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 - 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 - Contemporary patterns and issues of school segregation and white flight in U.S. metropolitan areas: towards spatial inquiries AU - Zhang, Charlie H. AU - Ruther, Matt T2 - GeoJournal DA - 2020/01/11/ PY - 2020 DO - 10.1007/s10708-019-10122-1 DP - DOI.org (Crossref) J2 - GeoJournal LA - en SN - 0343-2521, 1572-9893 ST - Contemporary patterns and issues of school segregation and white flight in U.S. metropolitan areas UR - http://link.springer.com/10.1007/s10708-019-10122-1 Y2 - 2021/03/07/17:11:52 KW - Lebanon_event_2021 KW - _C:Chile CHL KW - _C:United Kingdom GBR KW - _C:United States USA 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 - 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 - CONF TI - Talent leadership strategies enhance teacher’s professional competencies in 21st century education for sustainable development AU - Xu, Ping AU - Yue, Xiaoyao C3 - IOP Conference Series: Earth and Environmental Science DA - 2019/// PY - 2019 DO - 10.1088/1755-1315/373/1/012003 DP - Google Scholar VL - 373 SP - 012003 PB - IOP Publishing KW - _C:Canada CAN KW - _C:Norway NOR 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 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 - 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 - 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 - JOUR TI - A Review of Community Extension Approaches to Innovation for Improved Livelihoods in Ghana, Uganda and Malawi AU - Wellard, Kate AU - Rafanomezana, Jenny AU - Nyirenda, Mahara AU - Okotel, Misaki AU - Subbey, Vincent T2 - The Journal of Agricultural Education and Extension AB - Purpose: Farmer-to-farmer extension offers a potentially low-cost and wide-reach alternative in supporting agricultural innovation. Various approaches are being promoted but information on their impact and sustainability is sparse. This study examines experiences of Self Help Africa and partners in Ghana, Uganda and Malawi. It asks: What is good practice in community extension for agriculture? What has been the impact of community extension on food security for smallholder farmers? What is the potential for scale-up and policy influence? Design/methodology/approach: Findings are based on a three-country mixed methods study of 240 households, farmer groups and community, government and NGO extensionists. Findings: Models of good practice include: community selection of extensionists, a twin technical and community development focus, and mutual learning. Impact of community based extension approaches on uptake of technologies, food security and livelihoods of poor groups was found to be broadly positive. Practical implications: Community based approaches appear sustainable where: communities provide support for their extensionists; community extensionists have marketable skills; communities and extensionists are developing Community Based Organisations (CBOs); and linkages are maintained with research and extension bodies. Community based extension approaches are being scaled-up in Malawi and elsewhere. To achieve sustainable pro-poor impacts, support will be needed for continued technical and community development training and back-stopping for community extensionists, and evaluation of different approaches. Originality/value: The study provides important evidence that community extensionists can help facilitate innovation in sustainable agriculture and reach the poor in a cost-effective way. They should be seen by policy-makers as part of pluralistic demand-driven extension, complementing over-stretched extension services. (Contains 6 tables.) DA - 2013/// PY - 2013 DO - 10.1080/1389224x.2012.714712 LA - en AN - DOI-10.1080/1389224X.2012.714712 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Malawi KW - CA:AandC KW - CL:de KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:learning KW - F:policy KW - F:pro-poor KW - P:agricultural KW - P:agriculture KW - P:economy KW - P:measurement KW - P:services KW - P:technology KW - R:evaluation KW - R:impact KW - R:mixed method KW - T:Training KW - Z:Agricultural Occupations KW - Z:Agriculture KW - Z:Community Development KW - Z:Community Support KW - Z:Economically Disadvantaged KW - Z:Evidence KW - Z:Food KW - Z:Foreign Countries KW - Z:Innovation KW - Z:Poverty KW - Z:Rural Education KW - Z:Rural Extension KW - Z:Security (Psychology) KW - Z:Sustainability KW - _C:Benin BEN KW - _C:Ghana GHA KW - _C:Malawi MWI KW - _C:Morocco MAR KW - _C:Norway NOR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 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 - 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 - RPRT TI - Quantitative Analysis of the Distribution of Professional Staff with Advanced Degrees in 2014 Missouri Public School Districts by Student Ethnicity and Socioeconomic Status AU - Wall, T J DA - 2015/// PY - 2015 UR - https://www.nwmissouri.edu/accreditation/NCATE/pdf/FocusVisit/Rejoinder/Exhibits/R.4.5.9%20Action%20Research%20Paper.pdf Y2 - 2021/03/07/17:43:09 KW - Lebanon_event_2021 KW - _C:Finland FIN KW - _C:Norway NOR KW - _C:Sweden SWE 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 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 - 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 - JOUR TI - Students' acceptance of tablet PCs in Italian high schools: Profiles and differences AU - Villani, Daniela AU - Morganti, Laura AU - Carissoli, Claudia AU - Gatti, Elena AU - Bonanomi, Andrea AU - Cacciamani, Stefano AU - Confalonieri, Emanuela AU - Riva, Giuseppe T2 - British Journal of Educational Technology DA - 2018/// PY - 2018 DO - 10.1111/bjet.12591 DP - Google Scholar VL - 49 IS - 3 SP - 533 EP - 544 ST - Students' acceptance of tablet PCs in Italian high schools KW - _C:France FRA KW - _C:Italy ITA KW - _C:Spain ESP KW - _C:United Kingdom GBR 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 - Aprender se escribe con app: una revisión de la literatura sobre el uso de aplicaciones móviles en el aula de Primaria AU - Vacas Criado, Miriam DP - Google Scholar ST - Aprender se escribe con app KW - _C:Colombia COL KW - _C:Greece GRC KW - _C:India IND KW - _C:Jamaica JAM KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review 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 - JOUR TI - Tablet devices in education-beyond face value AU - Turvey, Keith AU - Pachler, Norbert DA - 2018/// PY - 2018 DP - Google Scholar KW - _C:Germany DEU 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 - 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 - 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 - JOUR TI - Influencing appraisals of emotional valence with spatial touchscreen interactions: An embodied approach to Positive Technology AU - Torres, Sergio Cervera DA - 2017/// PY - 2017 DP - Google Scholar ST - Influencing appraisals of emotional valence with spatial touchscreen interactions KW - _C:Canada CAN KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Italy ITA KW - _C:Netherlands NLD 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 - 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 - JOUR TI - Rethinking the School Closure Research: School Closure as Spatial Injustice AU - Tieken, Mara Casey AU - Auldridge-Reveles, Trevor Ray T2 - Review of Educational Research AB - Recent mass closings of schools have rocked cities across the United States. Though these urban closures—and widespread community protests—have made headlines, rural schools have also long experienced and opposed the closure of their schools. A large body of research examines these urban and rural closures from a variety of perspectives, including their economic motivations and policy implications. This review reexamines this literature, looking across context to show how school closure can produce spatial injustice. Advocates argue that closures further academic opportunity, efficiency, and equality. But our analysis shows that closures are unevenly distributed, disproportionately affecting places where poor communities and communities of color live, and they can bring negative effects, harming students and adults and reducing their access to an important educational and community institution. We conclude with recommendations for research and practice. DA - 2019/12/01/ PY - 2019 DO - 10.3102/0034654319877151 DP - SAGE Journals VL - 89 IS - 6 SP - 917 EP - 953 J2 - Review of Educational Research LA - en SN - 0034-6543 ST - Rethinking the School Closure Research UR - https://doi.org/10.3102/0034654319877151 Y2 - 2021/03/07/17:36:34 KW - Lebanon_event_2021 KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Mexico MEX KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - rural KW - school closure KW - spatial injustice KW - urban ER - TY - RPRT TI - Matching practices of teachers to Schools – France – Matching in Practice AU - Terrier, Camille DA - 2014/06// PY - 2014 LA - en-US M3 - MiP Country Profile SN - 20 UR - https://www.matching-in-practice.eu/matching-practices-of-teachers-to-schools-france/ Y2 - 2021/03/07/13:25:04 KW - Lebanon_event_2021 KW - _C:Belgium BEL KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Hungary HUN KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Spain ESP KW - _C:Ukraine UKR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Technology Integration Changes over Three Years: Teacher Technology Acceptance in a One-to-One Tablet PC Integration Across Cities AU - Terashima, Kosuke AU - Nakagawa, Hitoshi AU - Kobayashi, Yuki AU - Murai, Masuo T2 - International Journal DA - 2019/// PY - 2019 DP - Google Scholar VL - 13 IS - 1 SP - 17 EP - 26 ST - Technology Integration Changes over Three Years KW - _C:Japan JPN KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CONF TI - Professional Development for Middle Leader Teachers: ICT Integration in Schools in Japan AU - Terashima, Kosuke C3 - Society for Information Technology & Teacher Education International Conference DA - 2019/// PY - 2019 DP - Google Scholar SP - 2543 EP - 2548 PB - Association for the Advancement of Computing in Education (AACE) ST - Professional Development for Middle Leader Teachers KW - _C:Canada CAN KW - _C:Japan JPN 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 - 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 - Using the Capability Approach to improve female teacher deployment to rural schools in Nigeria AU - Tao, Sharon T2 - International Journal of Educational Development AB - This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these. DA - 2014/11/01/ PY - 2014 DO - 10.1016/j.ijedudev.2014.08.011 DP - ScienceDirect VL - 39 SP - 92 EP - 99 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - https://www.sciencedirect.com/science/article/pii/S0738059314000911 Y2 - 2021/03/07/18:07:58 KW - Lebanon_event_2021 KW - _C:Bangladesh BGD KW - _C:Canada CAN KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Midline survey: Transforming teacher education and learning AU - T-TEL DA - 2017/// PY - 2017 UR - https://www.t-tel.org/files/docs/Learning%20Hub/Research%20and%20evidence%20-%20teacher%20education%20in%20Ghana/T-TEL%20MIDLINE%20REPORT.pdf Y2 - 2020/07/03/11:32:57 KW - _C:Ghana GHA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Enhancing Education for Deaf Children: Research into Practice and Back Again AU - Swanwick, Ruth AU - Marschark, Marc T2 - Deafness & Education International DA - 2010/12// PY - 2010 DO - 10.1179/1557069X10Y.0000000002 DP - DOI.org (Crossref) VL - 12 IS - 4 SP - 217 EP - 235 J2 - Deafness & Education International LA - en SN - 1464-3154, 1557-069X ST - Enhancing Education for Deaf Children UR - http://www.tandfonline.com/doi/full/10.1179/1557069X10Y.0000000002 AN - 10.1179/1557069X10Y.0000000002;503888:CEFI75Q8 Y2 - 2020/03/02/15:32:48 KW - _C:France FRA KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - Theme 6: Leadership for Learning (Tutors) AU - Swaffield, Sue AU - MacBeath, J. T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2016/12// PY - 2016 ET - 1 VL - 7 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _C:Chad TCD KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:United Kingdom GBR KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - THE USE OF TABLETS IN TEACHING POLITICAL ECONOMY AT CZECH UNIVERSITIES AU - Svoboda, Roman AU - Šrédl, Karel AU - Severová, Lucie AU - Kopecká, Lenka AU - Rodonaia, Elizbar DP - Google Scholar KW - _C:Austria AUT KW - _C:Czech Republic CZE KW - _C:Germany DEU KW - _C:Ireland IRL KW - _C:Romania ROU KW - _C:Slovenia SVN KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found 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 - 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 - 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 - 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 - 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 - 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 - 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 - Learner-centred education in developing country contexts: From solution to problem? AU - Schweisfurth, Michele T2 - International Journal of Educational Development AB - Learner-centred education (LCE) has been a recurrent theme in many national education policies in the global South, and has had wide donor support through aid programmes and smaller projects and localised innovations. However, the history of the implementation of LCE in different contexts is riddled with stories of failures grand and small. In coming to understand how LCE has been conceived, researched, and reported in relation to developing country contexts, a good starting point is the International Journal of Educational Development (IJED), where a wide range of articles on this theme has been published over the years. In all, 72 relevant articles were identified among the issues available on-line, comprising a weighty body of evidence concerning the nature and implementation of LCE. The vast majority are studies exploring the issues – and problems – of implementation of LCE-based programmes in particular settings. Emerging from these investigations is a variety of explanations for this perennial challenge: problems with the nature of reform and its implementation; barriers of material and human resources; interactions of divergent cultures; and the all-important questions of power and agency in the process. After a descriptive breakdown of the 72 articles, each of these implementation issues is explored in turn. The article considers the implications of this for future initiatives, research and scholarship in this area. The begged questions are: why do the same problems recur repeatedly, and how do we move beyond the normative ‘shoulds’ and the practical ‘can’ts’? DA - 2011/09// PY - 2011 DO - 10.1016/j.ijedudev.2011.03.005 DP - ScienceDirect VL - 31 IS - 5 SP - 425 EP - 432 J2 - International Journal of Educational Development LA - EN SN - 0738-0593 ST - Learner-centred education in developing country contexts UR - http://www.sciencedirect.com/science/article/pii/S0738059311000472 Y2 - 2015/01/26/13:55:42 KW - _C:Barbados BRB KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Canada CAN KW - _C:China CHN KW - _C:Eritrea ERI KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guinea-Bissau GNB KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Peru PER KW - _C:Poland POL KW - _C:Russian Federation RUS KW - _C:Saudi Arabia SAU KW - _C:Sierra Leone SLE KW - _C:Solomon Islands SLB KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Syrian Arab Republic SYR 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:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Inequitable Dispersion: Mapping the Distribution of Highly Qualified Teachers in St. Louis Metropolitan Elementary Schools AU - Schultz, Lyndsie Marie T2 - Education Policy Analysis Archives AB - The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (Clotfelter, Ladd, & Vidgor, 2005, 2006; Hill & Lubienski, 2007; Lankford, Loeb, & Wyckoff, 2002). This study examines the distribution, location, and exceptions to highly qualified teachers in St. Louis metropolitan elementary schools. Using Geographic Information Systems (GIS), this study demonstrates how the distribution of highly qualified teachers remains relevant to urban education policy discussions. DA - 2014/09/08/ PY - 2014 DP - ERIC VL - 22 IS - 90 LA - en SN - EISSN-1068 2341 ST - Inequitable Dispersion UR - https://eric.ed.gov/?id=EJ1050052 Y2 - 2021/03/07/17:45:19 KW - Educational Legislation KW - Elementary School Teachers KW - Elementary Schools KW - Federal Legislation KW - Lebanon_event_2021 KW - Minority Group Students KW - Poverty KW - Predictor Variables KW - Socioeconomic Status KW - Teacher Certification KW - Teacher Effectiveness KW - Teacher Qualifications KW - Urban Education KW - Urban Schools KW - _C:Argentina ARG KW - _C:Bolivia BOL KW - _C:Brazil BRA KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:India IND KW - _C:Mexico MEX KW - _C:Peru PER KW - _C:Portugal PRT KW - _C:Spain ESP KW - _C:United States USA KW - _C:Venezuela VEN KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Contrasting Screen-Time and Green-Time: A Case for Using Smart Technology and Nature to Optimize Learning Processes AU - Schilhab, Theresa S. S. AU - Stevenson, Matt P. AU - Bentsen, Peter T2 - Frontiers in Psychology DA - 2018/06/01/ PY - 2018 DO - 10.3389/fpsyg.2018.00773 DP - Crossref VL - 9 LA - en SN - 1664-1078 ST - Contrasting Screen-Time and Green-Time UR - https://www.frontiersin.org/article/10.3389/fpsyg.2018.00773/full Y2 - 2018/06/08/19:54:16 KW - _C:Denmark DNK KW - _C:Norway NOR KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - GIS in Schools: Experiences and Progress in Germany AU - Schaefer, Dirk DP - Zotero SP - 10 LA - en KW - _C:Germany DEU 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 - 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 - 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 - 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 - 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 - JOUR TI - Teacher governance reforms and social cohesion in South Africa: from intention to reality AU - Salmon, Thomas AU - Sayed, Yusuf T2 - Education as Change DA - 2016/// PY - 2016 DO - 10.17159/1947-9417/2016/1516 DP - SciELO VL - 20 IS - 3 SP - 38 EP - 56 SN - 1947-9417 ST - Teacher governance reforms and social cohesion in South Africa UR - http://www.scielo.org.za/scielo.php?script=sci_abstract&pid=S1947-94172016000300003&lng=en&nrm=iso&tlng=en Y2 - 2021/03/07/17:53:32 KW - _C:Netherlands NLD KW - _C:Rwanda RWA KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Sudan SDN KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Supporting Change in Literacy Instruction in Malawi AU - Sailors, Misty AU - Hoffman, James V. AU - Pearson, P. David AU - McClung, Nicola AU - Shin, Jaran AU - Phiri, Liveness Mwale AU - Saka, Tionge T2 - Reading Research Quarterly AB - In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes. DA - 2014/// PY - 2014 DO - 10.1002/rrq.70 DP - Wiley Online Library VL - 49 IS - 2 SP - 209 EP - 231 LA - en SN - 1936-2722 UR - https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.70 Y2 - 2020/05/10/21:46:02 KW - Adult KW - C:Malawi KW - Childhood KW - Coaching KW - Decoding KW - Discussion KW - Early childhood KW - English as a second language KW - English for speakers of other languages KW - English language learners KW - English learners KW - Experimental KW - Fairy tales KW - Family literacy KW - Home language KW - Home-school connections KW - In-service KW - Instructional models KW - Language learners KW - Literature KW - Literature-based instruction KW - Oral language KW - Parental involvement KW - Phonics KW - Program evaluation KW - Reading strategies KW - Research methodology KW - School based KW - Sight words KW - Sociocultural KW - Socioeconomic factors KW - Strategies KW - Supplementary resources KW - Teacher education KW - Textbooks KW - _C:Botswana BWA KW - _C:Fiji FJI KW - _C:France FRA KW - _C:Israel ISR KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - and materials KW - folk tales KW - methods KW - phonemic awareness KW - phonological awareness KW - professional development KW - quasi-experimental KW - word recognition ER - TY - JOUR TI - A conceptual framework to understand teachers’ Professional Dispositions and Orientation towards tablet technology in secondary schools AU - Sackstein, Suzanne AU - Slonimsky, Lynne T2 - South African Computer Journal DA - 2017/// PY - 2017 DO - 10.18489/sacj.v29i2.469 DP - Google Scholar VL - 29 IS - 2 KW - _C:Cuba CUB KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 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 - RPRT TI - Teachers Learning Together: Large-scale approaches to teacher communities of practice AU - Rossignoli, Serena AU - Amenya, Donvan AU - Kamana, Dieudonne AU - Tiganescu, Andrea AU - Kudenko, Irina DA - 2020/// PY - 2020 PB - Education Development Trust UR - https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/7c/7c40a2f7-4fa2-41d6-a21e-6f3635b1a72a.pdf Y2 - 2020/05/25/13:06:40 KW - C:Kenya / Rwanda KW - _C:Kenya KEN KW - _C:Rwanda RWA KW - _C:United Kingdom GBR 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 - 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 - CHAP TI - Using GIS and spatial modelling to support school network planning in Estonia AU - Roosaare, Jüri AU - Sepp, Edgar AB - A spatial decision support system based on geo-informatics and spatial modelling tools has been used to provide a reorganization plan of school networks, The study was undertaken in collaboration with the Ministry of Education and Research of Estonia DA - 2012/01/01/ PY - 2012 DP - ResearchGate SP - 95 EP - 108 SN - 978-1-78100-712-9 KW - _C:Austria AUT KW - _C:Estonia EST KW - _C:France FRA KW - _C:Germany DEU KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:State of Palestine PSE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 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 - Teacher retention in refugee and emergency settings: The state of the literature AU - Ring, Hannah Reeves AU - West, M Y T2 - The International Education Journal: Comparative Perspectives DA - 2015/// PY - 2015 DP - Zotero VL - 14 IS - 3 SP - 106 EP - 121 LA - en KW - _C:Afghanistan AFG KW - _C:Belgium BEL KW - _C:Bhutan BTN KW - _C:Cambodia KHM KW - _C:Chad TCD KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Nepal NPL KW - _C:Nicaragua NIC KW - _C:Papua New Guinea PNG KW - _C:Sierra Leone SLE KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Revisión sistemática sobre el uso de la tableta en la etapa de educación primaria AU - Ricoy, María-Carmen AU - Sánchez-Martínez, Cristina T2 - Revista Española de Pedagogía DA - 2020/// PY - 2020 DO - 10.22550/REP78-2-2020-04 DP - Google Scholar VL - 78 IS - 276 SP - 273 EP - 290 KW - _C:Croatia HRV KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - Teachers of Refugees: A Review of the Literature AU - Richardson, Emily AB - The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers -- that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.] DA - 2018/// PY - 2018 DP - ERIC LA - en PB - Education Development Trust SN - 978-1-909437-95-1 ST - Teachers of Refugees UR - https://eric.ed.gov/?id=ED588878 Y2 - 2021/03/07/18:04:36 KW - Access to Education KW - Civil Rights KW - Compensation (Remuneration) KW - Faculty Development KW - Financial Support KW - Foreign Countries KW - Incentives KW - Refugees KW - Research Needs KW - Teacher Certification KW - Teacher Education KW - Teacher Persistence KW - Teacher Recruitment KW - Teacher Role KW - Teacher Selection KW - _C:Afghanistan AFG KW - _C:Algeria DZA KW - _C:Bangladesh BGD KW - _C:Bhutan BTN KW - _C:Bosnia and Herzegovina BIH KW - _C:Burkina Faso BFA KW - _C:Cameroon CMR KW - _C:Chad TCD KW - _C:Congo XCO KW - _C:Croatia HRV KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Greece GRC KW - _C:Guinea GIN KW - _C:Iraq IRQ KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Malaysia MYS KW - _C:Nepal NPL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:South Sudan SSD 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: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 - 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 - High School Teacher Perceptions of Blended Learning AU - Raymond, Stephen DA - 2019/// PY - 2019 DP - Google Scholar KW - _C:France FRA KW - _C:Greece GRC KW - _C:Kuwait KWT KW - _C:Malaysia MYS KW - _C:Namibia NAM KW - _C:Tanzania TZA 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 - 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 - Transformations in Teachers' Discourse About Their Students During a School-Led Pedagogic Intervention AU - Rainio, Anna Pauliina AU - Hofmann, Riikka T2 - The European Journal of Social & Behavioural Sciences DA - 2015/// PY - 2015 DO - 10.15405/ejsbs.163 DP - Google Scholar VL - 13 IS - 2 SP - 1815 KW - _C:Finland FIN KW - _C:United Kingdom GBR 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 - THES TI - The lived experience of undergraduate students using tablet devices AU - Prendergast, Trevor DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - Durham University KW - _C:Canada CAN KW - _C:Czech Republic CZE KW - _C:France FRA KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Ireland IRL KW - _C:Malaysia MYS KW - _C:Slovakia SVK KW - _C:Spain ESP KW - _C:Trinidad and Tobago TTO 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 - Interdistrict mobility and charter schools in Arizona: Understanding the dynamics of public school choice. AU - Powers, Jeanne AU - Topper, Amy Marcetti AU - Potterton, Amanda AB - This paper investigates the mobility patterns of elementary students enrolled in Arizona’s traditional public school districts and charter schools. We address movement related to two forms of public school choice simultaneously: interdistrict choice and charter schools. Most student movement is interdistrict or between school districts. In Arizona, interdistrict mobility has played a greater role in creating and sustaining an educational market than charter schools. There is also a substantial amount of student movement from charter schools to school districts. Regression analyses suggested that the relationships between different types of student mobility and school characteristics varied across the two sectors. We also document regional differences in mobility patterns, which indicate that education markets vary considerably across and within local contexts. DA - 2018/12/01/ PY - 2018 DP - ResearchGate VL - 25 SP - 56 EP - 87 ST - Interdistrict mobility and charter schools in Arizona KW - _C:India IND KW - _C:Jordan JOR KW - _C:Sweden SWE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CONF TI - Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities AU - Power, Tom AU - Hedges, C AU - McCormick, R AU - Rahman, S T2 - Pan-Commonwealth of Learning Forum DA - 2019/// PY - 2019 LA - EN PB - Commonwealth of Learning (COL) UR - http://oasis.col.org/bitstream/handle/11599/3412/PCF9_Papers_paper_256.pdf?sequence=1&isAllowed=y KW - C:Poor and marginalised communities KW - _C:Bangladesh BGD KW - _C:France FRA KW - _C:India IND KW - _C:Jordan JOR KW - _C:Malawi MWI KW - _C:Sierra Leone SLE KW - _C:State of Palestine PSE KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Educational Technology Topic Guide AU - Power, Tom DA - 2014/// PY - 2014 DP - Google Scholar ST - EdTech Topic Guide UR - http://www.heart-resources.org/topic/educational-technology/ Y2 - 2014/10/20/15:00:18 KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Chile CHL KW - _C:Congo XCO KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Haiti HTI KW - _C:India IND KW - _C:Jamaica JAM KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Qatar QAT KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Tanzania TZA 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:filed:1 KW - __C:scheme:1 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 - Mobile augmented reality game-based learning: teacher training using the EduPARK app AU - Pombo, Lúcia AU - Marques, Margarida Morais AU - Carlos, Vânia T2 - Da Investigação às Práticas DA - 2019/// PY - 2019 DP - Google Scholar VL - 9 IS - 2 SP - 3 EP - 30 ST - Mobile augmented reality game-based learning KW - _C:Jordan JOR KW - _C:Portugal PRT KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found 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 - Interactive apps promote learning of basic mathematics in children with special educational needs and disabilities AU - Pitchford, Nicola J. AU - Kamchedzera, Elizabeth AU - Hubber, Paula J. AU - Chigeda, Antonie L. T2 - Frontiers in psychology DA - 2018/// PY - 2018 DO - 10.3389/fpsyg.2018.00262 DP - Google Scholar VL - 9 SP - 262 KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Interactive apps prevent gender discrepancies in early grade mathematics in a low-income country in Sub-Sahara Africa AU - Pitchford, Nicola J. AU - Chigeda, Antonie AU - Hubber, Paula J. T2 - Developmental Science DA - 2019/// PY - 2019 DO - 10.1111/desc.12864 DP - Google Scholar VL - 22 IS - 5 SP - e12864 KW - _C:Belgium BEL KW - _C:France FRA KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Myanmar MMR KW - _C:Netherlands NLD KW - _C:Seychelles SYC KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Teacher coaching in Kenya: Examining instructional support in public and nonformal schools AU - Piper, Benjamin AU - Zuilkowski, Stephanie Simmons T2 - Teaching and Teacher Education AB - Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes. DA - 2015/04// PY - 2015 DO - 10.1016/j.tate.2015.01.001 DP - ScienceDirect VL - 47 SP - 173 EP - 183 J2 - Teaching and Teacher Education SN - 0742-051X ST - Teacher coaching in Kenya UR - http://www.sciencedirect.com/science/article/pii/S0742051X15000025 Y2 - 2015/03/19/00:03:56 KW - AWP2 KW - C:Kenya KW - CitedIn:AKFC KW - CitedIn:OER4Schools-HHH3-B KW - Coaching KW - Instruction KW - Kenya KW - Literacy KW - PRIMR KW - _C:Canada CAN KW - _C:Ethiopia ETH KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Thailand THA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - professional development ER - TY - JOUR TI - Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system AU - Piper, Benjamin AU - Oyanga, Arbogast AU - Mejia, Jessica AU - Pouezevara, Sarah T2 - International Journal of Education and Development using Information and Communication Technology AB - Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs. DA - 2017/// PY - 2017 DP - Zotero VL - 13 IS - 3 LA - en KW - C:Kenya KW - _C:Brazil BRA KW - _C:Catalan Republic XCATA KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Honduras HND KW - _C:India IND KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Malawi MWI KW - _C:Niger NER KW - _C:Peru PER KW - _C:Portugal PRT KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial AU - Pimperton, Hannah AU - Kyle, Fiona AU - Hulme, Charles AU - Harris, Margaret AU - Beedie, Indie AU - Ralph-Lewis, Amelia AU - Worster, Elizabeth AU - Rees, Rachel AU - Donlan, Chris AU - MacSweeney, Mairéad T2 - Journal of Speech, Language, and Hearing Research AB - Purpose We developed and evaluated in a randomized controlled trial a computerized speechreading training program to determine (a) whether it is possible to train speechreading in deaf children and (b) whether speechreading training results in improvements in phonological and reading skills. Previous studies indicate a relationship between speechreading and reading skill and further suggest this relationship may be mediated by improved phonological representations. This is important since many deaf children find learning to read to be very challenging. Method Sixty-six deaf 5- to 7-year-olds were randomized into speechreading and maths training arms. Each training program was composed of a 10-min sessions a day, 4 days a week for 12 weeks. Children were assessed on a battery of language and literacy measures before training, immediately after training, and 3 months and 11 months after training. Results We found no significant benefits for participants who completed the speechreading training, compared to those who completed the maths training, on the speechreading primary outcome measure. However, significantly greater gains were observed in the speechreading training group on one of the secondary measures of speechreading. There was also some evidence of beneficial effects of the speechreading training on phonological representations; however, these effects were weaker. No benefits were seen to word reading. Conclusions Speechreading skill is trainable in deaf children. However, to support early reading, training may need to be longer or embedded in a broader literacy program. Nevertheless, a training tool that can improve speechreading is likely to be of great interest to professionals working with deaf children. Supplemental Material https://doi.org/10.23641/asha.8856356 DA - 2019/08/15/ PY - 2019 DO - 10.1044/2019_JSLHR-H-19-0073 DP - DOI.org (Crossref) VL - 62 IS - 8 SP - 2882 EP - 2894 J2 - J Speech Lang Hear Res LA - en SN - 1092-4388, 1558-9102 ST - Computerized Speechreading Training for Deaf Children UR - http://pubs.asha.org/doi/10.1044/2019_JSLHR-H-19-0073 AN - 10.1044/2019_JSLHR-H-19-0073;503888:T2S73TG9 Y2 - 2020/03/02/15:42:40 KW - _C:Netherlands NLD KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Building capacity for professional development: the development of teachers as facilitators in Ghana AU - Perry, Emily AU - Bevins, Stuart T2 - Professional Development in Education AB - In low- and middle-income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development, which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development, particularly in low- and middle-income countries. In this study, we report on a model of capacity building for professional development in Ghana. In the context of a large-scale programme of science teacher professional development, a group of Ghanaian teachers gradually assumed responsibility for professional development facilitation, working alongside experienced facilitators from the UK. Using interviews focussed on a storyline technique, we explore the experiences of the Ghanaian teachers as they reflected on their roles. We found the teachers’ epistemological beliefs about teaching were coherent with those of the programme and suggest that this may be an important factor in the success of cascade models of professional development. The teachers gained self-confidence and improved their knowledge and skills of teaching and of professional development facilitation. We propose that this is useful learning for all facilitators and that the model described here is one which is potentially useful for capacity building in other contexts. DA - 2018/05/29/ PY - 2018 DO - 10.1080/19415257.2018.1474489 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 15 SN - 1941-5257 ST - Building capacity for professional development UR - https://doi.org/10.1080/19415257.2018.1474489 Y2 - 2018/06/08/19:39:24 KW - CPD KW - Ghana KW - Professional development KW - _C:Benin BEN KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:Tanzania TZA 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 KW - capacity building KW - facilitation KW - professional learning KW - science education ER - TY - JOUR TI - O Uso Pedagógico do Tablet no Instituto Federal de Educação, Ciência e Tecnologia de Rondônia (IFRO) AU - Pereira, Dauster Souza AU - Bueno, José Lucas Pedreira T2 - EDUCA-Revista Multidisciplinar em Educação DA - 2015/// PY - 2015 DO - 10.26568/2359-2087.2015.1628 DP - Google Scholar VL - 2 IS - 4 SP - 130 EP - 144 KW - _C:Canada CAN KW - _C:Portugal PRT KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 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 - Nutiseadmete kasutamise profiilid loodusainete ja matemaatika õppimise kontekstis AU - Pedaste, Margus AU - Must, Olev AU - Leijen, Äli AU - Mäeots, Mario AU - Siiman, Leo AU - Kori, Külli AU - Adov, Liina T2 - Eesti Haridusteaduste Ajakiri DA - 2017/// PY - 2017 DP - Google Scholar VL - 5 IS - 1 SP - 99 KW - _C:Estonia EST KW - _C:Luxembourg LUX KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Student Perceptions of the Creation and Reuse of Digital Educational Resources in a Community Development-Oriented Organisation AU - Paskevicius, Michael AU - Hodgkinson-Williams, Cheryl T2 - http://jl4d.org/index.php/ejl4d/article/view/253/284 AB - This case study explores students’ perceptions of the creation and reuse of digital teaching and learning resources in their work as tutors as part of a volunteer community development organisation at a large South African University. Through a series of semi-structured interviews, student-tutors reflect on their use and reuse of digital educational resources, and identify the challenges they experience in curating, adapting, and reusing educational resources for use in their teaching activities. The data is analysed qualitatively within the framework of an activity system (Engeström, 1987) to surface the primary systemic tensions that student-tutors face in the reuse of resources found online as well as open educational resources (OER). This study found that student-tutors sourced and used educational materials from the Internet, largely irrespective of their licensing conditions, while also creating and remixing a substantial number of educational materials to make them suitable for use in their context. We conclude that greater awareness of the availability of OER and explicit open licencing for works sourced and created within community development organisations could enhance sharing, collaboration, and help sustain high impact resources. DA - 2018/04// PY - 2018 DP - dspace.col.org LA - en SN - 2311-1550 UR - http://oasis.col.org/handle/11599/2950 Y2 - 2018/06/09/16:59:27 KW - _C:Canada CAN KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Tanzania TZA 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 - JOUR TI - A comparative study of TVET in 5 African Countries with a specific focus on TVET Teacher Education AU - Papier, Joy AB - This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘TVET Teacher Education in Africa’ that was commissioned in terms of an EU-South African collaboration in 2013. While the focus was on vocational teacher education, the contextual realities of each country‘s vocational systems was studied as this would impact on every aspect of vocational teacher development, for instance, what teachers would have to teach, who the students might be, how students would be expected to learn, available funding for Vocational Education and so on. Comparisons were therefore made over a range of elements that included the systems in place for vocational training, systems of vocational teacher education, and the modalities for training of VET teachers. DA - 2017/// PY - 2017 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CLL:en KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:Ghana GHA KW - _C:Ireland IRL KW - _C:Netherlands NLD KW - _C:South Africa ZAF KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Mobility-Related Teacher Turnover and the Unequal Distribution of Experienced Teachers in Turkey AU - Özoğlu, Murat T2 - Educational Sciences: Theory & Practice AB - This study investigates the issue of mobility-related teacher turnover in Turkey through both quantitative and qualitative methods. The quantitative findings derived from descriptive and correlational analyses of countrywide teacher-assignment and transfer data indicate that a high rate of mobility-related turnover is observed in the less- developed, eastern provinces of Turkey. The qualitative findings derived from semi-structured, in-depth interviews with school principals suggest that the factors contributing to the issue of mobility-related teacher turnover experienced in eastern Turkey are largely related to the socio-economic and geographic conditions of the region. The qualitative findings further suggest that this turnover issue may have far-reaching negative consequences across school-wide performances and processes. Participants consistently reported that the issue of teacher turnover had negative impacts on student performance, teacher motivation and commitment, instructional planning, administrative processes, and school climate. The study concludes by exploring possible policy implications for alleviating the issue of mobility-related teacher turnover as experienced in the less-developed, eastern regions of Turkey. DA - 2015/08/30/ PY - 2015 DO - 10.12738/estp.2015.4.2619 DP - jestp.com VL - 15 IS - 4 J2 - EDUC SCI-THEOR PRACT LA - en SN - 2148-7561 UR - https://jestp.com/~jestpcom/index.php/estp/article/view/650 Y2 - 2021/03/07/17:52:47 KW - Lebanon_event_2021 KW - Turkey KW - _C:Georgia GEO KW - _C:Italy ITA KW - _C:Turkey TUR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 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 - 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 - 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 - THES TI - Comparison of Errorless Learning and Response Cost to simple Trial and Error learning in an automated learning environment AU - Ólafsson, Brynjar DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis KW - _C:Iceland ISL KW - __C:filed:1 KW - __C:scheme:1 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 - Lagu Nusantara: Android Role Playing Game for Elementary School Music Learning AU - Nugraha, R. Gita Ardhy AU - Florentinus, Totok Sumaryanto AU - Utomo, Kamsidjo Budi T2 - Journal of Primary Education DA - 2018/// PY - 2018 DP - Google Scholar VL - 7 IS - 2 SP - 137 EP - 145 ST - Lagu Nusantara KW - _C:Indonesia IDN KW - _C:Korea XKOR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found 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 - CONF TI - Mapping Teacher Distribution Analysis with Digitation Technology Implementation to Improve Education Management in Bengkulu City AU - Nirwana, Nirwana AU - Vatresia, Arie AU - Utama, F. P. T2 - International Conference on Educational Sciences and Teacher Profession (ICETeP 2018) AB - Embedded technology in education management is one of the most important things as an aid for Education Department. Not only help in learning process, the use of technology has been also used in many part of education to improve learning process. In this paper, we proposed the idea of mapping the digitation of High School (SMA) in Bengkulu city to manage... DA - 2019/04// PY - 2019 DO - 10.2991/icetep-18.2019.49 DP - www.atlantis-press.com SP - 197 EP - 202 LA - en PB - Atlantis Press SN - 978-94-6252-695-2 UR - https://www.atlantis-press.com/proceedings/icetep-18/55915514 Y2 - 2021/03/07/17:45:04 KW - _C:France FRA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Italy ITA KW - __C:filed:1 KW - __C:scheme:1 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 - JOUR TI - Information and Communication Technology as Agents of Change for Teaching and Teacher Development: A Case Study of a Secondary School, KwaZulu-Natal AU - Ngwane, Knowledge S. DO - 10.21125/inted.2017.1036 DP - Google Scholar ST - Information and Communication Technology as Agents of Change for Teaching and Teacher Development KW - _C:Finland FIN KW - _C:South Africa ZAF KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Design and Implementation of a Learning Application to Sensitize Senior Citizens for Internet Security AU - Nellesen, Marcel DP - Zotero SP - 92 LA - en KW - _C:Germany DEU KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - A Framework for Evaluating Tablet-based Educational Applications for Primary School Levels in Thailand AU - Nang, Hsu Mon Pyae AU - Harfield, Antony T2 - International Journal of Interactive Mobile Technologies (iJIM) DA - 2018/// PY - 2018 DO - 10.3991/ijim.v12i5.9009 DP - Google Scholar VL - 12 IS - 5 SP - 126 EP - 139 KW - _C:Denmark DNK KW - _C:Korea XKOR KW - _C:Thailand THA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Inclusion of GIS in student teacher training and its significance in higher education in southern African countries AU - Mzuza, Maureen Kapute AU - Westhuizen, Christo Van der T2 - International Research in Geographical and Environmental Education AB - Studies have been carried out on the use of geographical information systems (GIS) in teacher training, especially in the developed countries. In southern African countries, nevertheless, the scenario is different because GIS education appears to be a rather new field of study. This study therefore used systematic review to collect data. This method assists in finding and understanding the outcomes of other research conducted within the same field of study. The results reveal that only three countries (South Africa, Botswana and Malawi) teach GIS at their teacher-training universities and secondary schools. In Lesotho, GIS are only taught in secondary schools. In other countries, such as Zambia, Namibia and Zimbabwe, GIS are not taught at all at teacher-training universities and secondary schools but only at universities or departments that do not train teachers. There is no inclusion of GIS at the universities in Angola, Mozambique, Swaziland and Lesotho. Countries that use GIS have demonstrated that the course helps with decision-making, critical thinking and inquiry-based and learner-centred learning, which have the ability to improve the quality of education. Educators and policy-makers are encouraged to reinforce the inclusion of GIS and use of relevant pedagogical skills in teacher-training universities. DA - 2020/10/01/ PY - 2020 DO - 10.1080/10382046.2019.1684660 DP - Taylor and Francis+NEJM VL - 29 IS - 4 SP - 332 EP - 346 SN - 1038-2046 UR - https://doi.org/10.1080/10382046.2019.1684660 Y2 - 2021/03/07/14:15:19 KW - Southern Africa KW - _C:Angola AGO KW - _C:Botswana BWA KW - _C:Canada CAN KW - _C:Finland FIN KW - _C:India IND KW - _C:Italy ITA KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Turkey TUR 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 KW - geographical information systems (GIS) KW - geography KW - motivation tool KW - technology 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 - 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 - 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 - BOOK TI - Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa AU - Mulkeen, Aidan AU - Chapman, David AU - DeJaeghere, Joan AU - Leu, Elizabeth T2 - World Bank Working Papers DA - 2007/03/22/ PY - 2007 DP - elibrary.worldbank.org (Atypon) SP - 92 PB - The World Bank SN - 978-0-8213-7066-7 UR - https://elibrary.worldbank.org/doi/abs/10.1596/978-0-8213-7066-7 Y2 - 2021/03/07/18:08:51 KW - _C:Angola AGO KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Burkina Faso BFA KW - _C:Burundi BDI 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:China CHN KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Djibouti DJI KW - _C:Dominican Republic DOM KW - _C:Equatorial Guinea GNQ KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:India IND KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Togo TGO 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 - 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 - GIS in Education Planning: The Kenyan School Mapping Project AU - Mulaku, G. C. AU - Nyadimo, E. T2 - Survey Review AB - School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision... DA - 2013/07/19/ PY - 2013 DO - 10.1179/003962611X13117748892155 DP - www.tandfonline.com VL - 43 IS - 323 LA - EN ST - GIS in Education Planning UR - https://www.tandfonline.com/doi/pdf/10.1179/003962611X13117748892155 AN - world Y2 - 2020/11/08/22:06:47 KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:India IND KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:State of Palestine PSE KW - _C:Thailand THA KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 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 - BOOK TI - Teacher Education and the Challenge of Development: a global analysis AU - Moon, B. AU - Dladla, N AU - Bird, L. Storey, A. Nordstrum, L. Hanbing, Y. McCormick, B. Banks, F. Dheram, P. Ibn Junaid, M. Wolfenden, F. Buckler, A. Gafar, A. Tao, S. AU - Kirk, J. AU - Azlam, M. AU - Kingdon, G. AU - Dembele, M. AU - Miaro-II, B. Anamuah-Mensah, J. Power, T. AU - Umar, A. T2 - Education, Poverty and International Development Series A3 - Moon, B. CY - New York DA - 2013/// PY - 2013 PB - Routledge SN - 978-0-415-60071-2 ST - Teacher Education and the Challenge of Development: a global analysis KW - AWP2 KW - AWP2-actual KW - CitedIn:AKFC 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 - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:France FRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Mali MLI KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CONF TI - The didactical use of tablets: a balancing act between teacher-centred and learner-centred education AU - Montrieux, Hannelore AU - Schellens, Tammy C3 - 12th International Technology, Education and Development Conference (INTED) DA - 2018/// PY - 2018 DO - 10.21125/inted.2018.1005 DP - Google Scholar SP - 37 EP - 44 ST - The didactical use of tablets KW - _C:Belgium BEL KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - ‘The best app is the teacher’Introducing classroom scripts in technology-enhanced education AU - Montrieux, Hannelore AU - Raes, Annelies AU - Schellens, Tammy T2 - Journal of Computer Assisted Learning DA - 2017/// PY - 2017 DO - 10.1111/jcal.12177 DP - Google Scholar VL - 33 IS - 3 SP - 267 EP - 281 KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:China CHN KW - _C:Greece GRC 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 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 - 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 - Education Policies and Teacher Deployment in Northern Ireland: Ethnic Separation, Cultural Encapsulation and Community Cross-Over AU - Milliken, Matthew AU - Bates, Jessica AU - Smith, Alan T2 - British Journal of Educational Studies AB - Education is a key mechanism for the restoration of inter-community relations in post-conflict societies. The Northern Ireland school system remains divided along sectarian lines. Much research has been conducted into the efficacy of initiatives developed to bring children together across this divide but there has been an absence of studies into the impact of educational division on teachers. A number of policies, separately and in combination, restrict teachers’ options to move across and between the divided school sectors. The recruitment of teachers is excepted from fair employment legislation; details of teachers’ community identity are consequently not collected, and little is known about the impact that ethnic identity, educational policies and sectoral practices have had on teacher deployment. This quantitative project investigates the extent to which the deployment of teachers in mainstream schools in Northern Ireland reflects the enduring community divide. It is observed that, whilst primary schools are staffed mainly by community-consistent teachers, there has been an increase in cross-over teachers in post-primary schools – particularly in the grammar sector. Around one-in-five teachers have had no educational experience outside of their community of origin; this cultural encapsulation may contribute to a reluctance to engage with contentious issues in reconciliation programmes. DA - 2020/03/03/ PY - 2020 DO - 10.1080/00071005.2019.1666083 DP - Taylor and Francis+NEJM VL - 68 IS - 2 SP - 139 EP - 160 SN - 0007-1005 ST - Education Policies and Teacher Deployment in Northern Ireland UR - https://doi.org/10.1080/00071005.2019.1666083 Y2 - 2021/03/07/17:52:28 KW - Northern Ireland KW - _C:Ireland IRL KW - _C:Poland POL KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - community division KW - cultural encapsulation KW - post-conflict education KW - teacher identity ER - TY - JOUR TI - Trade-offs in School Choice: Comparing Deferred Acceptance, the Classic and the Adaptive Boston Mechanism AU - Mennle, Timo AU - Seuken, Sven AB - The three most common school choice mechanisms are the Deferred Acceptance mechanism (DA), the classic Boston mechanism (BM), and a variant of the Boston mechanism where students automatically skip exhausted schools, which we call the adaptive Boston mechanism (ABM). Assuming truthful reporting, we compare student welfare under these mechanisms both from a conceptual and from a quantitative perspective: We first show that, BM rank dominates DA whenever they are comparable; and via limit arguments and simulations we show that ABM yields intermediate student welfare between BM and DA. Second, we perform computational experiments with preference data from the high school match in Mexico City. We find that student welfare (in terms of rank transitions) is highest under BM, intermediate under ABM, and lowest under DA. BM, ABM, and DA can thus be understood to form a hierarchy in terms of student welfare. In contrast, in (Mennle and Seuken, 2017), we have found that the same mechanisms also form a hierarchy in terms of incentives for truthtelling that points in the opposite direction. A decision between them therefore involves an implicit trade-off between incentives and student welfare. DP - Zotero SP - 55 LA - en KW - _C:Belgium BEL KW - _C:Estonia EST KW - _C:Germany DEU KW - _C:Mexico MEX KW - _C:Spain ESP KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Strengthening Teacher Professional Development: Local and global communities of practice in Kakuma Refugee Camp AU - Mendenhall, Mary DA - 2017/// PY - 2017 PB - Columbia University UR - https://static1.squarespace.com/static/583af1fb414fb5b3977b6f89/t/59bdbadc8419c21c1bd35570/1505606367450/11_PromisingPractices_Teachers+for+Teachers_WEB.pdf Y2 - 2020/08/05/09:59:03 KW - C:Kenya KW - _C:Burundi BDI KW - _C:Congo XCO KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Kenya KEN KW - _C:Pakistan PAK KW - _C:Somalia SOM KW - _C:South Sudan SSD KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Uganda UGA 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 - 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 - RPRT TI - Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils: Coding tool for a systematic review / rapid evidence assessment AU - McBurnie, Chris AU - Walker, Hannah AU - Haßler, Björn AB - An output of the Open Development & Education, https://opendeved.net/ CN - opendeved.1115 DA - 2024/03/01/T00:00:00.000Z PY - 2024 LA - en M3 - Other PB - Open Development & Education UR - https://docs.opendeved.net/lib/G5P9ZNRI KW - Coming soon KW - Internal KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - The use of virtual learning environments and learning management systems during the COVID-19 pandemic AU - McBurnie, Chris CY - Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request SN - 7 KW - Author:OpenDevEd KW - COV:COVID and reopening of schools KW - COVID-19 KW - Distance learning KW - EdTech KW - F: Helpdesk response KW - H: Distance education KW - LP: English KW - Learning management system KW - Remote learning KW - Virtual learning environment KW - _C:Afghanistan AFG KW - _C:Armenia ARM KW - _C:Bangladesh BGD KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD 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:Iraq IRQ KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Kyrgyzstan KGZ KW - _C:Mexico MEX KW - _C:Myanmar MMR KW - _C:Nigeria NGA KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Spain ESP KW - _C:Syrian Arab Republic SYR KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United States USA KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - ___duplicate_item KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Technology-Supported Professional Development for Teachers: Lessons from Developing Countries. AU - McAleavy, Tony AU - Hall-Chen, Alex AU - Horrocks, Sarah AU - Riggall, Anna DA - 2018/// PY - 2018 DP - Google Scholar PB - Education Development Trust ST - Technology-Supported Professional Development for Teachers UR - https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for- KW - C:Low- and middle-income countries KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:China CHN KW - _C:France FRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Tanzania TZA KW - _C:Uganda UGA 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 - 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 - 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 - JOUR TI - El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria1 The use of tablets and their impact on learning. A national research in Primary Education schools AU - Martí, Mar Camacho AU - Mon, Francesc Marc Esteve T2 - Revista de educación DA - 2017/// PY - 2017 DP - Google Scholar IS - 379 SP - 170 EP - 191 KW - _C:Dominican Republic DOM KW - _C:Finland FIN KW - _C:France FRA KW - _C:India IND KW - _C:Iran IRN KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Netherlands NLD 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 - The use of tablets and their impact on learning. A national research in Primary Education schools1 El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria AU - Martí, Mar Camacho AU - Mon, Francesc Marc Esteve T2 - Revista de Educación DA - 2018/// PY - 2018 DP - Google Scholar VL - 379 SP - 160 EP - 180 KW - _C:Dominican Republic DOM KW - _C:Finland FIN KW - _C:France FRA KW - _C:India IND KW - _C:Iran IRN KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Netherlands NLD 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 - 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 - 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 - 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 - 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 - 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 - RPRT TI - Education Workforce Recruitment and Matching 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 UR - https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf Y2 - 2021/01/30/16:39:12 KW - _C:Bangladesh BGD KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:India IND KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:Sierra Leone SLE KW - _C:Tanzania TZA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Supply and Needs in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius CY - New York, NY DA - 2020/// PY - 2020 DP - Zotero SP - 41 LA - en M3 - Research and Policy Paper PB - Education Workforce Initiative SN - 3 UR - https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:Finland FIN KW - _C:Ghana GHA KW - _C:Korea, Republic KOR KW - _C:Malawi MWI KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - _yl:c KW - ⛔ No DOI found ER - TY - RPRT TI - Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children AU - Lynch, Paul AU - Kaye, Tom AU - Terlektsi, Emmanouela AB - The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts. DA - 2020/06/17/ PY - 2020 DP - Zenodo LA - eng M3 - Helpdesk Response PB - EdTech Hub SN - 16 ST - Pakistan Distance-Learning Topic Brief UR - https://docs.edtechhub.org/lib/4PAZ4ZQH KW - C:Pakistan KW - F: Helpdesk response KW - L:Special education needs and disabilities (SEND) KW - LP: English KW - _C:Bangladesh BGD KW - _C:Ethiopia ETH KW - _C:India IND KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Continuous Teacher Learning Circles in Learner-Centered Pedagogy: A Case Study in the Democratic Republic of the Congo AU - Lund, Jennifer Anne AB - This dissertation explores how continuous teacher learning circles (TLCs) support the implementation of a learner-centered pedagogy in grades 5-10 at a school in a long-term refugee community located in the Democratic Republic of the Congo (DRC). Learner-centered pedagogy has gained notice as a means to improve educational outcomes in sub-Saharan Africa (Vavrus & Bartlett, 2012). Learner-centered pedagogy may be defined as education rooted in the interests of students, their prior knowledge, and pedagogy based on student inquiry with the goal of solving real-world problems (Dewey, 1916). TLCs are increasingly used by international educational development organizations, including in the DRC (Frisoli, 2014; Inter-Agency Network for Education in Emergencies, 2015). Focusing on sustained teacher and student learning, one U.S. non-profit has worked since 2011 to co-create learner-centered modules based on locally identified assets and problems. This qualitative case study seeks to illuminate how teacher learning and well-being are supported through the TLCs and what teachers and staff understand about learner-centered pedagogy as a teaching and learning paradigm in the context. Drawing from Kanu's (2005) precept that pedagogical ideas crossing borders are continually reinterpreted and reinvented, this study takes a closer look at how indigenous practices may influence or mediate teacher learning. By using Lave and Wenger’s (1991) concept of communities of practice as the principal theoretical framework, the study relied on data from onsite individual interviews, focus groups, classroom observations, and TLC observations as well as archival documents such as lesson plans, teacher reflections, and transcripts of cross-cultural Skype conversations between Congolese and American staff. Findings suggest that the TLCs viii help teachers gain confidence in learner-centered teaching tools that support safe, inclusive, and engaging classrooms while offering a supportive space to voice problems and receive feedback from peers as they engage in planning and implementing the innovative curriculum. Findings also highlight the need for increased teacher autonomy in lesson planning. Implications of these findings encourage future research to determine whether it is feasible for learner-centered pedagogy and TLCs to be operationalized and sustained over time in other similar settings. DA - 2020/// PY - 2020 LA - en ST - Continuous Teacher Learning Circles in Learner-Centered Pedagogy UR - https://search.proquest.com/openview/a953e7f330384e6531912f3dc927f71d/1?pq-origsite=gscholar&cbl=18750&diss=y Y2 - 2021/02/11/12:31:25 KW - _C:Algeria DZA KW - _C:Angola AGO KW - _C:Azerbaijan AZE KW - _C:Belgium BEL KW - _C:Botswana BWA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Greece GRC KW - _C:Guinea GIN KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Serbia SRB KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA 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 - ⛔ No DOI found ER - TY - JOUR TI - An Examination of the Evidence-Based Literacy Research in Deaf Education AU - Luckner, John L. AU - Sebald, Ann M. AU - Cooney, John AU - Young, John AU - Muir, Sheryl Goodwin T2 - American Annals of the Deaf DA - 2005/// PY - 2005 DO - 10.1353/aad.2006.0008 DP - DOI.org (Crossref) VL - 150 IS - 5 SP - 443 EP - 456 J2 - American Annals of the Deaf LA - en SN - 1543-0375 UR - http://muse.jhu.edu/content/crossref/journals/american_annals_of_the_deaf/v150/150.5luckner.html AN - 10.1353/aad.2006.0008;503888:ZL997RBJ Y2 - 2020/03/02/15:32:29 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 - 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 - THES TI - Effect van een Robot op het aanleren van Productieve Woordenschat in een Tweede Taal bij Kleuters AU - Limpens, Lisa GA DA - 2017/// PY - 2017 DP - Google Scholar M3 - Master's Thesis KW - _C:Chile CHL KW - _C:Netherlands NLD KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 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 - 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 - JOUR TI - THE USE OF MOBILE PLATFORMS IN SCIENCE LEARNING: A COMPARATIVE STUDY BETWEEN PORTUGAL AND THE UK AU - Leitão, Rui AU - Turner, Sarah AU - Maguire, Martin DA - 2017/// PY - 2017 DO - 10.21125/iceri.2017.1357 DP - Google Scholar ST - THE USE OF MOBILE PLATFORMS IN SCIENCE LEARNING KW - _C:Portugal PRT KW - _C:Spain ESP KW - __C:filed:1 KW - __C:scheme:1 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 - 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 - 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 - 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 - 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 - 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 - Predictors of reading development in deaf children: A 3-year longitudinal study AU - Kyle, Fiona E. AU - Harris, Margaret T2 - Journal of Experimental Child Psychology AB - The development of reading ability in a group of deaf children was followed over a 3-year period. A total of 29 deaf children (7–8 years of age at the first assessment) participated in the study, and every 12 months they were given a battery of literacy, cognitive, and language tasks. Earlier vocabulary and speechreading skills predicted longitudinal growth in reading achievement. The relations between reading and the predictor variables showed developmental change. Earlier reading ability was related to later phonological awareness skills, suggesting that deaf children might develop their phonological awareness through reading. Deaf children who had the most age-appropriate reading skills tended to have less severe hearing losses and earlier diagnoses and also preferred to communicate through speech. The theoretical implications of the role for speechreading, vocabulary and phonological awareness in deaf children’s literacy are discussed. DA - 2010/11// PY - 2010 DO - 10.1016/j.jecp.2010.04.011 DP - DOI.org (Crossref) VL - 107 IS - 3 SP - 229 EP - 243 J2 - Journal of Experimental Child Psychology LA - en SN - 00220965 ST - Predictors of reading development in deaf children UR - https://linkinghub.elsevier.com/retrieve/pii/S0022096510000718 AN - 10.1016/j.jecp.2010.04.011;503888:VCBKLZAA Y2 - 2020/03/02/19:21:52 KW - _C:France FRA KW - _C:Netherlands NLD KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Harmful Signaling in Matching Markets AU - Kushnir, Alexey AB - Several labor markets, including the job market for new Ph.D. economists, have recently developed formal signaling mechanisms. We show that such mechanisms are harmful for some environments. While signals transmit previously unavailable information, they also facilitate information asymmetry that leads to coordination failures. In particular, we consider a two-sided matching game of incomplete information between firms and workers. Each worker has either the same ”typical” known preferences with probability close to one or ”atypical” idiosyncratic preferences with the complementary probability close to zero. Firms have known preferences over workers. We show that under some technical condition if at least three firms are responsive to some worker’s signal, the introduction of signaling strictly decreases the expected number of matches. JEL classification: C72, C78, D80, J44. DP - Zotero SP - 18 LA - en KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ❓ Multiple DOI ER - TY - JOUR TI - Understanding educational change: Agency-structure dynamics in a novel design and making environment AU - Kumpulainen, Kristiina AU - Kajamaa, Anu AU - Rajala, Antti T2 - Digital Education Review DA - 2018/// PY - 2018 DO - 10.1344/der.2018.33.26-38 DP - Google Scholar IS - 33 SP - 26 EP - 38 ST - Understanding educational change KW - _C:Finland FIN KW - _C:Jordan JOR KW - _C:Netherlands NLD KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 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 - 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 - CONF TI - Technologie w\lasne czy szkolne? Podzia\l cyfrowy i jego skutki w kontekście nauczania i uczenia się wzbogaconego technologicznie AU - Kopciewicz, Lucyna AU - Bougsiaa, Hussein C3 - Forum Oświatowe DA - 2019/// PY - 2019 DP - Google Scholar VL - 30 SP - 199 EP - 218 ST - Technologie w\lasne czy szkolne? KW - _C:Denmark DNK KW - _C:Poland POL KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List AU - Koomar, Saalim AU - Moss Coflan, Caitlin AU - Kaye, Tom CY - Cambridge, UK DA - 2020/06/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request PB - EdTech Hub ST - Using EdTech in Settings of Fragility, Conflict and Violence KW - C:Yemen KW - F: Helpdesk response KW - LP: English KW - W:Fragile and conflict affected contexts KW - _C:Afghanistan AFG KW - _C:Algeria DZA KW - _C:Bangladesh BGD KW - _C:Burkina Faso BFA KW - _C:Chad TCD KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Iraq IRQ KW - _C:Jordan JOR KW - _C:Kuwait KWT KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Sierra Leone SLE KW - _C:South Sudan SSD KW - _C:Sudan SDN KW - _C:Syrian Arab Republic SYR KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:Yemen YEM KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode 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 - 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 - THES TI - The Relevance of Teacher Autonomy-A Qualitative Case-Study of Malawi Unlocking Talent: Learning Through Technology AU - Kleiberg, Elisabeth Vestvik DA - 2019/// PY - 2019 DP - Google Scholar M3 - Master's Thesis ST - The Relevance of Teacher Autonomy-A Qualitative Case-Study of Malawi Unlocking Talent KW - _C:Botswana BWA KW - _C:Ethiopia ETH KW - _C:Greece GRC KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Norway NOR KW - _C:Portugal PRT KW - _C:Senegal SEN 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: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 - Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning AU - Kim, Hye Jeong AU - Choi, Jiyoung AU - Lee, Suyoun T2 - Education Sciences DA - 2019/// PY - 2019 DO - 10.3390/educsci9020087 DP - Google Scholar VL - 9 IS - 2 SP - 87 ST - Teacher Experience of Integrating Tablets in One-to-One Environments KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Switzerland CHE KW - _C:United States USA 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 - JOUR TI - ARTTE Applied Researches in Technics, Technologies and Education AU - Kazlacheva, Zlatina AU - Georgieva, Krasimira AU - Tassev, Georgi AU - Ganev, Nikolai AU - Ginkov, Iliya AU - Vassiliadis, Savvas AU - Elnashar, Elsayed AU - Belino, Nuno AU - Daskalov, Plamen AU - Kanchev, Angel DP - Google Scholar KW - _C:Bulgaria BGR KW - _C:Czech Republic CZE KW - _C:Egypt EGY KW - _C:Greece GRC KW - _C:Japan JPN KW - _C:Portugal PRT KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Serbia SRB KW - _C:Slovakia SVK KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Nepal “Ask me anything” Session: Responses to audience questions AU - Kaye, Tom AU - Groeneveld, Caspar AU - Moss, Caitlin AU - Haßler, Björn AB - On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal).  The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal.  This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions. DA - 2020/05// PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 13 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - C:Nepal KW - F: Helpdesk response KW - LP: English KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Liberia LBR KW - _C:Nepal NPL KW - _C:Pakistan PAK KW - _C:Singapore SGP KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - JOUR TI - Tablet Use in Teaching: A Study on Developing an Attitude Scale for Academics. AU - Kayapinar, Ulas AU - Spathopoulou, Filomachi AU - Safieddine, Fadi AU - Nakhoul, Imad AU - Kadry, Seifedine T2 - Eurasian Journal of Educational Research DA - 2018/// PY - 2018 DP - Google Scholar VL - 78 SP - 219 EP - 234 ST - Tablet Use in Teaching KW - _C:Belgium BEL KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Denmark DNK KW - _C:France FRA KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Kuwait KWT KW - _C:Lebanon LBN KW - _C:Malawi MWI KW - _C:Nigeria NGA KW - _C:Romania ROU KW - _C:Saudi Arabia SAU 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:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - MOOCs for Professional Development of Teachers through E-Learning System: The Indian Scenario AU - Kayal, Soumen AU - Kayal, Baisakhi Das T2 - SRELS Journal of Information Management DA - 2020/// PY - 2020 DO - 10.17821/srels/2020/v57i2/151966 DP - Google Scholar VL - 57 IS - 2 SP - 107 EP - 112 ST - MOOCs for Professional Development of Teachers through E-Learning System KW - _C:France FRA KW - _C:India IND KW - _C:Kenya KEN 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 - 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 - 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 - JOUR TI - InfoInternet for Education in the Global South: A Study of Applications Enabled by Free Information-only Internet Access in Technologically Disadvantaged Areas (authors' version) AU - Johansen, Johanna AU - Johansen, Christian AU - Noll, Josef T2 - arXiv preprint arXiv:1808.09496 DA - 2018/// PY - 2018 DP - Google Scholar ST - InfoInternet for Education in the Global South KW - _C:Bangladesh BGD KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:India IND KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Peru PER KW - _C:Tanzania TZA KW - _C:Thailand THA 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 - ⛔ No DOI found ER - TY - JOUR TI - A review of research on bridging the gap between formal and informal learning with technology in primary school contexts AU - Jagušt, Tomislav AU - Botički, Ivica AU - So, H.-J. T2 - Journal of Computer Assisted Learning DA - 2018/// PY - 2018 DO - 10.1111/jcal.12252 DP - Google Scholar KW - _C:China CHN KW - _C:Croatia HRV KW - _C:France FRA KW - _C:Korea XKOR KW - _C:Singapore SGP KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review ER - TY - CONF TI - School Choice: Digital Prints and Network Analysis AU - Ivaniushina, Valeria AU - Williams, Elena A2 - Alexandrov, Daniel A. A2 - Boukhanovsky, Alexander V. A2 - Chugunov, Andrei V. A2 - Kabanov, Yury A2 - Koltsova, Olessia T3 - Communications in Computer and Information Science AB - We apply social network analysis to examine school choice in the second-largest Russian city Saint-Petersburg. We use online data (“digital footprints”) of between-schools comparisons on a large school information resource shkola-spb.ru. This resource allows to identify clusters of city schools that have been compared to each other more often and thus reflect choice preferences of students and parents looking for a school. Network analysis is conducted in R (‘igraph’ package). For community detection, we employed fast-greedy clustering algorithm (Good et al. 2010). The resulting communities (school clusters) have been placed on a city map to identify territorial patterns formed according to choice preferences.Network analysis of the district school networks based on between-schools online comparisons reveals two main factors for community formation. The first factor is territorial proximity: users compare schools that are relatively close to each other and not separated by wide streets, parks, industrial areas, rivers, etc. The second grouping principle is the type of school: private schools always form a separate cluster which shows that they are not being compared with public schools. In one district there was also a cluster of elite or academically challenging public schools grouped together. C1 - Cham C3 - Digital Transformation and Global Society DA - 2018/// PY - 2018 DO - 10.1007/978-3-030-02843-5_33 DP - Springer Link SP - 417 EP - 426 LA - en PB - Springer International Publishing SN - 978-3-030-02843-5 ST - School Choice KW - Digital prints KW - Network analysis KW - School choice KW - _C:Germany DEU KW - _C:Russian Federation RUS KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Attitude towards One-to-One Technology among Student Academic Achievement in Ninth Grade STEM Classes AU - Ishmael, Brenda Patterson DA - 2020/// PY - 2020 DP - Google Scholar KW - _C:Austria AUT KW - _C:Greece GRC KW - _C:India IND KW - _C:Korea, Republic KOR KW - _C:Netherlands NLD KW - _C:Peru PER 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 WRITING AND SUPERVISION OF BRIGHT ENGLISH TEXTBOOK DEVELOPMENT FOR PRIMARY SCHOOL TEACHERS IN INDONESIAN CONTEXT AU - Inayati, Nina AU - Abidasari, Erlyna AU - WS, Kharisma Naidi T2 - Englisia: Journal of Language, Education, and Humanities DA - 2019/// PY - 2019 DO - 10.22373/ej.v7i1.5592 DP - Google Scholar VL - 7 IS - 1 SP - 53 EP - 68 KW - _C:Indonesia IDN KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 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 - JOUR TI - Review of national education policies: Teacher quality and learning outcomes AU - Hunt, Frances T2 - PROSPECTS AB - This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of specific questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations related to the inclusion of teaching and learning in education policy and a range of strategies that can support teaching and learning, both directly and indirectly. DA - 2015/09// PY - 2015 DO - 10.1007/s11125-015-9356-z DP - DOI.org (Crossref) VL - 45 IS - 3 SP - 379 EP - 390 J2 - Prospects LA - en SN - 0033-1538, 1573-9090 ST - Review of national education policies UR - http://link.springer.com/10.1007/s11125-015-9356-z Y2 - 2021/03/07/18:03:34 KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Belize BLZ KW - _C:Bhutan BTN KW - _C:Cambodia KHM KW - _C:Colombia COL KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:Guyana GUY KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Jamaica JAM KW - _C:Kenya KEN KW - _C:Laos LAO KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mauritius MUS KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Arab Emirates ARE 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 - CONF TI - Research on the Novel Education Pattern for Science and Engineering Classes Based on Experiment and Interactive Teaching Method AU - Huang, Wenzhun AU - Xie, Xinxin AU - Bian, Wei AU - Zhang, Hui C3 - International Conference on Education, Management, Computer and Society DA - 2016/// PY - 2016 DO - 10.2991/emcs-16.2016.106 DP - Google Scholar PB - Atlantis Press KW - _C:China CHN KW - _C:Switzerland CHE KW - _C:Turkey TUR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - A rationale for reconfiguring tertiary education in Montserrat & the OECS to meet the life-long learning challenges of the twentyfirst century AU - Howe, G. AU - Cassell, DAPHNE T2 - Retrieved October DA - 2004/// PY - 2004 DP - Google Scholar VL - 8 SP - 2007 KW - _C:Antigua and Barbuda ATG KW - _C:Bahamas BHS KW - _C:Barbados BRB KW - _C:Belize BLZ KW - _C:Brazil BRA KW - _C:Dominica DMA KW - _C:France FRA KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:India IND KW - _C:Jamaica JAM KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Spain ESP KW - _C:Trinidad and Tobago TTO 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 - 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 - 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 - Findings from a Mobile Tablet Project Implementation in Rural South Africa. AU - Herselman, Marlien AU - Botha, Adele AU - Dlamini, Sifiso AU - Marais, Mario AU - Mahwai, Nare T2 - International Association for Development of the Information Society DA - 2019/// PY - 2019 DP - Google Scholar KW - _C:Japan JPN KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found 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 - JOUR TI - Challenges and opportunities for teacher professional development in interactive use of technology in African schools AU - Hennessy, Sara AU - Haßler, Björn AU - Hofmann, Riikka T2 - Technology, Pedagogy and Education DA - 2015/// PY - 2015 DO - 10.1080/1475939x.2015.1092466 DP - Google Scholar VL - 24 IS - 5 SP - 1 EP - 28 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Bangladesh BGD KW - _C:France FRA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD 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:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:b 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 - JOUR TI - IPadien opetuskäytön yhteys kolmannen luokan oppilaiden motivaatioon ja itseohjautuvuuteen käsityön opetuskokeilussa AU - Hemminki, Anni AU - Lummelahti, Miina DA - 2020/// PY - 2020 DP - Google Scholar KW - _C:Finland FIN KW - _C:Malaysia MYS KW - _C:Oman OMN 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 - 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 - RPRT TI - Teacher professional development and coaching in low-income countries: An evidence-informed conversation AU - Haßler, Björn AU - Moss, Caitlin CY - Cambridge, UK, and Washington, USA DA - 2020/01/31/ PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 1 UR - http://docs.edtechhub.org/lib/SC5NHA65 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Ghana GHA KW - _C:India IND KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:m ER - TY - CHAP TI - Open Content AU - Haßler, Björn AU - Mays, Tony T2 - International Encyclopedia of Digital Communication and Society A2 - Hwa Ang, Peng A2 - Mansell, Robin DA - 2015/// PY - 2015 PB - Wiley-Blackwell UR - http://bjohas.de/Publications/Hassler_Mays_OpenContent KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Canada CAN KW - _C:France FRA KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Tablet use in schools: a critical review of the evidence for learning outcomes AU - Haßler, Björn AU - Major, Louis AU - Hennessy, Sara T2 - Journal of Computer Assisted Learning AB - The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here. DA - 2016/// PY - 2016 DO - 10.1111/jcal.12123 DP - Google Scholar VL - 32 IS - 2 SP - 139 EP - 156 J2 - JCAL LA - en SN - 1365-2729 ST - Tablet use in schools UR - https://docs.opendeved.net/lib/9IYKEUKJ KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - Android KW - Australia AUS KW - Author:Haßler KW - Author:OpenDevEd KW - Belgium BEL KW - Björn-CV-OECS KW - Canada CAN KW - Chile CHL KW - DL4D cited KW - Malawi MWI KW - Monday KW - New Zealand NZL KW - Spain ESP KW - TL:Arabic KW - TL:English KW - TL:Translated KW - Thailand THA KW - TranslationGoingAhead KW - Turkey TUR KW - _C:Brazil BRA KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:India IND KW - _C:Kenya KEN KW - _C:Norway NOR KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - iPad KW - learning outcomes KW - publicImportV1 KW - school KW - systematic reviews KW - tablets 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 - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development AU - Haßler, Björn AU - Hennessy, Sara AU - Hofmann, Riikka T2 - Journal of Learning for Development AB - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. DA - 2018/// PY - 2018 DP - Google Scholar VL - 5 IS - 1 J2 - Journal of Learning for Development ST - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa UR - https://docs.opendeved.net/lib/D2GQYC5S KW - AWP2 KW - Active Learning KW - Africa KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - CitedIn:DFID_SRF KW - CitedIn:OER4S-TPE-Anon KW - CitedIn:OER4Schools-2012-HHH1-anon KW - CitedIn:PhD_Thesis KW - DIAL-RDO KW - Developing Nations KW - Educational Technology KW - Elementary Secondary Education KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - IMPORT_FROM_DFID_RITE KW - InPrep KW - Inservice Teacher Education KW - Low Income Groups KW - Monday KW - Motivation KW - OER4Schools KW - Open Educational Resources KW - Peer Teaching KW - RPF-May-2016 KW - Resource Allocation KW - Rural Schools KW - STC-TLC KW - Scaffolding (Teaching Technique) KW - Scheduling KW - Shared Resources and Services KW - Sustainable Development KW - Sustainable Development Goal 4 KW - TL:Arabic KW - TL:English KW - TL:Translated KW - Teacher Professional Development KW - Technology Uses in Education KW - Telecommunications KW - TranslationGoingAhead KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:India IND KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Nigeria NGA KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF 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 - _r:ImportedToMyEducationEvidence KW - _yl:a KW - missingHU KW - peer-facilitation KW - school-based active learning KW - sub-Saharan Africa KW - ⛔ No DOI found ER - TY - JOUR TI - School-based professional development in a developing context: Lessons learnt from a case study in Zambia AU - Haßler, Björn AU - Hennessy, S. AU - Cross,, A. T2 - Professional Development in Education AB - This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all. DA - 2014/// PY - 2014 DO - 10.1080/19415257.2014.938355 DP - Taylor and Francis+NEJM VL - 41 IS - 5 SP - 1 EP - 20 J2 - PDIE SN - 1941-5257 ST - School-based professional development in a developing context: Lessons learnt from a case study in Zambia UR - http://dx.doi.org/10.1080/19415257.2014.938355 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Malawi MWI KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:a 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 - 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 - RPRT TI - Literature reviews of educational technology research in low and middle-income countries: an audit of the field AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah AB - One of the overall objectives of the EdTech Hub is to conduct a series of literature reviews on the state of educational technology in primary and secondary school settings within low and middle-income countries (LMICs). Given the variety of approaches which can be considered as ‘educational technology’ and the range of settings which are LMICs, the scale of the task presents an initial challenge. Furthermore, it would be valuable to design the initial literature search in such a way that would subsequently support detailed, systematic reviews on particular themes or topics depending upon trends within the body of literature. In order to learn from existing related studies and inform the practical direction of the literature review, a collection of documents was examined and analysed. The collection included seven methodological documents about conducting systematic reviews, and 15 recent systematic reviews, which addressed topics related to the focus of the Hub (including a range of EdTech-related topics or education for development, for example). In this report we have two objectives : 1. Summarise methodologies for systematic literature reviews in the field of educational technology in LMICs. 2. Provide specific methodological recommendations on conducting a systematic literature review of the state of research on educational technology in LMICs. To investigate systematic literature reviews in the field of interest (Objective 1), insights were drawn from an analysis of the sample of documents. The papers selected for inclusion were chosen either because they were existing literature reviews relevant to our theme of EdTech in LMICs, or because they were analyses of specific literature review methodologies. The papers were mapped onto a framework according to their methodological stance, approaches to data gathering, and data analysis. This paper also discusses the implications of the analysis in relation to the work of the EdTech Hub, and how to translate the findings of the analysis into practical considerations for addressing the Hub’s research questions through a systematic literature review (Objective 2). As such, this report also represents a case study in planning a literature review in this context, which may be a useful resource for others intending to undertake similar reviews in the future. CY - Cambridge and London, UK DA - 2019/12/18/ PY - 2019 M3 - EdTech Hub Working Paper PB - EdTech Hub SN - 2 ST - Literature reviews of educational technology research in low and middle-income countries UR - http://docs.edtechhub.org/lib/NM6CPLE9 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - LP: English KW - R:Literature review, systematic review KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Jordan JOR KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _yl:g KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode KW - educational technology, EdTech, low-income countries, literature review KW - ⛔ No DOI found ER - TY - RPRT TI - Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries AU - Haßler, Björn AB - Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513 DA - 2020/04/16/ PY - 2020 DP - Zenodo PB - Zenodo ST - Continue or reboot? UR - https://zenodo.org/record/3753513 Y2 - 2020/04/18/10:09:31 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Germany DEU KW - _COVID-Continuity-Blogpost-01 KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:p ER - TY - RPRT TI - Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology AU - Haßler, Björn CY - Cambridge, UK, and Washington, USA DA - 2020/01/31/ PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 2 UR - http://docs.edtechhub.org/lib/H9W2X3KM KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Ghana GHA KW - _C:India IND KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:n ER - TY - RPRT TI - Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. AU - Haßler, Björn CY - Cambridge, UK, and Washington, USA DA - 2020/01/31/ PY - 2020 M3 - EdTech Hub Helpdesk Request PB - EdTech Hub SN - 3 UR - http://docs.edtechhub.org/lib/VM6NXYF3 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Bangladesh BGD KW - _C:Ghana GHA KW - _C:India IND KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:Pakistan PAK KW - _C:South Africa ZAF 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 KW - _yl:o 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 - 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 - CHAP TI - School-Based Teacher Professional Development in East Africa: Emerging Lessons from Kenya and Tanzania AU - Hardman, Jan T2 - International Handbook of Teacher Quality and Policy A2 - Akiba, Motoko A2 - LeTendre, Gerald K. AB - This chapter discusses the main challenges facing both governments and the international donor community in the East African region as they implement effective teacher professional development. It reviews the emerging evidence suggesting educational quality is largely obtained by engaging teachers in reviewing their pedagogical processes at the school and classroom levels. It concludes with a discussion of the key priorities for policymakers in Kenya, Tanzania and East Africa more generally as they work towards improving pedagogical practices of both teachers and teacher educators and raising learning outcomes for all children as part of the new post-2015 education agenda. CY - New York : Routledge, 2017. DA - 2017/09/01/ PY - 2017 DP - Google Scholar ET - 1 SP - 517 EP - 527 LA - en PB - Routledge SN - 978-1-315-71006-8 UR - https://www.taylorfrancis.com/books/9781317487821/chapters/10.4324/9781315710068-34 Y2 - 2020/10/20/18:13:27 KW - _C:Canada CAN KW - _C:Cuba CUB KW - _C:Finland FIN KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea, Republic KOR KW - _C:Malawi MWI KW - _C:Senegal SEN KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda AU - Hardman, Frank AU - Ackers, Jim AU - Abrishamian, Niki AU - O’Sullivan, Margo T2 - Compare: A Journal of Comparative and International Education AB - While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole. DA - 2011/09/01/ PY - 2011 DO - 10.1080/03057925.2011.581014 DP - Taylor and Francis+NEJM VL - 41 IS - 5 SP - 669 EP - 683 J2 - Compare: A Journal of Comparative and International Education LA - en SN - 0305-7925, 1469-3623 ST - Developing a systemic approach to teacher education in sub-Saharan Africa UR - http://dx.doi.org/10.1080/03057925.2011.581014 Y2 - 2015/10/15/15:36:16 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - C:Kenya KW - C:Kenya / Uganda / Tanzania KW - C:Tanzania KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:Improvement KW - F:ministry KW - F:pedagogy KW - F:policy KW - F:teaching KW - P:teacher education KW - P:teachers KW - Q:distance education KW - Q:open learning KW - R:survey KW - T:TVET KW - T:Training KW - T:work-based learning KW - Z:Cost Effectiveness KW - Z:Educational Change KW - Z:Educational Development KW - Z:Educational Improvement KW - Z:Educational Policy KW - Z:Educational Quality KW - Z:Equal Education KW - Z:Foreign Countries KW - Z:Systems Approach KW - Z:Teacher Education KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Ghana GHA KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:Myanmar MMR KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Rwanda RWA KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ___working_potential_duplicate KW - publicImportV1 ER - TY - JOUR TI - Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training AU - Hardman, Frank AU - Abd‐Kadir, Jan AU - Agg, Catherine AU - Migwi, James AU - Ndambuku, Jacinta AU - Smith, Fay T2 - Comparative Education AB - This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to elicit their views on the impact of the school‐based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole‐class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in‐service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered. DA - 2009/02/01/ PY - 2009 DO - 10.1080/03050060802661402 DP - DOI.org (Crossref) VL - 45 IS - 1 SP - 65 EP - 86 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 ST - Changing pedagogical practice in Kenyan primary schools UR - http://dx.doi.org/10.1080/03050060802661402 Y2 - 2015/10/15/15:40:48 KW - C:Kenya KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Ghana GHA KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - __C:filed:1 KW - __C:scheme:1 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 - THES TI - Smarter without smartphones?: effects of mobile phone bans in schools on academic performance, well-being, and bullying AU - Guldvik, Maria Køber AU - Kvinnsland, Ingvild DA - 2018/// PY - 2018 DP - Google Scholar M3 - Master's Thesis ST - Smarter without smartphones? KW - _C:Colombia COL KW - _C:France FRA KW - _C:Norway NOR KW - _C:Romania ROU KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Education Coverage in Sierra Leone AU - GRID3 DA - 2020/12// PY - 2020 UR - https://grid3.org/publications/education-coverage-in-sierra-leone KW - _C:Luxembourg LUX KW - _C:Sierra Leone SLE KW - _C:United Kingdom GBR 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 - 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 - 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 - JOUR TI - The impact of school mapping in the development of education in Tanzania: an assessment of the experiences of six districts AU - Galabawa, Justinian C. J. AU - Agu, Augustine Obeleagu AU - Miyazawa, Ichiro T2 - Evaluation and Program Planning AB - In this study the authors have looked at the impact of school mapping in the development of education in Tanzania. The study examined the experiences of six districts where school mapping exercises were carried out. The key question that guided the study is what happened after school mapping. Through a combination of instruments and/or techniques—interviews, questionnaires, focus group discussion, and document analysis, the study found that school mapping impacted in varying degrees positively on the development of education in the districts in terms of increased enrollment and attendance, decreased incidents of dropping out, improved information for decision making, and enhanced capacities of field actors to plan and take action. The authors conclusively argued that for the benefits of school mapping to be maximized and sustained, it should not be a one shot activity for data collection purposes only. Rather, it should be an on-going process of assessment, analysis, and action. DA - 2002/02/01/ PY - 2002 DO - 10.1016/S0149-7189(01)00046-5 DP - ScienceDirect VL - 25 IS - 1 SP - 23 EP - 33 J2 - Evaluation and Program Planning LA - en SN - 0149-7189 ST - The impact of school mapping in the development of education in Tanzania UR - http://www.sciencedirect.com/science/article/pii/S0149718901000465 Y2 - 2021/01/30/18:46:48 KW - _C:Central African Republic CAF KW - _C:France FRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Will, Skill or Conscientiousness: What Predicts Teachers' ICT-Related Professional Development? AU - Fütterer, Tim AU - Lachner, Andreas AU - Scheiter, Katharina AU - Scherer, Ronny AU - Stürmer, Kathleen DA - 2020/// PY - 2020 DP - Google Scholar ST - Will, Skill or Conscientiousness KW - _C:Germany DEU KW - _C:Netherlands NLD KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher ‘quality’ and attainment grouping: The role of within-school teacher deployment in social and educational inequality AU - Francis, Becky AU - Hodgen, Jeremy AU - Craig, Nicole AU - Taylor, Becky AU - Archer, Louise AU - Mazenod, Anna AU - Tereshchenko, Antonina AU - Connolly, Paul T2 - Teaching and Teacher Education AB - Prior research suggests that where pupils are 'tracked', better qualified, more experienced teachers tend to be deployed to higher attainment groups, at the expense of pupils in lower tracks. This is especially pertinent from a social justice perspective, given consistent findings in the UK that pupils from socially-disadvantaged backgrounds are over-represented in low attainment groups. This article draws on data from 380 teachers, drawn from 126 secondary schools in England, and interviews with 118 Year 7 students, to examine whether these findings from prior research in the US and elsewhere extend to the case of England in the present day. Findings show some evidence of these inequitable tendencies: those teachers highly qualified in their taught subject were less likely to be allocated to low sets. We also examine whether an intervention designed to encourage more equitable distribution had any impact on practice, and find tentative evidence that deployment in intervention schools had been impacted in relation to teacher subject qualifications. Pupils believed that teachers of higher sets had higher expectations and standards of behaviour, whereas those for low sets were seen to be unhelpfully indulgent, indicating a need for research attention to pedagogy and tracking. Findings are analysed from a social justice perspective, with interest in the consequences of inequitable distribution of teachers for the reproduction of social inequality. DA - 2019/01/01/ PY - 2019 DO - 10.1016/j.tate.2018.10.001 DP - ScienceDirect VL - 77 SP - 183 EP - 192 J2 - Teaching and Teacher Education LA - en SN - 0742-051X ST - Teacher ‘quality’ and attainment grouping UR - https://www.sciencedirect.com/science/article/pii/S0742051X18300854 Y2 - 2021/03/07/18:00:13 KW - _C:Ireland IRL KW - _C:Pakistan PAK KW - _C:United Kingdom GBR 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 - A review of traditional Ghanaian and Western philosophies of adult education AU - Fordjor, P AU - Kotoh, , A AU - Kpeli, K Kumah T2 - International Journal of Lifelong Education AB - The primary objective of this article is to critically examine some aspects of the traditional Ghanaian and Western philosophies of adult education. It is a well-attested fact that many of the pre-colonial and early colonial writers about Africa portrayed Africa as a dark continent devoid of advanced centres of learning worthy of emulation by others. The old West African civilizations of Ghana, Mali and Songhai with advanced centres of learning at Timbuktu and Djenne in the 11th century seemed to have been completely ignored by these writers (Boahen 1967: 20, Davidson 1966b: 50). Even though many other writers including several missionaries, anthropologists and historians, depicted Africa in a rather positive and scientific manner (Davidson 1966b, Goody 1966), much of the negative image created long ago still exists and needs to be examined and corrected. The formal Western system of school education was introduced in Ghana more than a century ago. Despite this, about 60% of the adult population today makes its living as illiterate farmers, workers, apprentices or master craftsmen in the various traditional art and craft production centres. Consequently, traditional adult education continues to play an important role in the social and economic development of the country. Like the Western system of adult education the Ghanaian traditional education has sound philosophical foundations, which have helped to maintain political stability and social cohesion in the country over the years. Much is written about Western and eastern philosophies but there is a dearth of literature on philosophies of adult education from Africa. Given that Africa is the second largest continent on the globe and that adult education proliferates throughout the continent, the authors felt their investigation would make a significant contribution to a global understanding of the field. Additionally, there is an increasing need for African students to appreciate and re-establish confidence in their own culture. This review cannot cover all of Africa so the focus is on Ghana, one country in West Africa. DA - 2003/// PY - 2003 DO - 10.1080/0260137032000055321 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/0260137032000055321 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:measurement KW - Q:adult education KW - T:Lehrlingsausbildung KW - T:Training KW - T:apprentice KW - _C:Canada CAN KW - _C:Denmark DNK KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Mali MLI KW - _C:Nigeria NGA KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - Results from a Study for Teaching Human Body Systems to Primary School Students Using Tablets AU - Fokides, Emmanuel AU - Mastrokoukou, Aikaterini T2 - Contemporary Educational Technology DA - 2018/// PY - 2018 DO - 10.30935/cet.414808 DP - Google Scholar VL - 9 IS - 2 SP - 154 EP - 170 KW - _C:Canada CAN KW - _C:Dominican Republic DOM KW - _C:Greece GRC KW - _C:Singapore SGP KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 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 - How Useful Are They? AU - Fawcett, Liz DA - 2016/// PY - 2016 DP - Google Scholar KW - _C:Canada CAN KW - _C:Ireland IRL KW - _C:Malaysia MYS KW - _C:Nepal NPL 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 - 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 - 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 - 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 - JOUR TI - Social Discourse Influencing Elementary Teachers' Cognition and Metacognition for Problem Solving in Open-Ended Professional Development. AU - Durley, Hui-Chen K. AU - Ge, Xun T2 - New Waves-Educational Research and Development Journal DA - 2019/// PY - 2019 DP - Google Scholar VL - 22 IS - 1 SP - 55 EP - 71 KW - _C:Mexico MEX KW - _C:Spain ESP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found 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 - 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 - 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 - 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 - JOUR TI - The performance of school assignment mechanisms in practice AU - de Haan, Monique AU - Gautier, Pieter A AU - Oosterbeek, Hessel AB - On the basis of theory alone, it is hard to advise school districts which school assignment mechanism to adopt. While the Deferred Acceptance (DA) mechanism has some desirable properties (strategy proofness and stability) that the Boston mechanism lacks, Boston may outperform DA in terms of welfare because it allows students to express the intensity of their preferences. We use a unique combination of administrative data and survey data to compare the two mechanisms empirically. We find that DA results in higher average welfare than Boston. This finding contradicts the baseline results from some recent studies that use structural approaches. This contradiction can be attributed to the structural models’ assumption that students do not make strategic mistakes. When we impose this assumption, the welfare ranking of the mechanisms reverses. DO - 10.2139/ssrn.2655067 DP - Zotero SP - 35 LA - en KW - _C:Netherlands NLD KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Etude de cas sur l'intégration des tablettes et du tableau blanc interactif dans un établissement primaire genevois: facteurs d'appropriation chez les enseignants AU - Dauve-Raeis, Véronique Evelyne Célia DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - University of Geneva ST - Etude de cas sur l'intégration des tablettes et du tableau blanc interactif dans un établissement primaire genevois KW - _C:Canada CAN KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Portugal PRT KW - _C:Saudi Arabia SAU KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Wanted, A National Teacher Supply Policy for Education:The Right Way to Meet The "Highly Qualified Teacher" Challenge AU - Darling-Hammond, Linda AU - Sykes, Gary T2 - education policy analysis archives AB - Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qualified teachers are a critical national resource that requires federal investment and cross-state coordination as well as other state and local action. NCLB provides a standard for equitable access to teacher quality that is both reasonable and feasible. Achieving this goal will require a new vision of the teacher labor market and the framing of a national teacher supply policy. States and local districts have vital roles to play in ensuring a supply of highly qualified teachers; however, they must be supported by appropriate national programs. These programs should be modeled on U.S. medical manpower efforts, which have long supplied doctors to high- need communities and eased shortages in specific health fields. We argue that teacher supply policy should attract well-prepared teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences. We study the mal-distribution of teachers and examine its causes. We describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. Unfortunately, highly successful state and local program to meet the demand for qualified teachers are the exception rather than the rule. They stand out amid widespread use of under-prepared teachers and untrained aides, mainly for disadvantaged children in schools that suffer from poor working conditions, inadequate pay and high teacher turnover. The federal government has a critical role to play in enhancing the supply of qualified teachers targeted to high-need fields and locations, improving retention of qualified teachers, especially in hard-to-staff schools, and in creating a national labor market by removing interstate barriers to mobility. DA - 2003/09/17/ PY - 2003 DO - 10.14507/epaa.v11n33.2003 DP - epaa.asu.edu VL - 11 IS - 0 SP - 33 LA - en SN - 1068-2341 ST - Wanted, A National Teacher Supply Policy for Education UR - https://epaa.asu.edu/ojs/article/view/261 Y2 - 2021/03/07/17:46:24 KW - Program Development KW - Teacher Qualifications KW - Teacher Supply and Demand KW - _C:Argentina ARG KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Dominican Republic DOM KW - _C:Georgia GEO KW - _C:Singapore SGP KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Using digital technology to enhance formative assessment in mathematics classrooms AU - Dalby, Diane AU - Swan, Malcolm T2 - British Journal of Educational Technology DA - 2018/// PY - 2018 DO - 10.1111/bjet.12606 DP - Google Scholar VL - 50 IS - 2 SP - 832 EP - 845 KW - _C:Netherlands NLD KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Reflecting on Five Decades of Teacher Professional Development in Tanzania: The Missing Dimensions AU - Dachi, Hillary T2 - Papers in Education and Development AB - The importance of teacher development need not be over stated. This is adducible by the fact that transformations, innovations and diffusions in education make it imperative that teachers have to continually change and adopt. This paper takes stock of the trajectory of teacher professional development in Tanzania by locating related initiatives in the macro-policies and education transformations spanning a period of nearly five decades. It identifies the missing dimensions for robust in-service continuous professional development programmes (CPD) for primary and secondary school teachers. The paper proposes the need to support a cost effective in-service CPD model, which is school based designed around a reflective practitioner approach, for which teaching is an interactive problem solving professional undertaking requiring continuous updating of key competences that teachers require for classroom practices. Key words:      teachers’ professionalism; teachers’ continuous professional development; macro-policies; education transformations DA - 2016/02/18/ PY - 2016 DP - journals.udsm.ac.tz VL - 36 IS - 0 LA - en SN - 0856-4027 ST - Reflecting on Five Decades of Teacher Professional Development in Tanzania UR - http://journals.udsm.ac.tz/index.php/ped/article/view/2528 Y2 - 2019/06/01/11:48:49 KW - _C:Canada CAN KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Kenya KEN KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Namibia NAM KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CONF TI - Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in Guinea-Bissau AU - da Silva, Rui AU - Oliveira, Joana C3 - FIRE: Forum for International Research in Education DA - 2020/// PY - 2020 DO - 10.32865/fire202062181 DP - Google Scholar VL - 6 ST - Support for teachers in challenging situations as a factor of change KW - _C:Angola AGO KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Guinea-Bissau GNB KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Portugal PRT KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Uganda UGA 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 - 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 - Student engagement with computerized practising: Ability, task value, and difficulty perceptions AU - Cornelisz, Ilja AU - Van Klaveren, Chris T2 - Journal of Computer Assisted Learning DA - 2018/// PY - 2018 DO - 10.1111/jcal.12292 DP - Google Scholar VL - 34 IS - 6 SP - 828 EP - 842 ST - Student engagement with computerized practising KW - _C:Netherlands NLD KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The Design of Teacher Assignment: Theory and Evidence. AU - Combe, Julien AU - Tercieux, Olivier AU - Terrier, Camille AB - To assign teachers to schools, a modified version of the well-known deferred acceptance mechanism has been proposed in the literature and is used in practice. We show that this mechanism fails to be fair and efficient for both teachers and schools. We identify a class of strategyproof mechanisms that cannot be improved upon in terms of both efficiency and fairness. Using a rich dataset on teachers’ applications in France, we estimate teachers preferences and perform a counterfactual analysis. The results show that these mechanisms perform much better than the modified version of deferred acceptance. For instance, the number of teachers moving from their positions more than triples under our mechanism. DA - 2020/// PY - 2020 DP - Zotero SP - 88 LA - en UR - https://www.dropbox.com/s/92xsi3rg1jx1pzc/CTT.pdf?dl=0 KW - Lebanon_event_2021 KW - _C:Czech Republic CZE KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Mexico MEX KW - _C:Peru PER KW - _C:Portugal PRT KW - _C:Spain ESP KW - _C:Turkey TUR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Preference Signaling in Matching Markets AU - Coles, Peter AU - Kushnir, Alexey AU - Niederle, Muriel DP - Zotero SP - 38 LA - en KW - _C:Korea XKOR KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ❓ Multiple DOI ER - TY - RPRT TI - Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries AU - Coflan, Caitlin Moss AU - Kaye, Thomas CY - Washington, D.C., USA DA - 2020/03/04/ PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 4 KW - L:Special education needs and disabilities (SEND) KW - LP: English KW - _C:Brazil BRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Pakistan PAK KW - _C:Portugal PRT KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode 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 - THES TI - Understanding the impact of district-level decision -making on the distribution of highly qualified teachers: A multi-method and geo -spatial approach AU - Choi, Daniel S. AB - June 30, 2006 was the deadline under the No Child Left Behind (NCLB) Act for ensuring “...that poor and minority children were not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers...” In the weeks after the deadline, the US Department of Education informed state departments of education that while no extension had been declared, states can still be in good standing if they show a “good faith” effort. Though states bear this responsibility, districts have the most direct influence on the distribution of “highly qualified” teachers. It is the district that directly recruits, selects, hires, and places teachers in all its schools. Therefore, the district makes the final decisions that control, in many ways, the balance of the distribution. This study, therefore, takes a district-level perspective for understanding the distribution of highly qualified teachers (HQTs) across schools. A multiple methods study approach was used to understand the various influences on the distribution of highly qualified teachers. In particular, I used three distinct, yet related methods in this study. They were: (1) Quantitative Analysis; (2) Geographical Analysis; and (3) Qualitative Analysis. The quantitative analyses revealed that weaker definitions of teacher quality mask the teacher quality shortage and gap that exists between local districts and between schools of varying demographic characteristics---particularly those with high concentrations of poor and minority students. The geographical analyses suggested that quality of geographical space influenced the presence of teacher quality in schools. Lastly, the qualitative analyses revealed that the district plays a mediating role as it enacts its own policy. In this process, the district is both influenced and is itself an influence on the final distribution of HQTs. The interviews with district and school staff revealed that the district's definition of teacher quality becomes stronger as the process moves closer to an actual hiring decision. It is at the school site where they seem to apply or screen for the fuller range of characteristics consistent with what the literature has identified as a HQT. In the end, these findings contribute to understanding the distribution of teacher quality more fully. CY - United States -- Arizona DA - 2007/// PY - 2007 DP - ProQuest SP - 274 LA - English M3 - Ph.D. PB - Arizona State University ST - Understanding the impact of district-level decision -making on the distribution of highly qualified teachers UR - https://search.proquest.com/docview/304896333/abstract/19EAB292F07744BBPQ/1 Y2 - 2021/03/07/17:41:10 KW - Decision-making KW - Education KW - Highly qualified teachers KW - School districts KW - _C:India IND KW - _C:Philippines PHL KW - _C:Spain ESP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Improving Motivation in Arabic Language Arts Classrooms Through Technology Integration AU - Chamout, Rima DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - Walden University KW - _C:Algeria DZA KW - _C:China CHN KW - _C:Croatia HRV KW - _C:France FRA KW - _C:Indonesia IDN KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kurdistan XKRDN KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Saudi Arabia SAU 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: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 - 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 - JOUR TI - El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria AU - Camacho Martí, Mar AU - Esteve-Mon, Francesc M. DA - 2018/// PY - 2018 DP - Google Scholar KW - _C:Dominican Republic DOM KW - _C:Finland FIN KW - _C:France FRA KW - _C:India IND KW - _C:Iran IRN KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Netherlands NLD 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 - 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 - Exploring the Role of Distributed Learning in Distance Education at Allama Iqbal Open University: Academic Challenges at Postgraduate Level AU - Bukhsh, Qadir AU - Chaudhary, Muhammad Ajmal T2 - Turkish Online Journal of Distance Education AB - Distributed learning is derived from the concept of distributed resources. Different institutions around the globe connected through network and the learners are diverse, located in the different cultures and communities. Distributed learning provides global standards of quality to all learners through synchronous and asynchronous communications and provides the opportunity of flexible and independent learning with equity, low cost educational services and has become the first choice of the dispersed learners around the globe. The present study was undertaken to investigate the challenges faced by the Faculty Members of Department of Business Administration and Computer Science at Allama Iqbal Open University Islamabad Pakistan. 25 Faculty Members were taken as sample of the study from both Departments (100% Sampling). The study was qualitative in nature and interview was the data collection tool. Data was analyzed by thematic analysis technique. The major challenges faced by the Faculty Members were as: bandwidth, synchronous learning activities, irregularity of the learners, feedback on individual work, designing and managing the learning activities, quality issues and training to use the network for teaching learning activities. DA - 2015/03/01/ PY - 2015 DO - 10.17718/tojde.00342 DP - Crossref VL - 16 IS - 1 LA - en SN - 1302-6488 ST - Exploring the Role of Distributed Learning in Distance Education at Allama Iqbal Open University UR - http://dergipark.gov.tr/doi/10.17718/tojde.00342 Y2 - 2018/06/09/16:53:02 KW - _C:Germany DEU KW - _C:India IND KW - _C:Pakistan PAK KW - _C:Turkey TUR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - School Facet Through Surrounding Factors: A Geospatial Analysis of Community Social Capital Impacting Elementary Schools AU - Budhwani, Sajjid AB - School performance rating is an important factor which not only provides a quick snapshot of how the students are performing on various measurement indicators but also decides a school’s future course of actions, strategies, resources, and its existence. Despite its significant importance, the school performance framework does not consider where the schools are geographically located and the surrounding factors within which they operate. The researcher of this study presented a landscape of the surrounding factors and its impact on the elementary schools within Denver Public Schools district. In this study, the surrounding factors are geospatially analyzed to determine the extent of spatial variation in the availability and accessibility of community social capital resources to the elementary schools. Using geospatial research methods, the researcher created three service area models for each elementary school to access community social capital resources that are available within its surrounding environment. Spatial concepts, tools, and inferential statistics were used to analyze spatial pattern and the relationship between the forms of community social capital resources and the elementary schools. As a result of this relationship analysis, a new term was conceptualized: School Facet through Surrounding Factors [SF]2. CY - United States -- Colorado DA - 2020/// PY - 2020 DP - ProQuest SP - 308 LA - English M3 - Ph.D. PB - University of Denver ST - School Facet Through Surrounding Factors UR - https://search.proquest.com/docview/2454186222/abstract/C39A9C5A11D34179PQ/1 Y2 - 2021/03/07/14:15:37 KW - Community resources KW - Community social captial KW - Education and GIS KW - School surrounding KW - Social capital KW - Spatial equity KW - _C:Canada CAN KW - _C:China CHN KW - _C:Finland FIN KW - _C:France FRA KW - _C:India IND KW - _C:Israel ISR KW - _C:Jordan JOR KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:Philippines PHL KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Der Flipped Classroom als Motor für Open Educational Resources? AU - Buchner, Josef AU - Höfler, Elke T2 - MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung DA - 2019/// PY - 2019 DO - 10.21240/mpaed/34/2020.01.24.X DP - Google Scholar VL - 34 SP - 67 EP - 88 KW - _C:Austria AUT KW - _C:South Africa ZAF KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? AU - Bruns, Barbara AU - Costa, Leandro AU - Cunha, Nina DA - 2018/// PY - 2018 DO - 10.1016/j.econedurev.2018.03.003 DP - Zotero SP - 44 LA - en KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Ethiopia ETH KW - _C:Guatemala GTM KW - _C:Honduras HND KW - _C:India IND KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Nepal NPL KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Portugal PRT KW - _C:Singapore SGP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - _yl:a ER - TY - BLOG TI - An inclusive approach to searching for evidence on EdTech in low- and middle- income countries AU - Brugha, Meaghan T2 - The EdTech Hub AB - A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as … DA - 2020/02/18/T14:28:44+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/02/18/an-inclusive-approach-to-searching-for-evidence-on-edtech-in-low-and-middle-income-countries/ Y2 - 2020/02/27/20:35:55 KW - _C:Gambia GMB KW - _C:Jordan JOR KW - _C:Malawi MWI KW - _C:Portugal PRT KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoODE ER - TY - RPRT TI - Technology for professional development: access, interest and opportunity for teachers of English in South Asia AU - British Council CY - New Delhi DA - 2015/// PY - 2015 PB - British Council UR - https://www.britishcouncil.in/sites/default/files/digital_teachers_report_final_low_res.pdf Y2 - 2020/05/21/13:31:52 KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:China CHN KW - _C:India IND KW - _C:Italy ITA KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Pakistan PAK KW - _C:Sri Lanka LKA KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 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 - 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 - Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students AU - Boyd, Donald AU - Lankford, Hamilton AU - Loeb, Susanna AU - Wyckoff, James T2 - American Economic Review DA - 2005/05// PY - 2005 DO - 10.1257/000282805774669628 DP - www.aeaweb.org VL - 95 IS - 2 SP - 166 EP - 171 LA - en SN - 0002-8282 UR - https://www.aeaweb.org/articles?id=10.1257/000282805774669628 Y2 - 2021/03/07/17:41:38 KW - Analysis of Education KW - Public Sector Labor Markets KW - _C:Georgia GEO KW - _C:Norway NOR 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 - JOUR TI - Exploring Blended Learning for Science Teacher Professional Development in an African Context AU - Boitshwarelo, Bopelo T2 - The International Review of Research in Open and Distributed Learning AB - This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education. DA - 2009/09/23/ PY - 2009 DO - 10.19173/irrodl.v10i4.687 DP - DOI.org (Crossref) VL - 10 IS - 4 SP - 1 EP - 19 J2 - IRRODL LA - en SN - 1492-3831 UR - http://www.irrodl.org/index.php/irrodl/article/view/687 Y2 - 2020/05/16/17:10:53 KW - C:Botswana KW - _C:Botswana BWA KW - _C:Cuba CUB KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ___working_potential_duplicate ER - TY - JOUR TI - Primary School Technology Enhanced Learning Physics Case Study AU - Bogusevschi, Diana AU - Muntean, Gabriel-Miro DP - Google Scholar KW - _C:Dominican Republic DOM KW - _C:Greece GRC KW - _C:Ireland IRL KW - _C:Netherlands NLD KW - _C:Portugal PRT KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Slovakia SVK KW - _C:Spain ESP KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CONF TI - Water Cycle in Nature-An Innovative Virtual Reality and Virtual Lab: Improving Learning Experience of Primary School Students. AU - Bogusevschi, Diana AU - Muntean, Gabriel-Miro C3 - CSEDU (1) DA - 2019/// PY - 2019 DP - Google Scholar SP - 304 EP - 309 ST - Water Cycle in Nature-An Innovative Virtual Reality and Virtual Lab KW - _C:Dominican Republic DOM KW - _C:Greece GRC KW - _C:Ireland IRL KW - _C:Netherlands NLD KW - _C:Portugal PRT KW - _C:Romania ROU KW - _C:Slovakia SVK KW - _C:Spain ESP KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Distance Learning for Teacher Training in Brazil AU - Bof, Alvana T2 - International Review of Research in Open and Distance Learning DA - 2004/// PY - 2004 DO - 10.19173/irrodl.v5i1.172 VL - 5 IS - 1 LA - EN KW - C:Brazil KW - _C:Brazil BRA KW - _C:Germany DEU KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Matching couples with Scarf’s algorithm AU - Biró, Péter AU - Fleiner, Tamás AU - Irving, Robert W. T2 - Annals of Mathematics and Artificial Intelligence AB - Scarf’s algorithm [18] provides fractional core elements for NTU-games. Biró and Fleiner [3] showed that Scarf’s algorithm can be extended for capacitated NTU-games. In this setting agents can be involved in more than one coalition at a time, cooperations may be performed with different intensities up to some limits, and the contribution of the agents can also differ in a coalition. The fractional stable solutions for the above model, produced by the extended Scarf algorithm, are called stable allocations. In this paper we apply this solution concept for the Hospitals Residents problem with Couples (HRC). This is one of the most important general stable matching problems due to its relevant applications, also wellknown to be NP-hard. We show that if a stable allocation yielded by the Scarf algorithm turns outto be integral then it provides a stable matching for an instance of HRC, so this method can be used as a heuristic. In an experimental study, we compare this method with other heuristics constructed for HRC that are applied in practice in the American and Scottish resident allocation programs, respectively. Our main finding is that the Scarf algorithm outperforms all the other known heuristics when the proportion of couples is high. DA - 2016/08// PY - 2016 DO - 10.1007/s10472-015-9491-5 DP - DOI.org (Crossref) VL - 77 IS - 3-4 SP - 303 EP - 316 J2 - Ann Math Artif Intell LA - en SN - 1012-2443, 1573-7470 UR - http://link.springer.com/10.1007/s10472-015-9491-5 Y2 - 2021/03/07/13:58:47 KW - _C:Hungary HUN KW - _C:Ireland IRL KW - _C:Spain ESP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The Hospitals / Residents Problem with Couples: Complexity and Integer Programming Models AU - Biro, P. AU - Manlove, D. F. AU - McBride, I. T2 - arXiv:1308.4534 [cs] AB - The Hospitals / Residents problem with Couples (HRC) is a generalisation of the classical Hospitals / Resident problem (HR) that is important in practical applications because it models the case where couples submit joint preference lists over pairs of (typically geographically close) hospitals. In this paper we give a new NP-completeness result for the problem of deciding whether a stable matching exists, in highly restricted instances of HRC. Further, we present an Integer Programming (IP) model for HRC and extend it the case where preference lists can include ties. Also, we describe an empirical study of an IP model or HRC and its extension to the case where preference lists can include ties. This model was applied to randomly generated instances and also real-world instances arising from previous matching runs of the Scottish Foundation Allocation Scheme, used to allocate junior doctors to hospitals in Scotland. DA - 2014/05/28/ PY - 2014 DP - arXiv.org ST - The Hospitals / Residents Problem with Couples UR - http://arxiv.org/abs/1308.4534 Y2 - 2021/03/07/13:57:17 KW - Computer Science - Data Structures and Algorithms KW - _C:Canada CAN KW - _C:Hungary HUN KW - _C:Japan JPN KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found 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 - JOUR TI - Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares: revisão sistemática AU - Biazus, Graziela Ferreira AU - Rieder, Carlos Roberto Mello T2 - Revista Educação Especial DA - 2019/// PY - 2019 DO - 10.5902/1984686X33317 DP - Google Scholar VL - 32 SP - 69 EP - 1 ST - Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares KW - _C:Austria AUT 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 - Improving adult learning and professional development in a post-conflict area: The case of Cambodia AU - Berkvens, Jan AU - Kalyanpur, Maya AU - Kuiper, Wilmad AU - Akker, Jan T2 - International Journal of Educational Development AB - All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies are organized according to non-western models. This article describes research conducted in the Cambodian Ministry of Education, focusing on how adult learning theory could be applied in order to improve learning and support transfer. When local experience and the cultural influence on learning are acknowledged, learning outcomes are found to improve.Highlights► Professional development activities should be adapted to local culture. ► Extra attention should be paid to creating trust and a safe learning environment. ► Acknowledging local expertise increases ownership and professionalism. ► Time is a crucial factor for understanding the influence of local culture on adult learning. ► Staff motivation and support of superiors are key factors in successful professional learning. DA - 2012/03/01/ PY - 2012 DO - 10.1016/j.ijedudev.2011.03.008 DP - ResearchGate VL - 32 SP - 241 EP - 251 J2 - International Journal of Educational Development ST - Improving adult learning and professional development in a post-conflict area KW - _C:Cambodia KHM KW - _C:Ghana GHA KW - _C:Laos LAO KW - _C:Netherlands NLD 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 - Literacy, Equity, and the Employment of iPads in the Classroom: A Comparison of Secure and Developing Readers AU - Bergeson, Kristi Tamte AU - Rosheim, Kay T2 - International Journal of Education in Mathematics, Science and Technology DA - 2018/// PY - 2018 DO - 10.18404/ijemst.408940 DP - Google Scholar VL - 6 IS - 2 SP - 173 EP - 181 ST - Literacy, Equity, and the Employment of iPads in the Classroom KW - _C:France FRA KW - __C:filed:1 KW - __C:scheme:1 KW - verified 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 - JOUR TI - Portability, Feasibility, Collaborativeness: Teachers’ Perception Of Tablet Use For Inclusive Education AU - Benigno, Vincenza AU - Caruso, Giovanni AU - Epifania, Marina Ottavia AU - Fante, Chiara AU - Ravicchio, Fabrizio AU - Trentin, Guglielmo T2 - ICERI2017 Proceedings AB - Tablet are characterized by features such as their ease of use, portability, feasibility and they are easily employable in collaborative learning (Schuck et al., 2013). Students themselves consider them as an effective tool for reflection, since it allows them to deepen their knowledge thanks to the possibility of on-line searching (Parmigiani et al., 2015). On the other side, teachers are aware of the fact that tablets can help in making lesson more interesting and varied (Heinrich, 2012), but their use also needs a rethinking of the pedagogical approach (Culé & Gasparini, 2012) since tablets allow a more students-centred learning (Ludwig et al., 2011). Further, Information and Communication Technologies in general are also used for the inclusion of the disabled children into class activities (Ifenthaler & Schweinbenz, 2013). We argue that tablets, thanks to their abovementioned features, may be particularly helpful in fostering the inclusion of children who are not disabled, but who cannot attend school for medical reasons. The socio-educational inclusion of these children was the main aim of the TRIS project (Tecnologie per l’Inclusione Socio-educativa [Technologies for socio-educational inclusion]), and Information and Communication Technologies, combined with new pedagogical methodologies, played a key role for the pursuing of this aim. During this project, we equipped a middle school classroom with one tablet for each teacher and student. In addition, after one year several activities were planned in collaboration with teachers to evaluate the use of tablets and some specific apps in different teaching area. The activity developed for chemistry involved the use of augmented reality software, and we were investigating its effect on students’ attitudes towards the subject. The one developed for Italian language was aimed to the investigation of whether the affordance of a specific app for the creation of mental app have helped the students in their creation in respect to paper and pencil. In this paper, we report the results regarding teachers’ perception of tablet use in everyday class activities, involving both their competencies and the frequency of use. We considered the impact of the tablet after six months and after one year and a half from their introduction. Furthermore, at the end of the specific activity, the teachers were interviewed in order to understand the potentiality of the tablet for the abovementioned subjects, for the inclusion of the homebound student, and the difficulty found in the planning and managing of the activities. All the teachers involved (n= 7) sustained the utility of the tablet for classes, mentioning its capacity to foster communication in collaborative working and to gain students’ attention. They mostly used the tablet for students’ individual work, on-line research, and for collaborative activities with the homebound student. Regarding the activities carried out with the teachers, they kept sustaining the tablet capacity to motivate students and to foster their active participation, but they also expressed several concerns regarding the high amount of time needed to plan and to implement the activities using the tablet. DA - 2017/// PY - 2017 DO - 10.21125/iceri.2017.1312 DP - Google Scholar SP - 4970 EP - 4978 LA - en SN - 2340-1095 ST - Portability, Feasibility, Collaborativeness UR - https://library.iated.org/view/BENIGNO2017POR KW - _C:Italy ITA KW - _C:Trinidad and Tobago TTO KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Teacher Management in Refugee Settings: Ethiopia. AU - Bengtsson, Stephanie AU - Fitzpatrick, Rachael AU - Hinz, Katja AU - MacEwen, Leonora AU - Naylor, Ruth AU - Riggall, Anna AU - West, Helen T2 - Education Development Trust DA - 2020/// PY - 2020 KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Chad TCD KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Cuba CUB KW - _C:Djibouti DJI KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea, Republic KOR KW - _C:Lebanon LBN KW - _C:Norway NOR KW - _C:Rwanda RWA KW - _C:Somalia SOM KW - _C:South Sudan SSD KW - _C:Sudan SDN 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:Yemen YEM KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CONF TI - LagunTest: A NLP Based Application to Enhance Reading Comprehension AU - Bengoetxea, Kepa AU - Gonzalez-Dios, Itziar AU - Aguirregoitia, Amaia C3 - Proceedings of the 1st Workshop on Tools and Resources to Empower People with REAding DIfficulties (READI) DA - 2020/// PY - 2020 DP - Google Scholar SP - 63 EP - 69 ST - LagunTest KW - _C:Belgium BEL KW - _C:Catalan Republic XCATA KW - _C:France FRA KW - _C:Spain ESP 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 - Earthquake and Its Impacts on Education: Aftermath Nepal Quake 2015 AU - Basnet, Bal Krishna T2 - European Educational Researcher AB - Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English. DA - 2020/// PY - 2020 DO - 10.31757/euer.332 DP - ERIC VL - 3 IS - 3 SP - 101 EP - 118 LA - en SN - 2517-6323 ST - Earthquake and Its Impacts on Education UR - https://eric.ed.gov/?q=%22teacher+development%22+with+%22natural+disaster%22&id=EJ1272439 Y2 - 2021/02/12/10:03:17 KW - Administrator Attitudes KW - Content Analysis KW - Counseling Services KW - Emergency Programs KW - Faculty Development KW - Foreign Countries KW - Futures (of Society) KW - Grade 10 KW - Grade 9 KW - Multilingualism KW - Natural Disasters KW - Nongovernmental Organizations KW - Prevention KW - Program Descriptions KW - Resilience (Psychology) KW - Risk KW - Safety KW - Secondary School Curriculum KW - Simulation KW - Student Attitudes KW - Teacher Attitudes KW - Textbooks KW - Trauma KW - _C:Bangladesh BGD KW - _C:Cambodia KHM KW - _C:Chile CHL KW - _C:China CHN KW - _C:Egypt EGY KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Nepal NPL KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Sri Lanka LKA KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Internet Use by Secondary School Students: A Digital Divide in Sustainable Societies? AU - Ballesta Pagán, Francisco AU - Lozano Martínez, Josefina AU - Cerezo Máiquez, Mari T2 - Sustainability DA - 2018/// PY - 2018 DO - 10.3390/su10103703 DP - Google Scholar VL - 10 IS - 10 SP - 3703 ST - Internet Use by Secondary School Students KW - _C:Ecuador ECU KW - _C:France FRA KW - _C:Spain ESP KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Improving Secondary School Teacher Quality in Sub-Saharan Africa AU - Bainton, Dave AU - Barrett, Angeline Mbogo AU - Tikly, Leon T2 - Bristol Working Papers in Education DA - 2016/// PY - 2016 DP - Zotero LA - en PB - University of Bristol SN - 3 KW - C:sub-Saharan Africa KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Burundi BDI KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Congo, Republic COG KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:India IND KW - _C:Ivory Coast CIV KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Tanzania TZA 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 - 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 - JOUR TI - Teachers' Adoption of Open Educational Resources in Higher Education. AU - Baas, Marjon AU - Admiraal, Wilfried AU - van den Berg, Ellen T2 - Journal of Interactive Media in Education DA - 2019/// PY - 2019 DO - 10.5334/jime.510 DP - Google Scholar VL - 2019 IS - 1 KW - _C:Netherlands NLD KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - __C:filed:1 KW - __C:scheme:1 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 - RPRT TI - Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment AU - Asim, Salman AU - Chimombo, Joseph AU - Chugunov, Dmitry AU - Gera, Ravinder AB - There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives. DA - 2017/11// PY - 2017 LA - en M3 - World Bank Policy Report ST - Moving teachers to Malawi’s remote communities Y2 - 2021/03/07/17:42:34 KW - Data-driven model KW - Deployments KW - Lebanon_event_2021 KW - Malawi KW - Political economy KW - Schools KW - Teachers KW - _C:Brazil BRA KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Italy ITA KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Philippines PHL KW - _C:Singapore SGP KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment AU - Asim, Salman AU - Chimombo, Joseph AU - Chugunov, Dmitry AU - Gera, Ravinder T2 - International Journal of Educational Development AB - There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives. DA - 2019/03/01/ PY - 2019 DO - 10.1016/j.ijedudev.2018.12.002 DP - ScienceDirect VL - 65 SP - 26 EP - 43 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Moving teachers to Malawi’s remote communities UR - https://www.sciencedirect.com/science/article/pii/S0738059318300555 Y2 - 2021/03/07/17:42:34 KW - Data-driven model KW - Deployments KW - Lebanon_event_2021 KW - Malawi KW - Political economy KW - Schools KW - Teachers KW - _C:Brazil BRA KW - _C:Gambia GMB KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Italy ITA KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Norway NOR KW - _C:Philippines PHL KW - _C:Singapore SGP 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 - 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 - 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 - JOUR TI - How students digitally age: by gaining or losing? AU - Altan, Bilge Aslan AU - Karalar, Halit T2 - İlköğretim Online DA - 2018/// PY - 2018 DP - Google Scholar VL - 17 IS - 2 ST - How students digitally age KW - _C:Iceland ISL KW - _C:India IND KW - _C:Iran IRN KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - How students digitally age: by gaining or losing? Öğrenciler teknoloji ile nasıl büyüyor: kazanarak mı kaybederek mi? AU - Altan, Bilge Aslan AU - Karalar, Halit T2 - Elementary Education Online DA - 2018/// PY - 2018 DP - Google Scholar VL - 17 IS - 2 SP - 738 EP - 749 ST - How students digitally age KW - _C:Iceland ISL KW - _C:India IND KW - _C:Iran IRN KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Taking Advantage of Students’ Passion for Apps in Sustainability and CSR Teaching AU - Alonso-Martínez, Daniel AU - Jiménez-Parra, Beatriz AU - González-Álvarez, Nuria AU - Godos-Díez, José-Luis AU - Cabeza-García, Laura T2 - Sustainability DA - 2019/// PY - 2019 DO - 10.3390/su11030779 DP - Google Scholar VL - 11 IS - 3 SP - 779 KW - _C:Brazil BRA KW - _C:Israel ISR KW - _C:Japan JPN KW - _C:Netherlands NLD KW - _C:Spain ESP KW - _C:Switzerland CHE KW - __C:filed:1 KW - __C:scheme:1 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 - RPRT TI - Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning AU - Allier-Gagneur, Zoé AU - Moss Coflan, Caitlin T2 - EdTech Hub Helpdesk Response CY - Cambridge, UK; Washington D.C. DA - 2020/06/14/ PY - 2020 PB - EdTech Hub SN - 14 KW - F: Helpdesk response KW - L:Gender and education KW - L:Out-of-school populations KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Bhutan BTN KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:El Salvador SLV KW - _C:France FRA KW - _C:Kenya KEN KW - _C:Kyrgyzstan KGZ KW - _C:Lebanon LBN KW - _C:Maldives MDV KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Sierra Leone SLE KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Zimbabwe ZWE KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode 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 - RPRT TI - Using blended learning to support marginalised adolescent girls’ education: a review of the evidence AU - Allier-Gagneur, Zoé AU - Chuang, Rachel AU - McBurnie, Chris AU - Haßler, Björn DA - 2020/07/22/ PY - 2020 LA - English M3 - Helpdesk Response PB - EdTech Hub SN - 25 UR - https://docs.edtechhub.org/lib/H3AI5F3C KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - F: Helpdesk response KW - H:Blended learning KW - L:Gender and education KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:China CHN KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Nigeria NGA KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _genre:LR-literature_review KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Four Ways Technology Has Negatively Changed Education AU - Alhumaid, Khadija T2 - Journal of Educational and Social Research DA - 2019/// PY - 2019 DP - Google Scholar VL - 9 IS - 4 SP - 10 KW - _C:Bulgaria BGR KW - _C:Canada CAN KW - _C:China CHN KW - _C:Egypt EGY KW - _C:Iran IRN KW - _C:Poland POL KW - _C:Romania ROU KW - _C:Saudi Arabia SAU KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ❓ Multiple DOI 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 - RPRT TI - The Maldives and Sri Lanka: Question & Answer Session AU - Adam, Taskeen AU - Kaye, Tom AU - Haßler, Björn CY - Cambridge, UK DA - 2020/06/18/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 18 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - F: Helpdesk response KW - LP: English KW - _C:Austria AUT KW - _C:India IND KW - _C:Maldives MDV KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Uganda UGA KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode 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 - BOOK TI - Open at the Margins AU - Adam, Taskeen AU - Allen, Nicole AU - Amiel, Tel AU - Asino, Tutaleni AU - Atenas, Javiera AU - Bali, Maha AU - Barnes, Naomi AU - Bourg, Chris AU - Bouterse, Siko AU - Caines, Autumm AU - Campbell, Lorna M. AU - Cangialosi, Karen AU - Collier, Amy AU - Cronin, Catherine AU - Czerniewicz, Laura AU - DeRosa, Robin AU - Ensor, Simon AU - Friedrich, Christian AU - Gilliard, Chris AU - Hare, Sarah AU - Hendricks, Christina AU - Hodgkinson-Williams, Cheryl AU - Jhangiani, Rajiv AU - Mattson, Rachel Jurinich AU - Koseoglu, Suzan AU - H, Caroline Kuhn AU - Luke, Jim AU - Marsh, Jaime AU - Meinke-Lau, Billy AU - Mitchell, Jess AU - Moore, Matthew AU - Morgan, Tannis AU - Pete, Judith AU - Prinsloo, Paul AU - Robertson, Tara AU - Singh, Sava Saheli AU - Spelic, Sherri AU - Stewart, Bonnie AU - Stommel, Jesse AU - Veneruso, Samantha Streamer AU - Vrana, Adele AU - Walji, Sukaina AU - Watters, Audrey DA - 2020/08/17/ PY - 2020 DP - press.rebus.community LA - en PB - Rebus Community SN - 978-1-989014-22-6 UR - https://press.rebus.community/openatthemargins/ Y2 - 2020/08/17/20:21:56 KW - Author:OpenDevEd KW - _C:Austria AUT KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Cuba CUB KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:France FRA KW - _C:Georgia GEO 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:Italy ITA KW - _C:Jordan JOR KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:State of Palestine PSE KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Venezuela VEN KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices [journal article] AU - Adam, Taskeen T2 - Journal of Interactive Media in Education AB - As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.557 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 7 LA - en SN - 1365-893X ST - Between Social Justice and Decolonisation UR - http://jime.open.ac.uk/articles/10.5334/jime.557/ Y2 - 2020/05/31/15:42:38 KW - Author:OpenDevEd KW - MOOC designers KW - _C:Albania ALB KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - cultural-epistemic injustice KW - decolonisation KW - docs.opendeved.net KW - geopolitical injustice KW - material injustice KW - social justice ER - TY - JOUR TI - Digital neocolonialism and massive open online courses (MOOCs): colonial pasts and neoliberal futures AU - Adam, Taskeen T2 - Learning, Media and Technology AB - Through evaluating dominant MOOC platforms created by Western universities, I argue that MOOCs on such platforms tend to embed Western-centric epistemologies and propagate this without questioning their global relevance. Consequently, such MOOCs can be detrimental when educating diverse and complex participants as they erode local and indigenous knowledge systems. Arguing that the digital divide is an exacerbation of historical inequalities, I draw parallels between colonial education, specifically across Sub-Saharan Africa, and ‘digital neocolonialism’ through Western MOOC platforms. I analyse similarities in ideology, assumptions, and methods of control. Highlighting evolving forms of coloniality, I include contemporary problems created by neoliberal techno-capitalist agendas, such as the commodification of education. Balance is needed between the opportunities offered through MOOCs and the harms they cause through overshadowing marginalised knowledges and framing disruptive technologies as the saviour. While recommending solutions for inclusion of marginalised voices, further problems such as adverse incorporation are raised. DA - 2019/07/03/ PY - 2019 DO - 10.1080/17439884.2019.1640740 DP - Taylor and Francis+NEJM VL - 44 IS - 3 SP - 365 EP - 380 SN - 1743-9884 ST - Digital neocolonialism and massive open online courses (MOOCs) UR - https://doi.org/10.1080/17439884.2019.1640740 Y2 - 2019/09/28/11:49:14 KW - Author:OpenDevEd KW - Decolonising education KW - _C:Canada CAN KW - _C:China CHN KW - _C:Cuba CUB KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Jordan JOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Mexico MEX KW - _C:Nigeria NGA KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Syrian Arab Republic SYR KW - _C:Thailand THA KW - _C:Tonga TON KW - _C:Turkey TUR KW - __C:filed:1 KW - __C:scheme:1 KW - decolonising technology KW - digital neocolonialism KW - epistemic injustice KW - neoliberal education ER - TY - JOUR TI - Teacher Retention: A Review of Policies for Motivating Rural Basic School Teachers in Ghana AU - Acheampong, Phinihas AU - Gyasi, Juliana Fosua T2 - Asian Journal of Education and Training AB - The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers? salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools. DA - 2019/// PY - 2019 DO - 10.20448/journal.522.2019.51.86.92 DP - ERIC VL - 5 IS - 1 SP - 86 EP - 92 LA - en SN - 2519-5387 ST - Teacher Retention UR - https://eric.ed.gov/?id=EJ1203657 Y2 - 2021/03/07/17:59:46 KW - Administrator Attitudes KW - Disadvantaged KW - Educational Facilities KW - Faculty Development KW - Faculty Mobility KW - Foreign Countries KW - Housing KW - Incentives KW - Rural Schools KW - School Districts KW - Student Recruitment KW - Teacher Education KW - Teacher Motivation KW - Teacher Persistence KW - Teacher Salaries KW - Transportation KW - Water Quality KW - _C:Botswana BWA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Zambia ZMB 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 - JOUR TI - Building mental health workforce capacity through training and retention of psychiatrists in Zimbabwe AU - Abas, Melanie A. AU - Nhiwatiwa, Sekai M. AU - Mangezi, Walter AU - Jack, Helen AU - Piette, Angharad AU - Cowan, Frances M. AU - Barley, Elizabeth AU - Chingono, Alfred AU - Iversen, Amy AU - Chibanda, Dixon AU - Barley, Elizabeth AU - Barley, Elizabeth AU - Chingono, Alfred AU - Iversen, Amy AU - Chibanda, Dixon T2 - International Review of Psychiatry AB - Despite the need to improve the quantity and quality of psychiatry training in sub-Saharan Africa (SSA), very little is known about the experiences of psychiatric trainees in the region. This is the first study examining psychiatric trainees in a low-income country in SSA. It was carried out as part of the needs assessment for a unique Medical Education Partnership Initiative (MEPI) programme to find African solutions for medical shortages in Africa. We approached all doctors who had trained in post-graduate psychiatry in Zimbabwe in 2010 and conducted in-depth qualitative interviews with all except one (n = 6). We analysed the data using constant comparison and thematic analysis. Trainees described the apprenticeship model as the programme's primary strength, through providing clinical exposure and role models. Programme weaknesses included shortages in information sources, trainee salaries, trainers, public health education, and in the mental health service. Most respondents were, however, eager to continue practising psychiatry in Zimbabwe, motivated by family ties, national commitment and helping vulnerable, stigmatized individuals. Respondents called for sub-speciality training and for infrastructure and training to do research. Resources need to be made available for psychiatric trainees in more SSA settings to develop public health competencies. However, investment in psychiatry training programmes must balance service provision with trainees' educational needs. Directing investment towards needs identified by trainees may be a cost-effective, context-sensitive way to increase retention and learning outcomes. © 2014 Institute of Psychiatry. DA - 2014/// PY - 2014 DO - 10.3109/09540261.2014.924487 LA - en AN - LOCAL-SCOPUS_ID:84907878464 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Zimbabwe 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:R KW - CT:T KW - D:low-income country KW - F:assessment KW - F:learning KW - F:outcomes KW - F:salary KW - P:health KW - P:measurement KW - P:media KW - P:services KW - R:interview KW - R:qualitative KW - T:Lehrlingsausbildung KW - T:Training KW - T:trainee KW - _C:Canada CAN KW - _C:Ghana GHA KW - _C:Mexico MEX KW - _C:Nicaragua NIC KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - Perinteisistä oppimisympäristöistä villeihin: Sitoutuneisuuden taso viidesluokkalaisilla oppilailla perinteisessä oppikirjaympäristössä ja digitaalisessa ViLLE-oppimisympäristössä matematiikan oppitunneilla AU - Aaltonen, Antti AU - Hotanen, Valtteri DA - 2018/// PY - 2018 DP - Google Scholar ST - Perinteisistä oppimisympäristöistä villeihin KW - _C:Myanmar MMR KW - _C:Netherlands NLD KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - A new solution for the roommate problem: The Q-stable matchings DA - 2014/// PY - 2014 UR - http://econ.core.hu/file/download/mtdp/MTDP1422.pdf Y2 - 2021/03/07/13:55:42 KW - _C:Hungary HUN KW - _C:Spain ESP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER -