications for the provision of quality education. Rural schools face severe challenges that are unique to their environment. A lack of parental interest in children’s education, insufficient funding from the state, a lack of resources, underqualified teachers, and multi-grade teaching are some of the barriers to effective education. These challenges can be attributed to numerous sources, from within school structures and from the external environment, including local communities and education authorities. After 25 years of democracy, educational standards and learner performance in rural schooling has shown little improvement. This study illustrates the complexity and inter-connectedness of the problems faced by teachers in South African rural schools. Using qualitative research within the interpretivist paradigm, this article explores the perceptions and experiences of teachers in rural schools located in White River in the Mpumalanga province. This grounded-theory research focuses on effective teaching and learning. The findings reveal that most rural schools do not have water, sanitation, or electricity, and classrooms are in a terrible state. These issues have serious implications for effective teaching and learning.Keywords: deployment; education level; education quality; recruitment; rural schools DA - 2019/11/06/ PY - 2019 DO - 10.4314/saje.v39i4. DP - www.ajol.info VL - 39 LA - en SN - 2076-3433 UR - https://www.ajol.info/index.php/saje/article/view/190868 Y2 - 2021/03/07/17:55:50 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:France FRA KW - _C:Ghana GHA KW - _C:Malaysia MYS KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - deployment KW - education level KW - education quality KW - recruitment KW - rural schools KW - ⚠️ Invalid DOI ER - TY - JOUR TI - The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review AU - Yin, Hongbiao AU - Huang, Shenghua AU - Chen, Gaowei T2 - Educational Research Review AB - Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development. DA - 2019/11/01/ PY - 2019 DO - 10.1016/j.edurev.2019.100283 DP - ScienceDirect VL - 28 SP - 100283 J2 - Educational Research Review LA - en SN - 1747-938X ST - The relationships between teachers’ emotional labor and their burnout and satisfaction UR - https://www.sciencedirect.com/science/article/pii/S1747938X18302458 Y2 - 2021/03/07/18:03:50 KW - Burnout KW - Emotional labor KW - Lebanon_event_2021 KW - Meta-analysis KW - Satisfaction KW - Teacher KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:Oman OMN KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Keyword inventory AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoé AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah T2 - EdTech Hub Research Instruments CY - Cambridge and London, UK DA - 2019/01/09/ PY - 2019 M3 - EdTech Hub research instruments PB - EdTech Hub SN - 1 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Abkhazia XABKH KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Andorra AND KW - _C:Angola AGO KW - _C:Antigua and Barbuda ATG KW - _C:Argentina ARG KW - _C:Armenia ARM KW - _C:Artsakh XARTH KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Azerbaijan AZE KW - _C:Bahamas BHS KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belarus BLR KW - _C:Belgium BEL KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Brunei Darussalam BRN KW - _C:Bulgaria BGR KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Catalan Republic XCATA KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:Costa Rica CRI KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Equatorial Guinea GNQ KW - _C:Eritrea ERI KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Federated States of Micronesia FSM KW - _C:Fiji FJI KW - _C:Finland FIN KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Grenada GRD KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:Holy See VAT KW - _C:Honduras HND KW - _C:Hungary HUN KW - _C:Iceland ISL KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Korea, Republic KOR KW - _C:Kosovo XKSVO KW - _C:Kurdistan XKRDN KW - _C:Kuwait KWT KW - _C:Kyrgyzstan KGZ KW - _C:Laos LAO KW - _C:Latvia LVA KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Liechtenstein LIE KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Malta MLT KW - _C:Marshall Islands MHL KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Monaco MCO KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nauru NRU KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:North Cyprus XNCYP KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Palau PLW KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Pridnestrovian Moldovan Republic XPRMR KW - _C:Puntland XPTLD KW - _C:Qatar QAT KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Sahrawi Arab Democratic Republic XSADR KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:San Marino SMR KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Serbia SRB KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Slovakia SVK KW - _C:Slovenia SVN KW - _C:Solomon Islands SLB KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:South Ossetia XOSSA KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Suriname SUR KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Tibet XTIBT KW - _C:Timor-L'este TLS KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:Tuvalu TUV KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Vanuatu VUT KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:p ER - TY - THES TI - A incompatibilidade entre os atributos dos recursos educacionais abertos e as preferências dos usuários como barreira à difusão de inovação AU - Correa, Juliana Nelia do Nascimento CY - São Paulo DA - 2019/01/02/ PY - 2019 DP - DOI.org (Crossref) LA - pt M3 - Mestrado em Administração PB - Universidade de São Paulo UR - http://www.teses.usp.br/teses/disponiveis/12/12139/tde-20122018-174850/ Y2 - 2020/08/12/23:42:16 KW - _C:Australia AUS KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Germany DEU KW - _C:Iceland ISL KW - _C:India IND KW - _C:Ireland IRL KW - _C:Korea XKOR KW - _C:Luxembourg LUX KW - _C:Mauritius MUS KW - _C:Montenegro MNE KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Peru PER KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Venezuela VEN KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Acceptabilité des technologies d'apprentissage mobile: le cas des tablettes AU - Amadieu, Franck AU - Mulet, Julie AU - Van der Linden, Jan AU - Lombard, Jordan AU - Van De Leemput, Cécile DA - 2019/// PY - 2019 DP - Google Scholar ST - Acceptabilité des technologies d'apprentissage mobile KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Cyprus CYP KW - _C:France FRA KW - _C:Jordan JOR KW - _C:Malaysia MYS KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Understanding Sub-Saharan African Learners Informal Learning Using Mobile Devices: A Case of Tanzania AU - Bagui, Laban AU - Mwapwele, Samwel Dick T2 - The African Journal of Information Systems DA - 2019/// PY - 2019 DP - Google Scholar VL - 11 IS - 2 SP - 1 ST - Understanding Sub-Saharan African Learners Informal Learning Using Mobile Devices KW - HDR25 KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:Cameroon CMR KW - _C:Dominican Republic DOM KW - _C:Eritrea ERI KW - _C:Gambia GMB KW - _C:Malaysia MYS KW - _C:New Zealand NZL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - THES TI - Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University AU - Cele, Siyabonga Alpheos DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis KW - _C:Australia AUS KW - _C:Georgia GEO KW - _C:Greece GRC KW - _C:India IND KW - _C:Korea XKOR KW - _C:Malawi MWI KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Poland POL KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Exploring Business Studies teachers’ perspectives on teaching Grade 12 learners for Entrepreneurship. AU - Dube, Zinhle Thabisile Angeline DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:China CHN KW - _C:Finland FIN KW - _C:India IND KW - _C:Kenya KEN KW - _C:Mozambique MOZ KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Portugal PRT KW - _C:Serbia SRB KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Sınıf Öğretmenlerinin Eğitimde Teknoloji Kullanımı, Tersine Çevrilmiş Sınıf ve İşbirlikli Öğrenme Hakkındaki Görüşleri (Primary Teachers’ Views on Using Technology in Education, Flipped Classroom and Cooperative Learning) AU - Erbil, Deniz Gökçe AU - Kocabaş, Ayfer T2 - İlköğretim Online DA - 2019/// PY - 2019 DO - 10.17051/ilkonline.2019.527150 DP - Google Scholar VL - 18 IS - 1 SP - 31 EP - 51 KW - _C:Australia AUS KW - _C:Hungary HUN KW - _C:Spain ESP KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - IEA international computer and information literacy study 2018 assessment framework AU - Fraillon, Julian AU - Ainley, John AU - Schulz, Wolfram AU - Duckworth, Daniel AU - Friedman, Tim DA - 2019/// PY - 2019 DP - Google Scholar PB - Springer Nature KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Chile CHL KW - _C:Cuba CUB KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Italy ITA KW - _C:Kazakhstan KAZ KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Trinidad and Tobago TTO KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - International Computer and Information Literacy Study 2018: Assessment Framework AU - Fraillon, Julian AU - Ainley, John AU - Schulz, Wolfram AU - Duckworth, Daniel AU - Friedman, Tim DA - 2019/// PY - 2019 DO - 10.1007/978-3-030-19389-8 DP - Google Scholar ST - International Computer and Information Literacy Study 2018 KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Chile CHL KW - _C:Cuba CUB KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Italy ITA KW - _C:Kazakhstan KAZ KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Trinidad and Tobago TTO KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Technology and Language Learning: Assessing the Influence of Prior iPad Experience AU - Garcia, Jazmynn DA - 2019/// PY - 2019 DP - Google Scholar ST - Technology and Language Learning KW - _C:Australia AUS KW - _C:Denmark DNK KW - _C:Korea, Republic KOR KW - _C:Poland POL KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - The role that access and attitudes toward tablets have on learners’ achievement in a Johannesburg school AU - Hart, Samantha Anne AU - Laher, Sumaya T2 - South African Journal of Education DA - 2019/// PY - 2019 DP - Google Scholar VL - 39 IS - 3 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Korea, Republic KOR KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Syrian Arab Republic SYR KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - On Technology Integration: Perspective from Nigeria AU - Ifinedo, Eloho T2 - JYU dissertations DA - 2019/// PY - 2019 DP - Google Scholar ST - On Technology Integration KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:France FRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Kenya KEN KW - _C:Korea, Republic KOR KW - _C:Luxembourg LUX KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Netherlands NLD KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - THES TI - A study on mobile devices used by individuals for formal learning AU - Mangu, Hohepa DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis KW - _C:Australia AUS KW - _C:China CHN KW - _C:Indonesia IDN KW - _C:Kuwait KWT KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Transforming mobile learning and digital pedagogies: An investigation of a customized professional development program for teachers in a hospital school AU - McCarthy, Aidan AU - Maor, Dorit AU - McConney, Andrew T2 - Contemporary Issues in Technology and Teacher Education DA - 2019/// PY - 2019 DP - Google Scholar VL - 19 IS - 3 SP - 498 EP - 528 ST - Transforming mobile learning and digital pedagogies KW - _C:Australia AUS KW - _C:New Zealand NZL KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Digital Literacy Among Teachers: Identifying Digital Divide Among Interactive Whiteboard Users in Public High Schools AU - Oatis, Tammy DA - 2019/// PY - 2019 DP - Google Scholar ST - Digital Literacy Among Teachers KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Georgia GEO KW - _C:Greece GRC KW - _C:Jordan JOR KW - _C:Korea, Republic KOR KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - La Tablet en la escuela: Revisión bibliográfica en Scopus AU - Rodríguez, María Montserrat Castro AU - Suárez, Óscar Mallón T2 - Hamut\' ay DA - 2019/// PY - 2019 DO - 10.21503/hamu.v6i1.1579 DP - Google Scholar VL - 6 IS - 1 SP - 124 EP - 139 ST - La Tablet en la escuela KW - _C:Australia AUS KW - _C:China CHN KW - _C:Costa Rica CRI KW - _C:Ghana GHA KW - _C:Guatemala GTM KW - _C:India IND KW - _C:Norway NOR KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review ER - TY - JOUR TI - Mapping schools' NAPLAN results: a spatial inequality of school outcomes in Australia AU - Smith, Crichton AU - Parr, Nick AU - Muhidin, Salut T2 - Geographical Research AB - This article identifies spatial dimensions of educational outcomes using maps of the 2016 Grade 5 reading results for Australia’s National Assessment Program–Literacy and Numeracy for all Australian schools. A geographical information system (GIS) was used to overlay schools’ results onto suburbs’ advantage or disadvantage to visualise spatial patterns. We then examined the extent to which school results “cluster” in socio-economically advantaged and disadvantaged suburbs and considered the consistency of spatial patterns for results across major cities. That work illustrates both how GIS can foreground educational inequality and how “the spatial” is more than corollary for student socio-economic status. Results show substantial differences between urban and remote areas and towns of different size. Maps of cities visualise spatial “clustering” patterns of school results, with most schools in advantaged suburbs having high results and almost no schools in disadvantaged suburbs having high results. Educational outcomes strongly align to local sociodemographic characteristics, and parallel host communities’ levels of advantage or disadvantage. Differences between public and private schools are less significant than within-sector differences for schools in advantaged or disadvantaged locales. Patterns in all cities are consistent—schools in advantaged suburbs predominantly have high results, whereas non-government schools generally perform better than government schools in disadvantaged suburbs. Most concerning is the persistent and increasing trajectory of results in advantaged, and more so in disadvantaged suburbs, of all cities since the first National Assessment Program–Literacy and Numeracy in 2008. Ameliorating spatial inequality between primary schools is one of the greatest challenges for Australians. DA - 2019/05// PY - 2019 DO - 10.1111/1745-5871.12317 DP - DOI.org (Crossref) VL - 57 IS - 2 SP - 133 EP - 150 J2 - Geographical Research LA - en SN - 1745-5863, 1745-5871 ST - Mapping schools' NAPLAN results UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/1745-5871.12317 Y2 - 2021/03/07/17:37:49 KW - Lebanon_event_2021 KW - _C:Australia AUS KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Teacher educators as agents of change? A critical realist study of a group of teacher educators in a Kenyan university AU - Stutchbury, Kristina DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis PB - The Open University ST - Teacher educators as agents of change? KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Mauritius MUS KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Integrating new technology in the language classroom: innovative teacher identities AU - Valentyn, Gail DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis PB - Stellenbosch: Stellenbosch University ST - Integrating new technology in the language classroom KW - _C:Australia AUS KW - _C:China CHN KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:Mauritius MUS KW - _C:Namibia NAM KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation AU - Wang, Hui AU - Hall, Nathan C. AU - Taxer, Jamie L. T2 - Educational Psychology Review AB - Emotional labor represents a long-standing area of research that since its initial development by Hochschild (1983) has been increasingly explored to understand why and how teachers manage and express their emotions in class. However, previous studies investigating teachers’ emotional labor have utilized varying conceptual frameworks and have often shown inconsistent effects, particularly concerning deep acting (i.e., the internalization of desired emotions such that expressed emotions are more consistent with experienced emotions). The current systematic review aimed to outline and summarize existing research findings on teachers’ emotional labor and is supplemented by a meta-analytic investigation on the connection between teachers’ emotional labor and psychological well-being. Practical implications, limitations, and directions for future research are discussed. DA - 2019/09// PY - 2019 DO - 10.1007/s10648-019-09475-3 DP - DOI.org (Crossref) VL - 31 IS - 3 SP - 663 EP - 698 J2 - Educ Psychol Rev LA - en SN - 1040-726X, 1573-336X ST - Antecedents and Consequences of Teachers’ Emotional Labor UR - http://link.springer.com/10.1007/s10648-019-09475-3 Y2 - 2021/03/07/18:05:33 KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Poland POL KW - _C:Romania ROU KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Digital transformation in German higher education: student and teacher perceptions and usage of digital media AU - Bond, Melissa AU - Marín, Victoria I. AU - Dolch, Carina AU - Bedenlier, Svenja AU - Zawacki-Richter, Olaf T2 - International Journal of Educational Technology in Higher Education AB - Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools. Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested. DA - 2018/12/28/ PY - 2018 DO - 10.1186/s41239-018-0130-1 DP - BioMed Central VL - 15 IS - 1 SP - 48 J2 - International Journal of Educational Technology in Higher Education SN - 2365-9440 ST - Digital transformation in German higher education UR - https://doi.org/10.1186/s41239-018-0130-1 Y2 - 2021/03/07/18:07:14 KW - Digital media usage KW - Digitalization KW - Educational technology KW - Germany KW - Higher education KW - Student perceptions KW - Teacher perceptions KW - University professors KW - University students KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Israel ISR KW - _C:Luxembourg LUX KW - _C:New Zealand NZL KW - _C:Spain ESP KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - _genre:LR-literature_review ER - TY - BOOK TI - Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia A3 - Pouezevara, Sarah DA - 2018/09/28/ PY - 2018 DP - DOI.org (Crossref) LA - en PB - RTI Press SN - 978-1-934831-22-9 ST - Cultivating Dynamic Educators UR - https://www.rti.org/rti-press-publication/cultivating-dynamic-educators Y2 - 2020/08/12/23:42:08 KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Brazil BRA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Congo XCO KW - _C:Cuba CUB KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea, Republic KOR KW - _C:Liberia LBR KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Morocco MAR KW - _C:Namibia NAM KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Tuvalu TUV KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Meeting agenda matters: promoting reflective dialogue in teacher communities AU - Dogan, Selcuk AU - Yurtseven, Nihal AU - Tatık, Ramazan Şamil T2 - Professional Development in Education AB - (2018). Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education. Ahead of Print. DA - 2018/05/29/ PY - 2018 DP - www.tandfonline.com LA - en SN - 10.1080/19415257.2018.1474484 ST - Meeting agenda matters UR - https://www.tandfonline.com/doi/abs/10.1080/19415257.2018.1474484 AN - world Y2 - 2018/06/08/19:36:48 KW - _C:Australia AUS KW - _C:Lebanon LBN KW - _C:Pakistan PAK KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Donor Organizations and the Principles for Digital Development: A Landscape Assessment and Gap Analysis AU - Haßler, Björn AU - Brugha, Meaghan AU - Muyoya, Chisenga AU - Mitchell, Joel AU - Hollow, David AU - Jackson, Alan AB - Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1)   Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf DA - 2018/03/20/ PY - 2018 DP - Zenodo M3 - Principles for Digital Development — Resource Development Program Asset PB - Digital Impact Alliance SN - 1 ST - Donor Organizations & the Principles for Digital Development UR - https://zenodo.org/record/1204703#.XgqAyMb7Qeo Y2 - 2019/12/30/22:57:16 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:China CHN KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:Norway NOR KW - _C:Philippines PHL KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:c KW - docs.opendeved.net ER - TY - JOUR TI - Classroom dialogue and digital technologies: A scoping review AU - Major, L. AU - Warwick, P. AU - Rasmussen, I. AU - Ludvigsen, S. AU - Cook, V. T2 - Education and Information Technologies AB - This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future. DA - 2018/03/20/ PY - 2018 DO - 10.1007/s10639-018-9701-y DP - link.springer.com SP - 1 EP - 34 J2 - Educ Inf Technol LA - en SN - 1360-2357, 1573-7608 ST - Classroom dialogue and digital technologies UR - https://link.springer.com/article/10.1007/s10639-018-9701-y Y2 - 2018/06/09/16:00:53 KW - _C:Australia AUS KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:Greece GRC KW - _C:Israel ISR KW - _C:Korea XKOR KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review ER - TY - JOUR TI - The Impact of Using Geography Open Education Resources (OER) to Capacitate Natural Science Teachers Teaching the Earth and Beyond Strand in South African Schools AU - Dreyer, J. M. AU - Dreyer, J.M. T2 - Alternation Journal DA - 2018/// PY - 2018 DO - 10.29086/2519-5476/2018/sp21a8 DP - Google Scholar VL - SP IS - 21 SP - 159 EP - 184 J2 - Alternation SN - 10231757, 25195476 ST - AlternationSpecial Edition 21 (2018) 159–184159Print ISSN 1023-1757; Electronic ISSN UR - http://alternation.ukzn.ac.za/Files/articles/volume-25/special-edition/21/08-Dreyer-F.pdf Y2 - 2021/05/08/09:34:36 KW - _C:Australia AUS KW - _C:China CHN KW - _C:India IND KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - A description of the self-perceived educational needs of emergency nurses in Durban, KwaZulu-Natal, South Africa AU - Dulandas, Reka AU - Brysiewicz, Petra T2 - African Journal of Emergency Medicine AB - © 2018 African Federation for Emergency Medicine Introduction: Emergency nurses are usually the first to interact with critically ill patients and victims of violence and injuries, and require advanced skills and knowledge to manage such patients. Inadequate training prevents nurses from providing optimal emergency care, and it is important to investigate if there are any skills and competencies lacking in these emergency nurses. We sought to describe the self-perceived educational needs of emergency nurses in Durban, South Africa. Methods: A descriptive quantitative survey was conducted with nurses working in four emergency centres (two state, and two privately funded hospitals) in Durban, South Africa. Results: The survey questionnaire was distributed with a response rate of 79% (n = 128). Almost half the respondents (48%, n = 61) scored less than the mean score of 29, thus indicating lower competency levels. The majority of respondents (67%, n = 85) perceived themselves as highly competent in basic skills (e.g. assess breathing, administer oxygen, assess circulation). Less than half the respondents (45%, n = 57) perceived themselves as highly competent in the intermediate skills (e.g. control haemorrhage, assist with endotracheal intubation, manage shock). A large number of respondents (46%, n = 59) perceived themselves as least competent in advanced skills (e.g. defibrillation/cardioversion, interpreting an echocardiogram [ECG]). The mean score obtained for educational need was 100, thus reflecting a high educational need, and more than half the respondents (62%, n = 79) scored higher than the mean score of 100 for educational needs. The lowest score was 41. Thirty percent (n = 38) of the respondents scored 117, indicating educational needs for all the competencies listed. Overall, 72% (n = 92) agreed that emergency education was a need. Discussion: The study emphasises the need for support systems for educational development of emergency nurses. Further training in specific skills and competencies may enhance emergency care provided. There is a growing need for ongoing educational development of emergency nurses in South Africa. DA - 2018/// PY - 2018 DO - 10.1016/j.afjem.2018.03.001 LA - en AN - LOCAL-SCOPUS_ID:85046742352 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CCZ:South Africa KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:media KW - P:nurse KW - R:quantitative KW - R:questionnaire KW - R:survey KW - T:Training KW - Z:Competency needs KW - Z:Educational needs KW - Z:Emergency nurses KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:Ghana GHA KW - _C:Pakistan PAK KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - Higher Education Students' Ownership and Usage of Smart Phones and Tablets: The Case of Kwame Nkrumah University of Science and Technology (KNUST). AU - Essel, Harry Barton AU - Nunoo, Francis Kofi Nimo AU - Tachie-Menson, Akosua AU - Amankwa, John Opuni T2 - International Journal of Educational Technology DA - 2018/// PY - 2018 DP - Google Scholar VL - 5 IS - 1 SP - 20 EP - 28 ST - Higher Education Students' Ownership and Usage of Smart Phones and Tablets KW - _C:Australia AUS KW - _C:Ghana GHA KW - _C:Ireland IRL KW - _C:Nigeria NGA KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - BOOK TI - Hur lärare kan arbeta med problemlösningsuppgifter AU - Findelius Jämsén, Isabelle AU - Nilsson, Frida DA - 2018/// PY - 2018 DP - Google Scholar KW - _C:Australia AUS KW - _C:Greece GRC KW - _C:Sweden SWE KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - International large-scale computer-based studies on information technology literacy in education AU - Fraillon, Julian T2 - Second Handbook of Information Technology in Primary and Secondary Education DA - 2018/// PY - 2018 DO - 10.1007/978-3-319-53803-7_80-1 DP - Google Scholar SP - 1 EP - 19 KW - _C:Australia AUS KW - _C:Japan JPN KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Open Educational Resources: Challenges and Opportunities in Indian Primary Education AU - Ganapathi, Janani T2 - International Review of Research in Open and Distributed Learning DA - 2018/// PY - 2018 DO - 10.19173/irrodl.v19i3.3662 DP - Google Scholar VL - 19 IS - 3 ST - Open Educational Resources KW - _C:Australia AUS KW - _C:India IND KW - _C:Kenya KEN KW - _C:New Zealand NZL KW - _C:Poland POL KW - _C:South Africa ZAF KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - The role of open educational resources (OERs) in primary education in developing nations: A case study of India AU - Ganapathi, Janani DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - Queensland University of Technology ST - The role of open educational resources (OERs) in primary education in developing nations KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Eritrea ERI KW - _C:Finland FIN KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Poland POL KW - _C:Russian Federation RUS KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Tibet XTIBT KW - _C:Togo TGO KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Sustainable Development Goal 4 in the Commonwealth - Status Update Report AU - Goldie-Scot, Matthew AU - Hollows, Sophie AU - Hennessy, Sara AU - Mathew, Primrose AU - Delbridge-Smith, Paul AU - Haßler, Björn CY - London DA - 2018/// PY - 2018 PB - Commonwealth Secretariat UR - http://www.20ccem.gov.fj/images/CCEM_TAB/17022018/CCEM(20)SDG4%20RPT.pdf Y2 - 2020/07/23/19:43:25 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Antigua and Barbuda ATG KW - _C:Australia AUS KW - _C:Bahamas BHS KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belize BLZ KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cyprus CYP KW - _C:Dominica DMA KW - _C:Fiji FJI KW - _C:Ghana GHA KW - _C:Grenada GRD KW - _C:Guinea GIN KW - _C:Guyana GUY KW - _C:India IND KW - _C:Jamaica JAM KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Malta MLT KW - _C:Mauritius MUS KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Nauru NRU KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Rwanda RWA KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Solomon Islands SLB KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Tanzania TZA KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tuvalu TUV KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Vanuatu VUT KW - _C:Zambia ZMB KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Developing inclusive education policy and practice in Zanzibar : collaborative action research AU - Juma, Said T2 - Jyväskylä studies in education, psychology and social research AB - This doctoral dissertation, which consists of three interrelated sub-studies and an overarching summary, explores the inclusive education development process in Zanzibar, Tanzania. The purpose of the research is to contribute to the development of inclusive policies and practices in order to increase the presence, participation and achievement of all learners. The overarching research question investigated in this research was as follows: How is inclusive education developed in Zanzibar, and how can it be better integrated into the education system? This question was divided into six sub-questions. Each of the three interrelated sub-studies in this dissertation focused on specific sub-questions. The data included several documents related to inclusive education development; interviews conducted with 20 teachers from two primary schools; these teachers’ reflective diaries, which were kept during their action research projects, and the researcher’s reflective diary. The data were analysed using qualitative content analysis and thematic analysis. The findings revealed that Zanzibar has taken several measures to make its education system more inclusive. These measures include acknowledging inclusive education in its 2006 education policy, drafting an inclusive education policy, introducing a re-entry policy for school girls who become pregnant, increasing the number of years of compulsory education from 10 to 12, removing school fees for both primary and secondary schools, providing in-service teacher training for inclusive education, recruiting inclusive education and life skills advisors and resource teachers, and introducing inclusive education courses in teacher training colleges. It is also worth noting that the teachers in this research experienced collaborative action research as valuable in developing their inclusive practices, despite the challenges they encounter in the course of conducting their projects. Despite its advantages, collaborative action research demands additional time from the teachers beyond their teaching responsibilities. The research participants found the teacher resource centres to be key in enhancing their professional development. This research shows the need to review the teaching methods and materials used in schools. Reforms in teacher education curricula are also needed in response to increasingly diverse learning needs and educational changes. In addition, this research emphasises the integration of inclusive education and collaborative action research into teacher education so that all teachers can teach inclusively. Both school-based organisational learning and school–community and school–university collaborations can foster collaborative school cultures and inclusive teacher education. DA - 2018/// PY - 2018 DP - jyx.jyu.fi IS - 611 LA - eng ST - Developing inclusive education policy and practice in Zanzibar UR - https://jyx.jyu.fi/handle/123456789/57790 Y2 - 2018/06/09/16:38:05 KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Central African Republic CAF KW - _C:China CHN KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - THES TI - ACADEMIC USE OF MOBILE TECHNOLOGY BY STUDENT ATHLETES AT A LARGE DIVISION I MIDWESTERN UNIVERSITY: A GROUNDED THEORY STUDY AU - Kraft, Nicole DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis ST - ACADEMIC USE OF MOBILE TECHNOLOGY BY STUDENT ATHLETES AT A LARGE DIVISION I MIDWESTERN UNIVERSITY KW - _C:Cyprus CYP KW - _C:Estonia EST KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Kuwait KWT KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Rethinking mobile learning for development: Using the Capability Approach and a mixed-methods systematic review to conceptualise the application of mobile technologies as an educational tool in Low-and Middle-Income Countries AU - Langer, Laurenz DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - UCL (University College London) ST - Rethinking mobile learning for development KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Angola AGO KW - _C:Antigua and Barbuda ATG KW - _C:Argentina ARG KW - _C:Armenia ARM KW - _C:Australia AUS KW - _C:Azerbaijan AZE KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belarus BLR KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Bulgaria BGR KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Costa Rica CRI KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Czech Republic CZE KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Eritrea ERI KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Federated States of Micronesia FSM KW - _C:Fiji FJI KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Grenada GRD KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Kosovo XKSVO KW - _C:Kyrgyzstan KGZ KW - _C:Laos LAO KW - _C:Latvia LVA KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Lithuania LTU KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Malta MLT KW - _C:Marshall Islands MHL KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:North Macedonia MKD KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Palau PLW KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Serbia SRB KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Slovakia SVK KW - _C:Slovenia SVN KW - _C:Solomon Islands SLB KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Suriname SUR KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Timor-L'este TLS KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Vanuatu VUT KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review ER - TY - THES TI - Secondary education expansion in Tanzania: Policy and practice implications for teachers’ sense of efficacy AU - Lawrent, Godlove DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - The University of Waikato ST - Secondary education expansion in Tanzania KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Belgium BEL KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Burundi BDI KW - _C:Canada CAN KW - _C:China CHN KW - _C:Congo XCO KW - _C:Czech Republic CZE KW - _C:Dominican Republic DOM KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:Slovakia SVK KW - _C:Slovenia SVN KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Travel without visas: teacher perception of a technology intervention in the Dadaab refugee camp AU - Mansour, Rebecca Grace Telford DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - University of Leicester ST - Travel without visas KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Cuba CUB KW - _C:Djibouti DJI KW - _C:Ethiopia ETH KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Guinea GIN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Israel ISR KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Myanmar MMR KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Effect of Flipped Classroom Strategy on The Performance of Prospective Teachers of Khyber Pakhtunkhwa AU - Minaz, Maksal DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - Northern University Nowshera KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:China CHN KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:Greece GRC KW - _C:India IND KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Saudi Arabia SAU KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - ENSEÑAR Y APRENDER CON ESCHOLARIUM: UN ESTUDIO DE CASO SOBRE LA IMPLEMENTACIÓN DEL PROYECTO EN UN CEIP DE LA COMUNIDAD DE EXTREMADURA. AU - Miranda, Sofía Sánchez AU - Carvalho, José Luis Torres T2 - Campo Abierto. Revista de Educación DA - 2018/// PY - 2018 DP - Google Scholar VL - 37 IS - 2 SP - 171 EP - 190 ST - ENSEÑAR Y APRENDER CON ESCHOLARIUM KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Cuba CUB KW - _C:Germany DEU KW - _C:Israel ISR KW - _C:Portugal PRT KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom AU - Morgana, Valentina AU - Shrestha, Prithvi N. T2 - International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) DA - 2018/// PY - 2018 DO - 10.4018/ijcallt.2018070102 DP - Google Scholar VL - 8 IS - 3 SP - 29 EP - 49 KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Canada CAN KW - _C:China CHN KW - _C:Cuba CUB KW - _C:France FRA KW - _C:Italy ITA KW - _C:Malaysia MYS KW - _C:Sweden SWE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Developing teacher-led professional learning in a Tanzanian secondary school: a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand AU - Mwakabenga, Rehema Japhet DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - Massey University ST - Developing teacher-led professional learning in a Tanzanian secondary school KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Bhutan BTN KW - _C:Botswana BWA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Central African Republic CAF KW - _C:China CHN KW - _C:Czech Republic CZE KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Iceland ISL KW - _C:India IND KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Lithuania LTU KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - The influence of effective use of mobile devices for learning outside the classroom: case study of secondary school students in Tanzania and South Africa AU - Mwapwele, Samwel Dick DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - University of Cape Town ST - The influence of effective use of mobile devices for learning outside the classroom KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:China CHN KW - _C:Dominican Republic DOM KW - _C:Eritrea ERI KW - _C:France FRA KW - _C:Ghana GHA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Malaysia MYS KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The political economy of teacher management reform in Indonesia AU - Rosser, Andrew AU - Fahmi, Mohamad T2 - International Journal of Educational Development AB - Indonesia faces serious problems in the number, cost, quality and distribution of teachers. In recent years, its central government has introduced a range of reforms to address these problems but they have produced modest results. This paper suggests that this outcome reflects the way in which predatory political and bureaucratic elites have used the school system for decades to accumulate resources, distribute patronage, mobilize political support, and exercise political control rather than promote improved learning outcomes. Efforts to reduce teacher numbers, enhance teacher quality, and improve teacher distribution have accordingly constituted an assault on the interests of these elites, provoking powerful, if often subterranean, resistance. Broadly, reform has only occurred where the central government has employed policy instruments that have disciplined local governments and maintained a commitment to these instruments in the face of resistance. The paper concludes by assessing the implications for Indonesian education. DA - 2018/07// PY - 2018 DO - 10.1016/j.ijedudev.2017.12.005 DP - DOI.org (Crossref) VL - 61 SP - 72 EP - 81 J2 - International Journal of Educational Development LA - en SN - 07380593 UR - https://linkinghub.elsevier.com/retrieve/pii/S073805931730367X Y2 - 2021/03/07/17:56:44 KW - _C:Australia AUS KW - _C:Indonesia IDN KW - _C:Netherlands NLD KW - _C:Singapore SGP KW - _C:Thailand THA KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Elementary Teachers’ Uses and Perceptions of Interactive Whiteboards for Instruction AU - Samsonova, Olga T2 - International Journal of Learning, Teaching and Educational Research DA - 2018/// PY - 2018 DO - 10.26803/ijlter.17.8.2 DP - Google Scholar VL - 17 IS - 8 SP - 17 EP - 35 KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:France FRA KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:North Cyprus XNCYP KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Enseñar y aprender con eScholarium: un estudio de caso sobre la implementación del proyecto en un CEIP de Comunidad de Extremadura AU - Sánchez Miranda, Sofía AU - Torres Carvalho, José Luis DA - 2018/// PY - 2018 DP - Google Scholar ST - Enseñar y aprender con eScholarium KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Cuba CUB KW - _C:Germany DEU KW - _C:Israel ISR KW - _C:Portugal PRT KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Preverovaní vedomostí žiakov vo vybranom učive predmetu technika pomocou PC AU - Stadtrucker, Roman DA - 2018/// PY - 2018 DP - Google Scholar KW - _C:Australia AUS KW - _C:Luxembourg LUX KW - _C:Mali MLI KW - _C:Singapore SGP KW - _C:Slovenia SVN KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - EdTech for learning in emergencies and displaced settings AU - Tauson, Michaelle AU - Stannard, Luke DA - 2018/// PY - 2018 DP - Google Scholar PB - London: Save the Children UK KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:China CHN KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Holy See VAT KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Israel ISR KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Qatar QAT KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Syrian Arab Republic SYR KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Yemen YEM KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Valutazione formante per l’attivazione cognitiva. Spunti per un uso efficace delle tecnologie per apprendere in classe AU - Trinchero, Roberto T2 - Italian Journal of Educational Technology DA - 2018/// PY - 2018 DP - Google Scholar VL - 26 IS - 3 SP - 40 EP - 55 KW - _C:Australia AUS KW - _C:Italy ITA KW - _C:New Zealand NZL KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher Professional Development at a Tsunami-Affected School in Banda Aceh AU - Ubit, Fadliadi AU - Bartholomaeus, Pam T2 - International Education Journal: Comparative Perspectives AB - The 2004 tsunami in Aceh resulted in significant post-disaster problems which extended far beyond the loss of possessions and infrastructure destruction. In addition to having to deal with their own problems as a consequence of the tsunami, teachers were faced with the additional problems arising from working with children who had been exposed to the traumatic event. Teacher professional development was regarded as an important support mechanism to help teachers in this period. Findings from a qualitative study conducted in one school affected by the tsunami in Banda Aceh provided evidence that teachers indeed needed professional development that went beyond enhancing their knowledge and skills to teach their subjects to working with young people affected by the traumatic event. This paper discusses teacher professional development, focusing on the five criteria for effective professional development proposed by Desimone. DA - 2018/// PY - 2018 DP - ERIC VL - 17 IS - 2 SP - 102 EP - 114 LA - en SN - 2202-493X UR - https://eric.ed.gov/?q=%22teacher+development%22+with+%22natural+disaster%22&id=EJ1184018 Y2 - 2021/02/12/10:00:17 KW - Case Studies KW - Evaluation Criteria KW - Faculty Development KW - Foreign Countries KW - Interviews KW - Junior High School Students KW - Junior High Schools KW - Natural Disasters KW - Program Effectiveness KW - Public School Teachers KW - Qualitative Research KW - Secondary School Teachers KW - Trauma KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Jordan JOR KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Myanmar MMR KW - _C:Seychelles SYC KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:Sri Lanka LKA KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - BOOK TI - Second handbook of information technology in primary and secondary education AU - Voogt, Joke CY - New York, NY DA - 2018/// PY - 2018 DP - Library of Congress ISBN LA - en PB - Springer Berlin Heidelberg SN - 978-3-319-71053-2 978-3-319-71055-6 978-3-319-71054-9 KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Andorra AND KW - _C:Angola AGO KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Belarus BLR KW - _C:Belgium BEL KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Brunei Darussalam BRN KW - _C:Bulgaria BGR KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Costa Rica CRI KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Equatorial Guinea GNQ KW - _C:Eritrea ERI KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Fiji FJI KW - _C:Finland FIN KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Holy See VAT KW - _C:Honduras HND KW - _C:Hungary HUN KW - _C:Iceland ISL KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Korea, Republic KOR KW - _C:Kosovo XKSVO KW - _C:Kuwait KWT KW - _C:Laos LAO KW - _C:Latvia LVA KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Malta MLT KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Monaco MCO KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Panama PAN KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Qatar QAT KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Sahrawi Arab Democratic Republic XSADR KW - _C:Samoa WSM KW - _C:San Marino SMR KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Serbia SRB KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Slovakia SVK KW - _C:Slovenia SVN KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Timor-L'este TLS KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Vanuatu VUT KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Evaluating the impact of a tablet-based intervention on the mathematics attainment, receptive language and approaches to learning of preschool children AU - Walton, Jodie M. DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - University of Nottingham KW - _C:Australia AUS KW - _C:Brazil BRA KW - _C:China CHN KW - _C:France FRA KW - _C:India IND KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Korea, Republic KOR KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:Singapore SGP KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Thinking Critically in Space: Toward a Mixed-Methods Geospatial Approach to Education Policy Analysis AU - Yoon, Ee-Seul AU - Lubienski, Christopher T2 - Educational Researcher DA - 2018/01// PY - 2018 DO - 10.3102/0013189X17737284 DP - DOI.org (Crossref) VL - 47 IS - 1 SP - 53 EP - 61 J2 - Educational Researcher LA - en SN - 0013-189X, 1935-102X ST - Thinking Critically in Space UR - http://journals.sagepub.com/doi/10.3102/0013189X17737284 Y2 - 2021/03/07/17:31:19 KW - Lebanon_event_2021 KW - _C:Canada CAN KW - _C:China CHN KW - _C:New Zealand NZL KW - _C:Russian Federation RUS KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Reforming teacher deployment in Indonesia AU - Heyward, Mark AU - Hadiwijaya, Aos Santosa AU - Mahargianto AU - Priyono, Edy T2 - Journal of Development Effectiveness AB - This paper reports on a mixed-method, multiple-site study of teacher deployment in Indonesian primary schools. Results from a sample of 23 districts were analysed at district and national level. Substantial disparities in teacher distribution were found in all districts, between schools, between sub-districts and between specialist subjects. Two main issues emerged: uneven teacher distribution and small schools. The study found that a policy research approach which addresses political and cultural, as well as technical, dimensions at sub-national level can succeed in improving teacher deployment where previous efforts have failed. DA - 2017/04/03/ PY - 2017 DO - 10.1080/19439342.2017.1301978 DP - Taylor and Francis+NEJM VL - 9 IS - 2 SP - 245 EP - 262 SN - 1943-9342 UR - https://doi.org/10.1080/19439342.2017.1301978 Y2 - 2021/03/07/18:08:31 KW - Comparative education KW - _C:Australia AUS KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Pakistan PAK KW - _C:Republic of Moldova MDA KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - decentralization KW - educational administration KW - educational policy KW - teacher management ER - TY - THES TI - Factors influencing female undergraduate students' acceptance of, and motivation to, use tablet computers for learning AU - Alomary, Azza DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis PB - University of Southampton KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Cuba CUB KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Korea, Republic KOR KW - _C:Lebanon LBN KW - _C:Libya LBY KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Turkey TUR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - Research on open educational resources for development in the Global South: Project landscape AU - Arinto, Patricia AU - Hodgkinson-Williams, Cheryl AU - King, Thomas AU - Cartmill, Tess AU - Willmers, Michelle DA - 2017/// PY - 2017 DP - Google Scholar PB - African Minds, International Development Research Centre & Research on Open … ST - Research on open educational resources for development in the Global South KW - _C:Afghanistan AFG KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Bolivia BOL KW - _C:Brazil BRA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Costa Rica CRI KW - _C:Cuba CUB KW - _C:Ecuador ECU KW - _C:El Salvador SLV KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Laos LAO KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:North Cyprus XNCYP KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:Slovenia SVN KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - A pilot of the use of short message service (SMS) as a training tool for anaesthesia nurses AU - Duys, R. AU - Duma, S. AU - Dyer, R. T2 - Southern African Journal of Anaesthesia and Analgesia AB - © 2017 The Author(s). Background: Anaesthesia nurses form a critical part of the team providing perioperative care to patients, but no accredited training exists for them in South Africa. In this setting, short in-service training interventions are a pragmatic attempt at improving nurse performance and patient outcomes. Traditional didactic teaching formats have limitations, and mLearning (the use of mobile telephones to facilitate education) has proved equivalent or superior to traditional teaching methods in several settings. Despite very high levels of mobile phone ownership amongst healthcare workers in Africa, this form of educational delivery has not been tested in the hospital-based nursing population. Methods: A telephonic true/false pre-test was performed with 12 nurses of varying levels of training, to assess their preexisting knowledge of anaesthesia. A pre-learning package was then delivered to them in the form of daily SMSs for a month, covering relevant anaesthesia content. A telephonic post-intervention test was performed to assess whether anaesthesia theory knowledge had improved. Results: Median test scores out of 30 were compared using a Wilcoxon signed rank test and were statistically higher in the postintervention test: 25 (IQR 20-26) vs. 21 (IQR 20-21.25) (p = 0.018). Conclusions: The results demonstrate an association between a cheap and widely available educational vehicle, and an increase in nurse knowledge scores. The use of mobile telephones in medical education in limited-resource settings should be explored further. DA - 2017/// PY - 2017 DO - 10.1080/22201181.2017.1317422 LA - en AN - LOCAL-SCOPUS_ID:85021336791 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:outcomes KW - F:pedagogy KW - F:teaching KW - F:teaching method KW - P:health KW - P:media KW - P:nurse KW - P:service industry KW - P:services KW - Q:e-learning KW - T:Ausbildung KW - T:Training KW - T:work-based learning KW - Z:Anaesthesia nurse KW - Z:Nurse education KW - Z:Short Message Service (SMS) KW - Z:eLearning KW - Z:mLearning KW - _C:Australia AUS KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - THES TI - Features of iPad language applications for speech-language therapy with children AU - Heyman, Nikki DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Canada CAN KW - _C:India IND KW - _C:Japan JPN KW - _C:New Zealand NZL KW - _C:Portugal PRT KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Switzerland CHE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers AU - Juma, Said AU - Lehtomäki, Elina AU - Naukkarinen, Aimo T2 - International Journal of Whole Schooling AB - Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school–community and school–university collaborations may foster collaborative school cultures and inclusive inservice teacher education. The study discusses the role of teachers’ voices in informing teacher education development for educational equity and inclusion. DA - 2017/// PY - 2017 DP - jyx.jyu.fi VL - 13 LA - eng ST - Developing inclusive pre-service and in-service teacher education UR - https://jyx.jyu.fi/handle/123456789/55512 Y2 - 2018/06/09/16:38:02 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Central African Republic CAF KW - _C:Finland FIN KW - _C:India IND KW - _C:Japan JPN KW - _C:Namibia NAM KW - _C:North Macedonia MKD KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - THES TI - Education ICT assemblage: encounters of discourses, emotions, affects, subjects, and their productive forces AU - Lameu, Paula Cristina DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis PB - University of Birmingham ST - Education ICT assemblage KW - _C:Australia AUS KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Korea, Republic KOR KW - _C:New Zealand NZL KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Geo-spatial analyses in education research: the critical challenge and methodological possibilities AU - Lubienski, Christopher AU - Lee, Jin T2 - Geographical Research AB - The usefulness of spatial perspectives in education research is well known, particularly in fields such as school choice that are operationalised in multiple institutional, demographic, and local geographies. But the modes of spatial inquiry, even as they can potentially lend themselves to integrated research strategies, tend to be fragmented and isolated, failing to take into account multiple dimensions of contextual factors. Our purpose is to provide critical deliberations on geo-spatial methods in school choice research and suggest an integrative approach to enhance research on school choice from a geographic perspective. This paper first demonstrates the linkage of spatial approaches to school choice, and then surveys geo-spatial research as typically leveraged on this issue. We argue that there are inherent limitations to the typical conceptions of space in geo-spatial analyses and discuss two of the major challenges to these conceptions as provided by critical theorists and geographers. But we also point out that these challenges suggest alternatives that themselves have serious shortcomings. The concluding discussion sets out some of the possibilities of a more integrated approach to spatial inquiry in education research, and school choice more specifically. DA - 2017/// PY - 2017 DO - 10.1111/1745-5871.12188 DP - Wiley Online Library VL - 55 IS - 1 SP - 89 EP - 99 LA - en SN - 1745-5871 ST - Geo-spatial analyses in education research UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/1745-5871.12188 Y2 - 2021/03/07/14:14:14 KW - Lebanon_event_2021 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:Georgia GEO KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:New Zealand NZL KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - access KW - education policy KW - equity KW - school choice KW - spatial inquiry ER - TY - CHAP TI - Tablet use in schools: impact, affordances and considerations AU - Major, Louis AU - Haßler, Björn AU - Hennessy, Sara T2 - Handbook on Digital Learning for K-12 Schools DA - 2017/// PY - 2017 DP - Google Scholar SP - 115 EP - 128 PB - Springer ST - Tablet use in schools KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Australia AUS KW - _C:New Zealand NZL KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Blended learning vid lärares professionella lärande AU - Nilsson, Malin DA - 2017/// PY - 2017 DP - Google Scholar KW - _C:Canada CAN KW - _C:Finland FIN KW - _C:New Zealand NZL KW - _C:Portugal PRT KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - THES TI - Access and use of clinical informatics among medical doctors in selected teaching hospitals in Nigeria and South Africa AU - Owolabi, Kehinde Aboyami DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis PB - University of Zululand KW - _C:Angola AGO KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Belgium BEL KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burkina Faso BFA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:Cuba CUB KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Kuwait KWT KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mexico MEX KW - _C:Morocco MAR KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Portugal PRT KW - _C:Qatar QAT KW - _C:Romania ROU KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Togo TGO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Un modèle dédié à la conception et l’analyse de ressources numériques visant leur appropriation par les élèves AU - Rosillo, Taïma del Carmen Pérez DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis PB - Université de Lyon KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:France FRA KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Understanding elementary teachers' experiences and views using interactive whiteboards for pedagogical practices AU - Samsonova, Olga DA - 2017/// PY - 2017 DP - Google Scholar KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Cyprus CYP KW - _C:Egypt EGY KW - _C:Iran IRN KW - _C:Jordan JOR KW - _C:Lithuania LTU KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:North Cyprus XNCYP KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - The Contribution of Digital Technologies to Service Delivery: An Evidence Review AU - Sharmin, Shumona AU - Faith, Becky AU - Prieto Martín, P. AU - Ramalingam, Ben DA - 2017/// PY - 2017 DP - Google Scholar PB - IDS ST - The Contribution of Digital Technologies to Service Delivery KW - _C:Afghanistan AFG KW - _C:Armenia ARM KW - _C:Australia AUS KW - _C:Azerbaijan AZE KW - _C:Bangladesh BGD KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burkina Faso BFA KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Catalan Republic XCATA KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Costa Rica CRI KW - _C:Cuba CUB KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guyana GUY KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Kyrgyzstan KGZ KW - _C:Lesotho LSO KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mexico MEX KW - _C:Myanmar MMR KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Panama PAN KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Qatar QAT KW - _C:Romania ROU KW - _C:Rwanda RWA KW - _C:Samoa WSM KW - _C:Singapore SGP KW - _C:Solomon Islands SLB KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review ER - TY - JOUR TI - The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature AU - Wenner, Julianne A. AU - Campbell, Todd T2 - Review of Educational Research AB - In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity. DA - 2017/02// PY - 2017 DO - 10.3102/0034654316653478 DP - DOI.org (Crossref) VL - 87 IS - 1 SP - 134 EP - 171 J2 - Review of Educational Research LA - en SN - 0034-6543, 1935-1046 ST - The Theoretical and Empirical Basis of Teacher Leadership UR - http://journals.sagepub.com/doi/10.3102/0034654316653478 Y2 - 2021/03/07/17:49:56 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Israel ISR KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - Mobile learning in schools: Key issues, opportunities and ideas for practice AU - Wishart, Jocelyn DA - 2017/// PY - 2017 DP - Google Scholar PB - Routledge ST - Mobile learning in schools KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Brunei Darussalam BRN KW - _C:Canada CAN KW - _C:China CHN KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:India IND KW - _C:Italy ITA KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Korea XKOR KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Portugal PRT KW - _C:Qatar QAT KW - _C:Singapore SGP KW - _C:Slovenia SVN KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CONF TI - One Laptop per Child Rwanda: Enabling Factors and Barriers AU - Adam, Taskeen AU - Haßler, Björn AU - Cruickshank, Heather T2 - South Africa International Conference on Educational Technologies C1 - Pretoria, South Africa C3 - Empowering the 21st Century Learner DA - 2016/// PY - 2016 DP - Google Scholar SP - 184 EP - 195 PB - African Academic Research Forum SN - ISBN 978-0-620-70782-4 ST - One Laptop per Child Rwanda UR - http://aa-rf.org/wp-content/uploads/2017/03/SAICET-2016-Proceedings.pdf KW - Author:Haßler KW - Author:OpenDevEd KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Botswana BWA KW - _C:Burkina Faso BFA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Peru PER KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Serbia SRB KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - THES TI - The professional development of teachers in Higher Education in Oman: a case study of English teachers in the Colleges of Applied Sciences AU - Al-Ghatrifi, Yaqoob DA - 2016/// PY - 2016 DP - Google Scholar M3 - PhD Thesis PB - University of Reading ST - The professional development of teachers in Higher Education in Oman KW - _C:Antigua and Barbuda ATG KW - _C:Australia AUS KW - _C:Bahrain BHR KW - _C:Benin BEN KW - _C:Canada CAN KW - _C:China CHN KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:India IND KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Kuwait KWT KW - _C:Malaysia MYS KW - _C:Malta MLT KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Portugal PRT KW - _C:Qatar QAT KW - _C:Saudi Arabia SAU KW - _C:Somalia SOM KW - _C:Sweden SWE KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Evaluating the Impact of 1: 1 Laptops on High School Science Students and Teachers AU - Crook, Simon Joseph DA - 2016/// PY - 2016 DP - Google Scholar ST - Evaluating the Impact of 1 KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Canada CAN KW - _C:Cuba CUB KW - _C:Germany DEU KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Luxembourg LUX KW - _C:Singapore SGP KW - _C:Switzerland CHE KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - VLIV POUŽITÍ MOBILNÍHO DOTYKOVÉHO ZAŘÍZENÍ PŘI PROCVIČOVÁNÍ UČIVA AU - Klubal, Libor T2 - Klára Rybenská Experimentální ověření efektivity vỳuky anglického jazyka s využitím myenglishlab........... 128 Danuše Vymetálková DA - 2016/// PY - 2016 DP - Google Scholar SP - 99 KW - _C:Australia AUS KW - _C:Bulgaria BGR KW - _C:Chile CHL KW - _C:China CHN KW - _C:Czech Republic CZE KW - _C:Ethiopia ETH KW - _C:Greece GRC KW - _C:Luxembourg LUX KW - _C:Norway NOR KW - _C:Poland POL KW - _C:Romania ROU KW - _C:Singapore SGP KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tunisia TUN KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - ICT and the Education of Refugees AU - Lewis, Kent AU - Thacker, Simon DA - 2016/// PY - 2016 DO - 10.1596/26522 DP - Google Scholar KW - _C:Afghanistan AFG KW - _C:Algeria DZA KW - _C:Armenia ARM KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:Congo XCO KW - _C:Costa Rica CRI KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Germany DEU KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Kuwait KWT KW - _C:Lebanon LBN KW - _C:Libya LBY KW - _C:Luxembourg LUX KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Morocco MAR KW - _C:Netherlands NLD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Qatar QAT KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Syrian Arab Republic SYR KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Yemen YEM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Understanding Students' and Teachers' Approaches to Tablet Use in Turkish Secondary Schools: A Model Based Approach AU - Mutlu, Tugba DA - 2016/// PY - 2016 DP - Google Scholar M3 - PhD Thesis PB - University of Sheffield ST - Understanding Students' and Teachers' Approaches to Tablet Use in Turkish Secondary Schools KW - _C:Antigua and Barbuda ATG KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Guyana GUY KW - _C:Hungary HUN KW - _C:India IND KW - _C:Iran IRN KW - _C:Israel ISR KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Korea, Republic KOR KW - _C:Lebanon LBN KW - _C:Malta MLT KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Poland POL KW - _C:Russian Federation RUS KW - _C:Singapore SGP KW - _C:Sweden SWE KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Teachers as agents of sustainable peace, social cohesion and development: theory, practice & evidence AU - Novelli, Mario AU - Sayed, Yusuf T2 - Education as Change DA - 2016/// PY - 2016 DO - 10.17159/1947-9417/2016/1486 DP - SciELO VL - 20 IS - 3 SP - 15 EP - 37 SN - 1947-9417 ST - Teachers as agents of sustainable peace, social cohesion and development UR - http://www.scielo.org.za/scielo.php?script=sci_abstract&pid=S1947-94172016000300002&lng=en&nrm=iso&tlng=en Y2 - 2021/03/07/17:59:59 KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:India IND KW - _C:Lebanon LBN KW - _C:Myanmar MMR KW - _C:Nepal NPL KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Planning and governance for blended pedagogies and engagement of knowledge economy for South Africa's national development agenda AU - Ramoroka, Tlou Millicent DA - 2016/// PY - 2016 DP - Google Scholar M3 - PhD Thesis PB - University of Limpopo KW - _C:Algeria DZA KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Congo XCO KW - _C:Dominican Republic DOM KW - _C:Egypt EGY KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Latvia LVA KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Poland POL KW - _C:Romania ROU KW - _C:Serbia SRB KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sweden SWE KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Recent research on geometry education: an ICME-13 survey team report AU - Sinclair, Nathalie AU - Bussi, Maria G. Bartolini AU - de Villiers, Michael AU - Jones, Keith AU - Kortenkamp, Ulrich AU - Leung, Allen AU - Owens, Kay T2 - ZDM DA - 2016/// PY - 2016 DO - 10.1007/s11858-016-0796-6 DP - Google Scholar VL - 48 IS - 5 SP - 691 EP - 719 ST - Recent research on geometry education KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Guinea GIN KW - _C:India IND KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Student perceptions of flipped learning in a high school math classroom AU - Strohmyer, Daniel A. DA - 2016/// PY - 2016 DP - Google Scholar M3 - PhD Thesis PB - Walden University KW - _C:Australia AUS KW - _C:Cuba CUB KW - _C:Ireland IRL KW - _C:Pakistan PAK KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Relationship of Job Satisfaction and Turnover Intention of Private Secondary School Teachers AU - Shah, Nazir Haider AU - Jumani, Nabi Bux T2 - Mediterranean Journal of Social Sciences DA - 2015/07/01/ PY - 2015 DO - 10.5901/mjss.2015.v6n4s2p313 DP - DOI.org (Crossref) J2 - MJSS SN - 20399340, 20392117 UR - https://www.richtmann.org/journal/index.php/mjss/article/view/7082 Y2 - 2021/03/07/19:45:54 KW - Lebanon_event_2021 KW - _C:Australia AUS KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:China CHN KW - _C:Cyprus CYP KW - _C:Greece GRC KW - _C:India IND KW - _C:Italy ITA KW - _C:Korea XKOR KW - _C:Malaysia MYS KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - An examination of training and development of middle level managers in emerging economies: Evidence from financial institutions in Ghana AU - Abugre, James B. AU - Adebola, Kester T2 - International Journal of Organizational Analysis AB - © 2015, Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine whether the training and development (T&D) of middle-level managers in the financial institutions of a sub-Saharan African country make any difference in the performances of the managers and the institutions in general. Design/methodology/approach – An empirical analysis of managers’ opinions based on a quantitative survey of 140 middle-level managers from four banking institutions in Ghana is conducted. Findings – Findings showed that there is a significant relationship between T&D of middle-level managers and their performance and, consequently, performance of the banks. The findings also showed that managers become savvier in personal initiatives and responsive to customer care leading to enhanced service delivery. The paper proposes that T&D should focus on the significant relationship between the outcomes and programme objectives of organisations in emerging economies if these organisations want to be counted in this competitive global world. Practical implications – The paper provides valuable information on the important role of middle-level managers as custodians of “tacit knowledge” that can turn around organisations, particularly in developing economies, if the needed T&D are given to them. Originality/value – Empirical literature on T&D and on middle-level managers’ development in developing countries is limited. The contribution of this paper identifies the roles that middle management can play in the performances of organisations and especially in emerging economies. DA - 2015/// PY - 2015 DO - 10.1108/ijoa-10-2011-0521 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:developing country KW - D:emerging economies KW - F:outcomes KW - P:economy KW - P:measurement KW - P:services KW - R:quantitative KW - R:survey KW - T:Training KW - Z:Banks KW - Z:Mid-level managers KW - Z:Performance KW - Z:Training and development KW - _C:Australia AUS KW - _C:China CHN KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Japan JPN KW - _C:Kuwait KWT KW - _C:Nigeria NGA KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - RPRT TI - Where it's needed most: Quality professional development for all teachers AU - Burns, M. AU - Lawrie, J. CY - New York DA - 2015/// PY - 2015 LA - en PB - Inter-Agency Network for Education in Emergencies KW - C:Fragile contexts KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Central African Republic CAF KW - _C:Chile CHL KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iraq IRQ KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mexico MEX KW - _C:Myanmar MMR KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Tunisia TUN KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year AU - Hennessy, Sara AU - Haßler, Björn AU - Hofmann, Riikka T2 - Research Papers in Education AB - Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving. DA - 2015/// PY - 2015 DO - 10.1080/02671522.2015.1073343 DP - Google Scholar VL - 31 IS - 4 SP - 399 EP - 427 J2 - Research Papers in Education LA - en SN - 02671522 UR - https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - C:sub-Saharan Africa KW - CAREER development KW - EDUCATION -- Study & teaching KW - GRADUATE education KW - PROFESSIONAL education KW - TEACHER training KW - ZAMBIA KW - Zambia KW - _C:Australia AUS KW - _C:India IND KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Rwanda RWA KW - _C:South Africa ZAF KW - _C:Tonga TON KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099887 KW - __C:filed:1 KW - __C:scheme:1 KW - ___working_potential_duplicate KW - __finaldtb KW - _r:ImportedToMyEducationEvidence KW - _yl:a KW - digital technology KW - docs.opendeved.net KW - interactive pedagogy KW - open educational resources KW - sub-Saharan Africa KW - teacher professional development ER - TY - THES TI - Continuing technology professional development: A technology learning preferences instrument to support teacher educators’ workplace learning AU - Maurice Schols, B. A. DA - 2015/// PY - 2015 DP - Google Scholar M3 - PhD Thesis PB - Roehampton University ST - Continuing technology professional development KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:China CHN KW - _C:Cuba CUB KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Ireland IRL KW - _C:Luxembourg LUX KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Portugal PRT KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BLOG TI - Teachers’ Learning Circle in Afghanistan:-A new experience of Professional Development of Male and Female School Teachers in Mazar-e-Sharif, Afghanistan. AU - Qarizada, Zabihullah DA - 2015/// PY - 2015 KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Iran IRN KW - _C:Pakistan PAK KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - Supporting teacher development: literature review. AU - Reid, Kate AU - Kleinhenz, Elizabeth AU - Australia AU - Department of Foreign Affairs and Trade AB - This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of practices in educational policy and teacher development focused on enhancing teacher quality. It identifies policies that support teacher development as well as the characteristics of effective pre-service teacher education programs and of high-quality professional learning programs for teachers. It acknowledges the need to modify and adapt intervention approaches to suit particular country contexts. [Executive summary]. DA - 2015/// PY - 2015 DP - Open WorldCat LA - en SN - 978-1-74322-227-0 ST - Supporting teacher development KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Egypt EGY KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Guyana GUY KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Laos LAO KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nauru NRU KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Trinidad and Tobago TTO KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Vanuatu VUT KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - A conceptual framework for examining HRD and NHRD linkages and outcomes: Review of TVET literature AU - Kim, Sehoon AU - Kotamraju, Pradeep AU - Alagaraja, Meera T2 - European Journal of Training and Development AB - This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed. DA - 2014/04/29/ PY - 2014 DO - 10.1108/ejtd-01-2013-0009 DP - emeraldinsight.com (Atypon) VL - 38 IS - 4 SP - 265 EP - 285 J2 - Euro J of Training and Dev SN - 2046-9012 ST - A conceptual framework for examining HRD and NHRD linkages and outcomes UR - https://www.emeraldinsight.com/doi/abs/10.1108/EJTD-01-2013-0009 Y2 - 2018/08/01/14:37:27 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - What matters most for education management information systems: A framework paper AU - Abdul-Hamid, Husein DA - 2014/// PY - 2014 DP - Google Scholar ST - What matters most for education management information systems KW - _C:Antigua and Barbuda ATG KW - _C:Australia AUS KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Grenada GRD KW - _C:Guinea GIN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mozambique MOZ KW - _C:Nicaragua NIC KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Senegal SEN KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Thailand THA KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - BOOK TI - Teaching and learning: achieving quality for all AU - UNESCO T2 - EFA Global Monitoring Report A3 - Rose, Pauline DA - 2014/// PY - 2014 DP - Open WorldCat LA - English PB - UNESCO Publishing SN - 978-92-3-104255-3 92-3-104255-6 ST - Teaching and learning UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/ KW - AWP2 KW - AWP2-actual KW - CitedIn:AKFC KW - CitedIn:OER4S-TPE-HHH2 KW - CitedIn:OER4Schools-2012-HHH1 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - CitedIn:OER4Schools-HHH3-B KW - CitedIn:PhD_Thesis KW - EfA KW - GMR KW - RPF-May-2016 KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Andorra AND KW - _C:Angola AGO KW - _C:Antigua and Barbuda ATG KW - _C:Argentina ARG KW - _C:Armenia ARM KW - _C:Artsakh XARTH KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Azerbaijan AZE KW - _C:Bahamas BHS KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belarus BLR KW - _C:Belgium BEL KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Brunei Darussalam BRN KW - _C:Bulgaria BGR KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:Costa Rica CRI KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Equatorial Guinea GNQ KW - _C:Eritrea ERI KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Federated States of Micronesia FSM KW - _C:Fiji FJI KW - _C:Finland FIN KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Grenada GRD KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:Hungary HUN KW - _C:Iceland ISL KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Korea, Republic KOR KW - _C:Kuwait KWT KW - _C:Kyrgyzstan KGZ KW - _C:Latvia LVA KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Malta MLT KW - _C:Marshall Islands MHL KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Monaco MCO KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nauru NRU KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Palau PLW KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Pridnestrovian Moldovan Republic XPRMR KW - _C:Qatar QAT KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:San Marino SMR KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Serbia SRB KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Slovakia SVK KW - _C:Slovenia SVN KW - _C:Solomon Islands SLB KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Suriname SUR KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:Tuvalu TUV KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Vanuatu VUT KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CHAP TI - English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobile phones in Bangladesh AU - Woodward, Clare AU - Griffiths, Malcolm AU - Solly, Mike T2 - Innovations In The Continuing Professional Development Of English Language Teachers CY - London DA - 2014/// PY - 2014 DP - DOI.org (Crossref) SP - 227 EP - 248 LA - en PB - British Council UR - https://linkinghub.elsevier.com/retrieve/pii/S0346251X15000925 Y2 - 2020/08/31/13:08:30 KW - C:Bangladesh KW - _C:Afghanistan AFG KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Bulgaria BGR KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Croatia HRV KW - _C:Czech Republic CZE KW - _C:Djibouti DJI KW - _C:Dominican Republic DOM KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kazakhstan KAZ KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Lithuania LTU KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Namibia NAM KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Poland POL KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Saudi Arabia SAU KW - _C:Serbia SRB KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Syrian Arab Republic SYR KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Ukraine UKR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Yemen YEM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The impact and reach of MOOCs: A developing countries’ perspective AU - Liyanagunawardena, Tharindu AU - Williams, Shirley AU - Adams, Andrew T2 - eLearning Papers AB - Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries. DA - 2013/05// PY - 2013 DP - centaur.reading.ac.uk VL - 33 IS - 33 SP - 38 EP - 46 LA - en SN - 1887-1542 ST - The impact and reach of MOOCs UR - http://centaur.reading.ac.uk/32452/1/In-depth_33_1.pdf Y2 - 2015/01/21/12:33:32 KW - C:Low- and middle-income countries KW - MOOCs KW - NOTdocs.opendeved.net KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Burundi BDI KW - _C:China CHN KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:India IND KW - _C:Italy ITA KW - _C:Jordan JOR KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Norway NOR KW - _C:Rwanda RWA KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - GIS in Northern Ireland secondary schools: mapping where we are now AU - Roulston, Stephen T2 - International Research in Geographical and Environmental Education AB - A number of studies suggest that integrating Geographical Information Systems (GIS) into Geography teaching in schools has been and is challenging, and it seems that much of the early promise for the technology supporting learning in Geography has not been realised. This paper examines the progress made in Northern Ireland in implementing GIS in secondary schools. The deployment of a centrally procured entry-level GIS, in the context of a programme of centralised provision of information and communication technology (ICT) services to all schools, is examined and the results of an online survey of 85 Geography teachers provides an insight into how effective that provision has been. This combination of a regional strategy on GIS, curriculum changes and increased access to computers seems to have ensured that GIS is being used in many Geography classrooms. There is evidence that a range of GI systems are being used in schools and in a number of different ways, but mostly for teacher rather than for pupil use at present. Teachers expressed a need for coordinated training in order to make full use of the hardware and software available. DA - 2013/02/01/ PY - 2013 DO - 10.1080/10382046.2012.759437 DP - Taylor and Francis+NEJM VL - 22 IS - 1 SP - 41 EP - 56 SN - 1038-2046 ST - GIS in Northern Ireland secondary schools UR - https://doi.org/10.1080/10382046.2012.759437 Y2 - 2021/03/07/17:50:36 KW - C2k KW - Geographic Information Systems KW - Northern Ireland KW - _C:Australia AUS KW - _C:Germany DEU KW - _C:Ireland IRL KW - _C:Singapore SGP KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - geography education ER - TY - JOUR TI - Wnioski z międzynarodowych doświadczeń w wykorzystywaniu tablic interaktywnych - rola doskonalenia zawodowego we wprowadzaniu nowych technologii do szkół AU - Hennessy, Sara AU - London, Laura AU - Dzierzgowski, Jan DA - 2013/// PY - 2013 DP - Google Scholar KW - _C:Australia AUS KW - _C:Mexico MEX KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - BOOK TI - 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 AU - Orr, David AU - Westbrook, Jo AU - Pryor, John AU - Durrani, Naureen AU - Sebba, Judy AU - Adu-Yeboah, Christine AU - others CY - London DA - 2013/// PY - 2013 DP - Google Scholar LA - English PB - EPPI-Centre, Social Science Research Unit, Institute of Education, University of London SN - 978-1-907345-48-7 ST - What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? UR - http://sro.sussex.ac.uk/43901/1/Undertrained_teachers_2013_Orr.pdf Y2 - 2016/03/28/11:39:40 KW - C:Low- and middle-income countries KW - STC-TLC KW - _C:Afghanistan AFG KW - _C:Algeria DZA KW - _C:Angola AGO KW - _C:Antigua and Barbuda ATG KW - _C:Argentina ARG KW - _C:Armenia ARM KW - _C:Australia AUS KW - _C:Azerbaijan AZE KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Costa Rica CRI KW - _C:Cuba CUB KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Federated States of Micronesia FSM KW - _C:Fiji FJI KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Grenada GRD KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Ivory Coast CIV KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Kosovo XKSVO KW - _C:Kyrgyzstan KGZ KW - _C:Laos LAO KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Marshall Islands MHL KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Palau PLW KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Portugal PRT KW - _C:Republic of Moldova MDA KW - _C:Rwanda RWA KW - _C:Sahrawi Arab Democratic Republic XSADR KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:Senegal SEN KW - _C:Seychelles SYC KW - _C:Singapore SGP KW - _C:Solomon Islands SLB KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Suriname SUR KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Timor-L'este TLS KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Vanuatu VUT KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - ___duplicate_item ER - TY - CONF TI - ORBIT and OER4Schools: supporting effective primary and secondary school practice through OER AU - Haßler, Björn AU - Hennessy, Sara AU - Jestaz, Caroline C3 - Proceedings of Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education DA - 2012/// PY - 2012 SP - 311 EP - 317 KW - Author:Haßler KW - Author:OpenDevEd KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Bolivia BOL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Costa Rica CRI KW - _C:Cuba CUB KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Ecuador ECU KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Peru PER KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:Slovenia SVN KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - JOUR TI - The role and status of forced migrant teachers in education in emergencies AU - Penson, Jonathan T2 - Commonwealth education partnerships DA - 2012/// PY - 2012 DP - Zotero SP - 192 EP - 197 LA - en KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:Canada CAN KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Grenada GRD KW - _C:Kenya KEN KW - _C:Malta MLT KW - _C:Myanmar MMR KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Seychelles SYC KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Thailand THA KW - _C:Uganda UGA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Pushing the child centred approach in Myanmar: the role of cross national policy networks and the effects in the classroom AU - Lall, Marie T2 - Critical Studies in Education DA - 2011/10// PY - 2011 DO - 10.1080/17508487.2011.604072 DP - DOI.org (Crossref) VL - 52 IS - 3 SP - 219 EP - 233 J2 - Critical Studies in Education LA - en SN - 1750-8487, 1750-8495 ST - Pushing the child centred approach in Myanmar UR - http://www.tandfonline.com/doi/abs/10.1080/17508487.2011.604072 Y2 - 2020/05/22/13:27:57 KW - C:Myanmar KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Germany DEU KW - _C:India IND KW - _C:Japan JPN KW - _C:Mongolia MNG KW - _C:Myanmar MMR KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda AU - Mulder, Martin AU - Roelofs, Eline AB - This paper gives a description of research in the field of Vocational Education and Training (VET). The field of VET research is quite scattered, so giving a full overview is hardly possible. Nevertheless, the VET research presented at the European Conference of Educational Research 2011 (Berlin) is reviewed, as well as the content of a number of VET research journals of publication year 2011. Research themes and topics are defined, and according to the categories the research is reviewed. The conclusions of the review are: 1. there is a large amount of research on VET which is quite diverse and fragmented; 2. much VET research lacks theoretical and empirical foundation; the dominant research methods are case and desk studies and explorative and analytical studies. There are hardly any experiments and intervention and design-based research studies; 3. there are various urgent topics for further research, which are elaborated in the paper. DA - 2011/// PY - 2011 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CLL:en KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Canada CAN KW - _C:China CHN KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Indonesia IDN KW - _C:Italy ITA KW - _C:Latvia LVA KW - _C:Luxembourg LUX KW - _C:Netherlands NLD KW - _C:Saudi Arabia SAU KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Turkey TUR KW - _C:Ukraine UKR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Pedagogical renewal in sub‐Saharan Africa: the case of Uganda AU - Altinyelken, Hülya K. T2 - Comparative Education DA - 2010/05// PY - 2010 DO - 10.1080/03050061003775454 DP - DOI.org (Crossref) VL - 46 IS - 2 SP - 151 EP - 171 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 ST - Pedagogical renewal in sub‐Saharan Africa UR - http://www.tandfonline.com/doi/abs/10.1080/03050061003775454 Y2 - 2020/05/16/16:36:26 KW - C:sub-Saharan Africa KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:Cuba CUB KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Kenya KEN KW - _C:Mali MLI KW - _C:Mauritius MUS KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Tibet XTIBT KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Teacher Motivation in Sub-Saharan Africa and South Asia AU - Bennell, Paul AU - Akyeampong, Kwame DA - 2007/// PY - 2007 DP - Zotero SP - 114 LA - en PB - DfID London UR - https://assets.publishing.service.gov.uk/media/57a08be640f0b652dd000f9a/ResearchingtheIssuesNo71.pdf KW - C:sub-Saharan Africa and South Asia KW - _C:Afghanistan AFG KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Chad TCD KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mauritania MRT KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - BOOK TI - Teacher professional learning and development: Best Evidence Synthesis Iteration (BES) AU - Timperley, Helen AU - Education Counts AU - Iterative Best Evidence Synthesis (programme) CY - Thorndon, Wellington DA - 2007/// PY - 2007 DP - Open WorldCat LA - en PB - Education Counts SN - 978-0-7903-2628-3 978-0-7903-2629-0 ST - Teacher professional learning and development KW - C:New Zealand KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Cuba CUB KW - _C:France FRA KW - _C:India IND KW - _C:Iran IRN KW - _C:Israel ISR KW - _C:Latvia LVA KW - _C:Lithuania LTU KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tonga TON KW - _C:Tuvalu TUV KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Teacher Education at a Distance: Impact on Development in the Community AU - Binns, Felicity AU - Wrightson, Tony DA - 2006/// PY - 2006 DP - Zotero SP - 74 LA - en PB - DFID KW - C:Low- and middle-income countries KW - _C:Canada CAN KW - _C:Egypt EGY KW - _C:Ghana GHA KW - _C:Guyana GUY KW - _C:Jamaica JAM KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - BOOK TI - Improving micro-planningin education througha Geographical Information SystemStudies on Ethiopia and Palestine AU - Attfield, Ian AU - Tamiru, Mathewos AU - Parolin, Bruno AU - De Grauwe, Anton CY - International Institute for Educational Planning DA - 2002/// PY - 2002 KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Cambodia KHM KW - _C:Chile CHL KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Iceland ISL KW - _C:India IND KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Malaysia MYS KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Norway NOR KW - _C:South Africa ZAF KW - _C:State of Palestine PSE KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tunisia TUN KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - A Quality assessment of education and for Kenya's tour-operating sector AU - Mayaka, M AU - King, B T2 - Current Issues in Tourism AB - This study examines the provision of tourism education and training in Kenya in the context of Sub-Saharan Africa and developing countries. Specifically the paper examines the human resource skills needed by Kenya’s tour-operating sector and the extent to which current training provision is adequate. The approach used in the present study is a modified version of WTO’s Tourism Education and Quality (TEDQUAL) methodology. The results indicate considerable convergence between the perceptions of industry operators and education providers concerning quality gaps in the development of skills. A number of systemic training shortcomings are identified including curriculum deficiencies and the inadequate development and enhancement of workplace skills. In view of the resource constraints facing most developing countries, it is argued that tourism trainingandeducation should consciously address the needs of the locally-based industry and that such an approach should result in a more effective education and training system. DA - 2002/// PY - 2002 DO - 10.1080/13683500208667911 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/13683500208667911 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:T KW - D:developing country KW - F:assessment KW - P:measurement KW - P:technology KW - P:tourism KW - T:Ausbildung KW - _C:Algeria DZA KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Congo XCO KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Ghana GHA KW - _C:Indonesia IDN KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Singapore SGP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - BOOK TI - Planning the Location of Schools: An Instrument of Educational Policy AU - Hallak, Jacques CY - Paris DA - 1977/// PY - 1977 PB - International Institute for Educational Planning KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Bolivia BOL KW - _C:Brazil BRA KW - _C:Brunei Darussalam BRN KW - _C:Bulgaria BGR KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Costa Rica CRI KW - _C:Denmark DNK KW - _C:Ecuador ECU KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Honduras HND KW - _C:Hungary HUN KW - _C:India IND KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Latvia LVA KW - _C:Lebanon LBN KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Mexico MEX KW - _C:Morocco MAR KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nicaragua NIC KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Panama PAN KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Russian Federation RUS KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - An Invitation to Market Design AU - Kominers, Scott Duke AU - Teytelboym, Alexander AB - Market design seeks to translate economic theory and analysis into practical solutions to real-world problems. By redesigning both the rules that guide market transactions and the infrastructure that enables those transactions to take place, market designers can address a broad range of market failures. In this paper, we illustrate the process and power of market design through three examples: the design of medical residency matching programs; a scrip system to allocate food donations to food banks; and the recent “Incentive Auction” that reallocated wireless spectrum from television broadcasters to telecoms. Our lead examples show how effective market design can encourage participation, reduce gaming, and aggregate information, in order to improve liquidity, efficiency, and equity in markets. We also discuss a number of fruitful applications of market design in other areas of economic and public policy. DP - Zotero SP - 43 LA - en KW - _C:Australia AUS KW - _C:Brazil BRA KW - _C:Chile CHL KW - _C:Germany DEU KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Israel ISR KW - _C:Japan JPN KW - _C:Singapore SGP KW - _C:Sweden SWE KW - _C:Syrian Arab Republic SYR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ❓ Multiple DOI ER - TY - JOUR TI - Powerful Reforms in Education: The perspective of developing countries on visuospatial reasoning in mathematics education AU - Owens, Kay DP - Google Scholar ST - Powerful Reforms in Education KW - _C:Australia AUS KW - _C:Ethiopia ETH KW - _C:Guinea GIN KW - _C:Malaysia MYS KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Papua New Guinea PNG KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER -