The potential use of Tablet Computers to support Teaching and Learning activities in South African Schools - Theunissen, Kristen; Siebörger, Ingrid (IEEE, 2019)
Keywords: __C:filed:1

Education for sustainable development in Africa: a critique of regional agendas - Tikly, Leon (Asia Pacific Education Review, 2019)

A history of meta‐regression: Technical, conceptual, and practical developments between 1974 and 2018 - Tipton, Elizabeth; Pustejovsky, James E.; Ahmadi, Hedyeh (Research Synthesis Methods, 2019)
At the beginning of the development of meta‐analysis, understanding the role of moderators was given the highest priority, with meta‐regression provided as a method for achieving this goal. Yet in current practice, meta‐regression is not as commonly used as anticipated. This paper seeks to understand this mismatch by reviewing the history of meta‐regression methods over the past 40 years. We divide this time span into four periods and examine three types of methodological developments within each period: technical, conceptual, and practical. Our focus is broad and includes development of methods in the fields of education, psychology, and medicine. We conclude the paper with a discussion of five consensus points, as well as open questions and areas of research for the future.
Keywords: _yl:a

Current practices in meta‐regression in psychology, education, and medicine - Tipton, Elizabeth; Pustejovsky, James E.; Ahmadi, Hedyeh (Research Synthesis Methods, 2019)
Having surveyed the history and methods of meta‐regression in a previous paper, in this paper, we review which and how meta‐regression methods are applied in recent research syntheses. To do so, we reviewed studies published in 2016 across four leading research synthesis journals: Psychological Bulletin , the Journal of Applied Psychology , Review of Educational Research , and the Cochrane Library . We find that the best practices defined in the previous review are rarely carried out in practice. In light of the identified discrepancies, we consider how to move forward, first by identifying areas where further methods development is needed to address persistent problems in the field and second by discussing how to more effectively disseminate points of methodological consensus.
Keywords: _yl:b

A double challenge for the disabled - Toesland, F (United Nation, 2019)

Using electronic technology in the dynamic testing of young primary school children: predicting school achievement - Touw, Kirsten WJ; Vogelaar, Bart; Bakker, Merel; Resing, Wilma CM (Educational Technology Research and Development, 2019)
Keywords: __C:filed:1

Building and indoor environmental quality assessment of Nigerian primary schools: A pilot study - Toyinbo, Oluyemi; Phipatanakul, Wanda; Shaughnessy, Richard; Haverinen-Shaughnessy, Ulla (Indoor Air, 2019)
A total of 15 classrooms went through on-site assessments/inspections, including measurements of temperature (T), and concentrations of carbon monoxide (CO) and carbon dioxide (CO2). In addition, the level of surface biocontamination/cleaning effectiveness was assessed by measuring adenosine triphosphate (ATP) levels on students' desks. Based on the data, the quality of facilities in the buildings was low. Classroom occupancy exceeded ASHRAE 50 person/100 m2 standard in all cases indicating overcrowding. However, concentrations of CO2 remained below 1000 ppm in most classrooms. On the other hand, indoor T was above the recommended levels for thermal comfort in all classrooms. Maximum indoor CO was 6 ppm. Median ATP concentrations on the desk tops were moderately high in all schools. The use of open incinerators and power generator sets near classrooms, which was suspected to be the main source of CO, should be discouraged. Improved hygiene could be achieved by providing the students access to functioning bathroom facilities and cafeteria, and by effective cleaning of high contact surfaces such as desks. Although ventilation seems adequate based on CO2 concentrations, thermal comfort was not attained especially in the afternoon during extreme sunlight. Therefore, installing passive and/or mechanical cooling systems should be considered in this regard.
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; cleaning; educational buildings; indoor environmental quality; natural ventilation; openalex:n:1; openalex:yes; school classrooms; thermal acceptability

Towards universal health coverage: reforming the neglected district health system in Africa - Tumusiime, Prosper; Kwamie, Aku; Akogun, Oladele B; Elongo, Tarcisse; Nabyonga-Orem, Juliet (BMJ Global Health, 2019)
In most African countries, the district sphere of governance is a colonial creation for harnessing resources from the communities that are located far away from the centre with the assistance of minimally skilled personnel who are subordinate to the central authority with respect to decision-making and initiative. Unfortunately, postcolonial reforms of district governance have retained the hierarchical structure of the local government. Anchored to such a district arrangement, the (district) health system (DHS) is too weak and impoverished to function in spite of enormous knowledge and natural resources for a seamless implementation of universal health coverage (UHC). Sadly, the quick-fix projects of the 1990s with the laudable intention to reduce the burden of disease within a specified time-point dealt the fatal blow on the DHS administration by diminishing it to a stop-post and a warehouse for commodities (such as bednets and vaccines) destined for the communities. We reviewed the situation of the district in sub-Saharan African countries and identified five attributes that are critical for developing a UHC-friendly DHS. In this analytical paper, we discuss decision-making authority, coordination, resource control, development initiative and management skills as critical factors. We highlight the required strategic shifts and recommend a dialogue for charting an African regional course for a reformed DHS for UHC. Further examination of these factors and perhaps other ancillary criteria will be useful for developing a checklist for assessing the suitability of a DHS for the UHC that Africa deserves.
Keywords: ❓ Multiple DOI

Humanising as innovation in a cold climate of [so-called-evidence-based] teacher education - Turvey, Keith (Journal of Education for Teaching, 2019)
Keywords: __C:filed:1

Sierra Leone | Education and Literacy - UIS (2019)
...
Keywords: _C:Sierra Leone SLE

Sierra Leone | UNESCO UIS - UIS (2019)

Realising the potential of technology in education: A strategy for education providers and the technology industry - UK Government (2019)

The Sustainable Development Goals Report 2019: Special Edition - UN Stat (2019)

2019 Human Development Index Ranking - UNDP (2019)
United Nations Development Programme: Human Development Reports

ICT Transforming Education in Africa UNESCO-KFIT project update, January-March 2019 - UNESCO Digital Library - UNESCO (2019)

Migration, Displacement and Education: Building Bridges, Not Walls - UNESCO (Global Education Monitoring Report, 2019)

TVET Country Profile: Nigeria - UNESCO-UNEVOC (2019)

Accessible Digital Textbooks Using Universal Design for Learning for Learners with and Without Disabilities - UNICEF (2019)

Integrating new technology in the language classroom: innovative teacher identities - Valentyn, Gail (Stellenbosch: Stellenbosch University, 2019)
Keywords: _C:Australia AUS; _C:China CHN; _C:Estonia EST; _C:Finland FIN; _C:Mauritius MUS; _C:Namibia NAM; _C:New Zealand NZL; _C:Nigeria NGA; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

A Detailed Example: Galactic Dynamics - Vallejo, Juan C.; Sanjuan, Miguel AF (Predictability of Chaotic Dynamics, 2019)

Tools to create and democratize conversational artificial intelligence - Van Brummelen, Jessica Jessica Raquelle (Massachusetts Institute of Technology, 2019)

Retention and attrition among National Certificate (Vocational) Civil and Construction students in South African TVET - Van der Bijl, Andre; Lawrence, Mark (Industry and Higher Education, 2019)
© The Author(s) 2018. The National Certificate (Vocational) (NC(V)) was introduced into South Africa’s system of vocational training to ‘solve problems of poor quality programmes, lack of relevance to the economy, as well as low technical and cognitive skills of TVET [technical and vocational education and training] graduates’. The NC(V) did not, however, meet expectations, partially because of systemic difficulties. This article reports on research conducted among students who studied on the NC(V) Civil and Construction programme in an effort to identify appropriate corrections that could be made by college management. The research project made use of Tinto’s Student Integration Model to identify reasons for both student attrition and student persistence. The study provides information on the predicament facing TVET Civil and Construction students and has broad relevance for practitioners operating in higher and post-school education.

A comparative study on the traditional and intensive delivery of an online course: Design and facilitation recommendations - Vlachopoulos, P.; Jan, S.K.; Lockyer, L. (Research in Learning Technology, 2019)
In this paper, we present findings from a comparative study on a fully online postgraduate course offered in traditional (i.e. 13-week academic session) and intensive (i.e. 6-week academic session) delivery formats. Keeping the course curriculum, structure and quality consistent in both delivery modes, the study investigated student participation and academic performance given different facilitation techniques applied to the discussion forums. Using data from the learning management system and students’ final marks, we conducted quantitative and qualitative analysis and found no difference in the academic performance of students in both courses; however, there was a statistically significant relationship between student participation and academic performance in the intensive delivery format but not in the traditional delivery format. We also found differences in the type of interactions in the different delivery formats. Two key takeaways emerge from our study. Firstly, intensive online courses can be as effective as traditional courses in terms of achievement of learning outcomes with variations in learning design, in this case, the facilitation approach used. Secondly, considering the level and nature of interactions, student-centred discussion forums that allow students to assume different roles work well in the intensive delivery format especially in open discussions. These are important findings for academics and practitioners who wish to offer intensive courses without compromising on course quality and student success. © 2019 P. Vlachopoulos et al.
Keywords: Discussion; Facilitation; Intensive; Interactions; Online; Performance; _AcademicRecoveryOECS

Using examination and learning assessment data to uncover foundational skill gaps in Sierra Leone’s secondary schools - Waistell, Daniel; De, Sourovi; Ofori Owusu, Diana; Allen, Reg; Sanni, Kayode; Dupigny, Albert (UKFIET Conference, 2019)
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation - Wang, Hui; Hall, Nathan C.; Taxer, Jamie L. (Educational Psychology Review, 2019)
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.
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Malaysia MYS; _C:Netherlands NLD; _C:Pakistan PAK; _C:Poland POL; _C:Romania ROU; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Effects of an Intensive Reading Intervention for Ninth-Grade English Learners With Learning Disabilities - Williams, K.J.; Vaughn, S. (Learning Disability Quarterly, 2019)
English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students received instruction in advanced word study, fluency, vocabulary, and comprehension. Participants assigned to RIA received the intervention for the entire ninth-grade school year for approximately 3.75 to 4.25 hr a week, whereas students in the comparison condition participated in elective courses. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the two groups except on the proximal vocabulary measure (g = 0.41). Small, nonsignificant effects were observed on measures of word reading and sentence-level comprehension, and Hedges’ g values ranged from 0.08 to 0.18. Findings reveal the challenges of improving reading outcomes for English learners with learning disabilities in high school. © Hammill Institute on Disabilities 2019.
Keywords: English learners; SEN; _AcademicRecoveryOECS; adolescents; high school; intensive intervention; learning disabilities; reading

Popbots: Designing an artificial intelligence curriculum for early childhood education - Williams, Randi; Park, Hae Won; Oh, Lauren; Breazeal, Cynthia (2019)
Keywords: ⛔ No DOI found

Project Information Document: Sierra Leone Free Education Project - World Bank (2019)
Keywords: _C:Sierra Leone SLE

Teach - World Bank's Classroom Observation Tool - World Bank (World Bank, 2019)
Teach-Related Blogs

The Changing Nature of Work - World Bank (2019)

World Development Report 2019: The Changing Nature of Work - World Bank (Washington, DC: World Bank, 2019)

Optimal Experimental Design for Staggered Rollouts - Xiong, Ruoxuan; Athey, Susan; Imben, Guidi W.; Bayati, Mohsen (Stanford Graduate School of Business, 2019)
Keywords: Final_citation; cited; existing

Talent leadership strategies enhance teacher’s professional competencies in 21st century education for sustainable development - Xu, Ping; Yue, Xiaoyao (IOP Publishing, 2019)
Keywords: _C:Canada CAN; _C:Norway NOR; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Application and Research of Basketball Tactics Teaching Assisted by Computer Multimedia Technology - Yu, Lei; Li, Dong; Chen, Dong; Li, Wenbin (Springer, 2019)
Keywords: __C:filed:1; ⛔ No DOI found

Friends or foes? Examining platform owners’ entry into complementors’ spaces - Zhu, Feng (Journal of Economics & Management Strategy, 2019)
As platform owners continue to expand their ecosystems, many of them have started to provide consumers with their own complementary applications. These moves position the platform owners as direct competitors to their complementors. This paper surveys empirical studies that examine the direct entry of platform owners into complementors’ product spaces. It finds that both the motivation and impact of such entries on complementors are multifaceted. The motivation behind platform owners’ direct entry goes beyond value capture, and the impact of platform entry on complementors varies across empirical settings. It identifies several future research directions that can help advance our understanding of the relationships between platform owners and complementors.
Keywords: Final_citation; multisided markets; platform-owner entry

Analysing training needs of TVET teachers in South Africa. An empirical study - Zinn, Bernd; Raisch, Kevin; Reimann, Jennifer (International Journal for Research in Vocational Education and Training, 2019)
Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions. Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted. Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of “Ambitions Goals” have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers’ basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers’ salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques. Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa.

Teachers’ pedagogical content knowledge, curriculum designing, and student’s comprehension of secondary school ordinary level physics in Lusaka, Zambia. - Zulu, Jacqueline; Mulenga, Innocent Mutale (2019)
Keywords: ⛔ No DOI found

Особенности структуры интеллекта младших школьников, обучаемых посредством гаджетов - Водяха, Сергей Анатольевич; Водяха, Юлия Евгеньевна; Минюрова, Светлана Алигарьевна (Педагогическое образование в России, 2019)
Keywords: __C:filed:1; ⛔ No DOI found

한국의 초등학생을 대상으로 한 성폭력 예방 교육 프로그램에 관한 통합적 고찰 - 신혜원; 이정민; 강경아; 김신정 (Child Health Nursing Research, 2019)
Keywords: _C:Korea XKOR; _C:Korea, Republic KOR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Instant Messaging Tutoring: A Case of South Africa - Budree, A; Hendriks, T (2019 9th International Conference on Cloud Computing, Data Science & Engineering (Confluence), 2019)
This research study was focused on determining the role social media, and in particular, instant messaging can have in providing tutor assistance to high school students. The study investigates the implementation of Dr. Maths, an instant messaging tutoring service that ran successfully in South Africa from 2007 to 2013. With the demise of the Dr Maths initiative, there hasn't been any further reconstruction of this sort. The results of this study strongly indicate that learners see value in having a tutor assist them with schoolwork, over the WhatsApp IM platform. This will allow for access to much required educational resources particularly in disadvantaged communities in developing countries such as South Africa. However, it is recommended that any solution implemented be as platform agnostic as possible to avoid a recurrence of the issue faced by Dr. Maths.
Keywords: Africa; Computers; Education; Final_citation; Instant Messaging; Instant messaging; Mobile handsets; Wireless communication; cited; developing country; existing; mlearning; mobile tutors

Defining and Quantifying National-Level Targets, Indicators and Benchmarks for Management of Natural Resources to Achieve the Sustainable Development Goals - Dickens, Chris; Smakhtin, Vladimir; McCartney, Matthew; O’Brien, Gordon; Dahir, Lula (Sustainability, 2019)
The 2030 Agenda for Sustainable Development, the Sustainable Development Goals (SDGs), are high on the agenda for most countries of the world. In its publication of the SDGs, the UN has provided the goals and target descriptions that, if implemented at a country level, would lead towards a sustainable future. The IAEG (InterAgency Expert Group of the SDGs) was tasked with disseminating indicators and methods to countries that can be used to gather data describing the global progress towards sustainability. However, 2030 Agenda leaves it to countries to adopt the targets with each government setting its own national targets guided by the global level of ambition but taking into account national circumstances. At present, guidance on how to go about this is scant but it is clear that the responsibility is with countries to implement and that it is actions at a country level that will determine the success of the SDGs. Reporting on SDGs by country takes on two forms: i) global reporting using prescribed indicator methods and data; ii) National Voluntary Reviews where a country reports on its own progress in more detail but is also able to present data that are more appropriate for the country. For the latter, countries need to be able to adapt the global indicators to fit national priorities and context, thus the global description of an indicator could be reduced to describe only what is relevant to the country. Countries may also, for the National Voluntary Review, use indicators that are unique to the country but nevertheless contribute to measurement of progress towards the global SDG target. Importantly, for those indicators that relate to the security of natural resources security (e.g., water) indicators, there are no prescribed numerical targets/standards or benchmarks. Rather countries will need to set their own benchmarks or standards against which performance can be evaluated. This paper presents a procedure that would enable a country to describe national targets with associated benchmarks that are appropriate for the country. The procedure builds on precedent set in other countries but in particular on a procedure developed for the setting of Resource Quality Objectives in South Africa. The procedure focusses on those SDG targets that are natural resource-security focused, for example, extent of water-related ecosystems (6.6), desertification (15.3) and so forth, because the selection of indicator methods and benchmarks is based on the location of natural resources, their use and present state and how they fit into national strategies.
Keywords: Author:OpenDevEd; SDGs; benchmark; goal; natural resources; resource security; standard; target; water resources

The Siyavula Case: Digital, Collaborative Text-Book Authoring to Address Educational Disadvantage and Resource Shortage in South African Schools - Lambert, Sarah (International Electronic Journal of Elementary Education, 2019)
Siyavula is known as a pioneer developer of high-quality free digital maths and science textbooks to address resource gaps and disadvantage in South African schools. This case study identifies the success factors which could be replicated in other contexts. Siyavula has developed expertise in digital developing, editing and improving maths and science workbooks and teachers' guides and distributing them in multiple digital and mobile formats for free. In 2013 the government took the free texts and sponsored the printing and distribution of c500K copies of Grade 4-6 titles, saving the government approximately USD$83.5 Million for each of the 12 books (student workbook and teacher guide in both English and Afrikaans). The collaborative authoring system is identified as instrumental to the success of the project to address under-resourced schools, through a combination of personal (attitudinal), technical (online systems) and social resources (volunteers and stakeholders). Siyavula leaves a legacy of multi-stakeholder volunteer text-books sprints where an intense face-to-face experience provides the ground-work for constructive online authoring inclusive of diverse stakeholder input across different roles and ranks. Collaborative authoring advances curriculum and pedagogy sharing, expertise and capacity building. Collaborative authoring systems are found to have potential in many under-resourced school contexts not only for school texts, but also for early reading, multi-lingual and culturally appropriate book adaptations.
Keywords: Collaborative Writing; Costs; Disadvantaged Schools; Educational Resources; Educational Technology; Electronic Publishing; Elementary Secondary Education; Faculty Development; Final_citation; Foreign Countries; Shared Resources and Services; Social Justice; Technology Uses in Education; Textbooks; cited; existing

Uganda Impact Study Report - Pouezevara, Sarah; Brunette, Tracy; Jordan, Rachel; Nakyejwe, Deborah (RTI International, 2019)
Keywords: Final_citation; cited; existing

Critical Hours and Important Environments: Relationships between Afterschool Physical Activity and the Physical Environment Using GPS, GIS and Accelerometers in 10–12-Year-Old Children - Remmers, Teun; Thijs, Carel; Ettema, Dick; de Vries, Sanne; Slingerland, Menno; Kremers, Stef (International Journal of Environmental Research and Public Health, 2019)
Introduction: The objective of this study was to assess relationships between children’s physical environment and afterschool leisure time physical activity (PA) and active transport. Methods: Children aged 10–12 years participated in a 7-day accelerometer and Global Positioning Systems (GPS) protocol. Afterschool leisure time PA and active transport were identified based on location- and speed-algorithms based on accelerometer, GPS and Geospatial Information Systems (GIS) data. We operationalized children’s exposure to the environment by combining home, school and the daily transport environment in individualized daily activity-spaces. Results: In total, 255 children from 20 Dutch primary schools from suburban areas provided valid data. This study showed that greenspaces and smaller distances from the children’s home to school were associated with afterschool leisure time PA and walking. Greater distances between home and school, as well as pedestrian infrastructure were associated with increased cycling. Conclusion: We demonstrated associations between environments and afterschool PA within several behavioral contexts. Future studies are encouraged to target specific behavioral domains and to develop natural experiments based on interactions between several types of the environment, child characteristics and potential socio-cognitive processes.
Keywords: GPS; accelerometer; children; context-specific; physical activity; spatial behavior

An Atlas of Nigerian Languages - Blench, Roger (2019)
A listing and introduction to the languages of Nigeria. 2019 edition of a document first published in 1976 as 'An Index of Nigerian Languages'

Broadening borders to build better schools: Virtual professional learning communities - Carpenter, Daniel; Munshower, Paul (International Journal of Educational Management, 2019)
Purpose The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic. Design/methodology/approach A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013). Findings Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice. Research limitations/implications The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year. Practical implications The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model. Originality/value The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).
Keywords: Collaboration; Communities of Practice; Computer Mediated Communication; ERIC, Current Index to Journals in Education (CIJE); Education; Educational technology; Faculty Development; Learning; Meetings; Preferences; Professional development; Professional learning communities; Rural Schools; Rural schools; School districts; Teacher Attitudes; Teacher Collaboration; Teacher collaboration; Teachers; Teaching; Virtual professional learning communities; __:import:01; __:match:final; __:matched; __:study_id:2095794; __finaldtb

Teacher ‘quality’ and attainment grouping: The role of within-school teacher deployment in social and educational inequality - Francis, Becky; Hodgen, Jeremy; Craig, Nicole; Taylor, Becky; Archer, Louise; Mazenod, Anna; Tereshchenko, Antonina; Connolly, Paul (Teaching and Teacher Education, 2019)
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.
Keywords: _C:Ireland IRL; _C:Pakistan PAK; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Teach : Observer Manual - Molina, Ezequiel; Melo Hurtado, Carolina Eugenia; Pushparatnam, Adelle; Wilichowski, Tracy Marie (The World Bank, 2019)
Teach differs from other classroom observation tools in that it captures (i) the time teachers spend on learning and the extent to which students are on task, and (ii) the quality of teaching practices that help develop students’ socio-emotional and cognitive skills. As part of the Time on Task component, 3 “snapshots” of 1–10 seconds are used to record both the teacher’s actions and the number of students who are on task throughout the observation. The Quality of Teaching Practices component, on the other hand, is organized into 3 primary areas: Classroom Culture, Instruction, and Socio-emotional Skills (see graphic on page 3).These areas have 9 corresponding elements that point to 28 behaviors. The behaviors are characterized as low, medium, or high, based on the evidence collected during the observation. These behavior scores are translated into a 5-point scale that quantifies teaching practices as captured in a series of two, 15-minute lesson observations.

A incompatibilidade entre os atributos dos recursos educacionais abertos e as preferências dos usuários como barreira à difusão de inovação - Correa, Juliana Nelia do Nascimento (Universidade de São Paulo, 2019)
Keywords: _C:Australia AUS; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Germany DEU; _C:Iceland ISL; _C:India IND; _C:Ireland IRL; _C:Korea XKOR; _C:Luxembourg LUX; _C:Mauritius MUS; _C:Montenegro MNE; _C:Netherlands NLD; _C:Pakistan PAK; _C:Peru PER; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Venezuela VEN; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Country list with HDI, iHDI, MPI and Gini (version 1) - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub Research Instruments, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:q

Keyword inventory - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoé; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub Research Instruments, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _C:Abkhazia XABKH; _C:Afghanistan AFG; _C:Albania ALB; _C:Algeria DZA; _C:Andorra AND; _C:Angola AGO; _C:Antigua and Barbuda ATG; _C:Argentina ARG; _C:Armenia ARM; _C:Artsakh XARTH; _C:Australia AUS; _C:Austria AUT; _C:Azerbaijan AZE; _C:Bahamas BHS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belarus BLR; _C:Belgium BEL; _C:Belize BLZ; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Bosnia and Herzegovina BIH; _C:Botswana BWA; _C:Brazil BRA; _C:Brunei Darussalam BRN; _C:Bulgaria BGR; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Catalan Republic XCATA; _C:Central African Republic CAF; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Congo, Republic COG; _C:Costa Rica CRI; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Czech Republic CZE; _C:Denmark DNK; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Equatorial Guinea GNQ; _C:Eritrea ERI; _C:Estonia EST; _C:Ethiopia ETH; _C:Federated States of Micronesia FSM; _C:Fiji FJI; _C:Finland FIN; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Grenada GRD; _C:Guatemala GTM; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Guyana GUY; _C:Haiti HTI; _C:Holy See VAT; _C:Honduras HND; _C:Hungary HUN; _C:Iceland ISL; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Ivory Coast CIV; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kazakhstan KAZ; _C:Kenya KEN; _C:Kiribati KIR; _C:Korea XKOR; _C:Korea, Democratic People's Republic PRK; _C:Korea, Republic KOR

Systemic Mixed-Methods Research — a conceptual framework for EdTech research along the IDIA scale - Haßler, Björn; Hennessy, Sara; Hollow, David; Simpson, Lea; Carter, Alice; Kalifa Damani; Gill Francis; Katy Jordan; Nora McIntyre; Joel Mitchell (EdTech Hub, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:f

Methodology for literature reviews undertaken by the EdTech Hub - Haßler, Björn; Taskeen Adam; Meaghan Brugha; Kalifa Damani; Zoe Allier-Gagneur; Sara Hennessy; David Hollow; Katy Jordan; Kevin Martin; Mary Murphy; Hannah Walker (EdTech Hub, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; STC-TLC; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:h

Sprint 1 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 1 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Managing Transitions from Mother Tongue Instruction to English as the Medium Instruction - Boateng, Pearl (2019)
International evidence is clear that there is no best practice in transitioning from mother tongue to English as the medium of instruction in low and middle-income countries. Many studies found in the development of this helpdesk report provided in-depth analysis on the complex colonial histories of mother tongue language policies, nation building, implementation realities and challenges, as well as the importance of a cohesive mother tongue policy. Other papers found for this report provided useful policy considerations for governments, donors and programme staff. Much of the research addresses wider enablers to promote better quality inclusive education at a systemic level through mother tongue language policies. Some authors suggest that we are quite a way from a ‘global’ understanding of the aims and purposes of EMI because it appears to be a phenomenon which is being introduced ‘top-down’ by policy makers and education managers, rather than through consultation with the key stakeholders. Likewise there is a lack of understanding of the wider consequences or the outcomes of EMI (Clegg, 2005; Pinnock, 2009; Dearden, 2014). The benefits of mother tongue instruction (MTI) are well established in literature. The literature describes three main language of instruction models, namely: ‘early-exit’ (1-4 years of MTI), ‘late-exit’ (1-6 years of MTI), and ‘very late-exit’ (1-8 years or beyond in MTI). Results from early-exit policies show low learning outcomes, and this model is often fraught with implementation challenges from political will to resourcing. The sudden transition in early-exit policies does not allow learners to develop adequate cognitive, linguistic and academic skills in their mother tongues prior to the switch. The effective transfer of cognitive and academic competences from the mother tongue to the second language is possible only when the learners have acquired adequate linguistic and academic competence in their mother tongues. The weight of current evidence strongly suggests that if the academic benefits of MTI are to be achieved, then initial MTI needs to be a minimum of six years.
Keywords: ⛔ No DOI found

Period Poverty Impact on the Economic Empowerment of Women - Tull, Kerina (2019)
The aim of this review was to present the recent evidence on the period poverty (lack of access to sanitary products, WASH facilities, dignity, and information about menstruation) impact on the economic empowerment of women. Improving menstrual health management (MHM, also known as ‘period poverty’) can substantially improve girls’ education, health and wellbeing. The literature, as well as experts consulted for this rapid review, confirm that that MHM has an impact on the lives of women and girls, albeit indirectly (expert comment). Given the shortage of information on period poverty globally, the expected sensitivities around the topic, and the lack of standardised tools and methods (Phillips-Howard et al., 2016), evidence is predominantly provided from qualitative, participatory, and descriptive methods. It is difficult from the qualitative studies to determine the extent to which period poverty impacts any of these outcomes or economic empowerment, or how influential period poverty contrasts with other challenges facing women and girls in the contexts studied.
Keywords: ⛔ No DOI found

How solar mini-grids can bring cheap, green electricity to rural Africa - Zajicek, Charlie (odi.org, 2019)
Well-suited to small, remote communities, renewable energy mini-grids can be the most cost-effective option for rural electrification in Africa.

Design Principles for Systematic Search Systems: A Holistic Synthesis of a Rigorous Multi-cycle Design Science Research Journey - Sturm, Benjamin; Sunyaev, Ali (Business & Information Systems Engineering, 2019)
Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts.
Keywords: Design principles; Design science research; Information retrieval; Literature review; Systematic literature searches; Systematic search systems; _Added-ailr-2024

Systematic review searches must be systematic, comprehensive, and transparent: a critique of Perman et al - Greyson, Devon; Rafferty, Ellen; Slater, Linda; MacDonald, Noni; Bettinger, Julie A.; Dubé, Ève; MacDonald, Shannon E. (BMC Public Health, 2019)
A high quality systematic review search has three core attributes; it is systematic, comprehensive, and transparent. The current over-emphasis on the primacy of systematic reviews over other forms of literature review in health research, however, runs the risk of encouraging publication of reviews whose searches do not meet these three criteria under the guise of being systematic reviews. This correspondence comes in response to Perman S, Turner S, Ramsay AIG, Baim-Lance A, Utley M, Fulop NJ. School-based vaccination programmes: a systematic review of the evidence on organization and delivery in high income countries. 2017; BMC Public Health 17:252, which we assert did not meet these three important quality criteria for systematic reviews, thereby leading to potentially unreliable conclusions. Our aims herein are to emphasize the importance of maintaining a high degree of rigour in the conduct and publication of systematic reviews that may be used by clinicians and policy-makers to guide or alter practice or policy, and to highlight and discuss key evidence omitted in the published review in order to contextualize the findings for readers. By consulting a research librarian, we identified limitations in the search terms, the number and type of databases, and the screening methods used by Perman et al. Using a revised Ovid MEDLINE search strategy, we identified an additional 1016 records in that source alone, and highlighted relevant literature on the organization and delivery of school-based immunization program that was omitted as a result. We argue that a number of the literature gaps noted by Perman et al. may well be addressed by existing literature found through a more systematic and comprehensive search and screening strategy. We commend both the journal and the authors, however, for their transparency in supplying information about the search strategy and providing open access to peer reviewer and editor’s comments, which enabled us to understand the reasons for the limitations of that review.
Keywords: Immunization; Narrative review; Scholarly communication; School; Search methodology; Systematic review; Vaccination

The True Cost of Freemiums in Edtech - Levine, Elliott (EdTech Digest, 2019)
An industry veteran has some on-point advice about what you pay for and what you get. GUEST COLUMN | by Elliott Levine They say, “the best things in life are free,” but that is not always the case. With education technology (edtech), sometimes the cost of “free” ends up being unreasonably high in the long […]

An Overview of Innovative Financing Mechanisms for Education in Development Contexts - Joynes, Chris (2019)
Traditionally, financing for social development in development settings has utilised bonds and guarantees. These mechanisms focused primarily on resource mobilization by leveraging the balance sheets of international finance institutions to make loans. However, since the mid-2000s, innovative financing has encouraged alternative models where private sector actors share the risks and rewards. This report reviews evidence on the use of Social Impact Bonds (SIBs) and Development Impact Bonds (DIBs) in India or other LMICs to deliver results in primary and secondary education. Evidence suggests that, in recent years, there has been a significant growth in the application of impact bonds in a range of global settings, including for education in LMICs. These mechanisms are seen to be particularly valuable when operating in complex, fluid contexts (REACH 2017), and, with appropriate design, can also contribute towards the development of wider systemic capacity.
Keywords: ⛔ No DOI found

Digital School Census in 10 Weeks? How it was done in Sierra Leone - Namit, K.; Thi Mai, T. (World Bank Blogs, 2019)
Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.
Keywords: _C:Sierra Leone SLE

Stunting, Wasting, and Education in Nigeria - Tull, Kerina (2019)
Globally, the number of primary school children with nutritional deficiencies is high. This rapid review focuses on children with such deficiencies (namely stunting and wasting), and how it affects them throughout their primary education. Although the focus is on Nigeria, other country examples and their approaches to address this issue are also included, where available. Key points include as hungry children find it difficult to concentrate (Muiru et al., 2014; Foodbank, 2015; Businge, 2016), their learning needs and outcomes are different to well-nourished children. Countries respond to these children in different ways: the most popular being school feeding programmes, e.g. in India, which has a high prevalence of stunting and wasting, there is the free Midday Meal Scheme, which is the largest such scheme in the world (Singh et al., 2012). However, such approaches have varying impacts: positive effects on measured learning were found in Burkina Faso and Peru (World Bank Group, 2018). However, in Kenya, providing school meals took significant time away from the classroom, and so they had an ambiguous net effect (World Bank Group, 2018). Therefore, it is worth noting that although school feeding gets children to school, it does not always improve learning (FAO et al., 2018).
Keywords: ⛔ No DOI found

Mapped: The Median Age of the Population on Every Continent - Desjardins, Jeff (Visual Capitalist, 2019)
This chart takes a look at the median age of every continent, while also breaking down the youngest and oldest countries in the world.

Sprint 2 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 2 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania - Cilliers, Jacobus; Mbiti, Isaac; Zeitlin, Andrew (Research on Improving Systems of Education (RISE), 2019)
In 2013, Tanzania introduced “Big Results Now in Education”, a low-stakes accountability program that published both nationwide and within-district school rankings. Using data from the universe of school performance from 2011-2016, we identify the impacts of the reform using a diﬀerence-in-diﬀerences estimator that exploits the diﬀerential pressure exerted on schools at the top and bottom of their respective district rankings. We ﬁnd that BRN improved learning outcomes for schools in the bottom two deciles of their districts. However, the program also led schools to strategically exclude students from the terminal year of primary school.

Best Practice for Scaling Up Efforts to Improve English Language Skills - Amonoo-Kuafi, Esi Fenyiwa (2019)
This rapid review drew primarily on academic and grey literature published in the last 10 years. Presently, there is a paucity of literature which explores comparable national experiences of implementing large‐scale English language programs and which provide: (i) documentation of the critical components and conditions of the programme designs that affect the likelihood of successfully transitioning from pilot to scale; (ii) review of the design, deployment, and effectiveness of each pilot programme; and (iii) the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled language programmes. The most insightful case study from which there are several recommendations for future language programmes was that of the English in Action (EIA) programme in Bangladesh. Many of the recommendations from this study are listed above and expanded upon in Section 4 of this report. This report is organised into six sections. Section 1 provided an overview of the report findings; Section 2 seeks to give a brief review of some of the background literature on language acquisition and language practice; Section 3 then considers scaling up of national programmes – firstly with an overview of the main lessons regarding scaling up, then looking at lessons learnt for scaling up education programmes more generally; Section 4 focus is on lessons specifically learnt from English language programmes; Section 5 provides the full list of references used.
Keywords: ⛔ No DOI found

Teacher’s Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia - Mulenga, Innocent Mutale; Mwanza, Christine (Journal of Curriculum and Teaching, 2019)
In Zambia, curriculum development for primary and secondary schools is done centrally. The Curriculum Development Centre (CDC), the institution placed with the responsibility of facilitating curriculum development, claims that the Zambian school curriculum is developed through a consultative and participatory approach through course and subject panels where teachers and other stakeholders are represented. However, there has been no empirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, are required to play in the development process. This study therefore, sought to establish perceptions of secondary school teachers on their role in the curriculum development process in Zambia. The concurrent embedded design of the mixed methods approach was employed with the qualitative approach dominating the study while the quantitative was used to add detail. Data from secondary school teachers was collected using questionnaires while interview guides were used for Head teachers. Raw data collected from interviews and questionnaires was analyzed using themes and descriptive statistics and then arranged into significant patterns so as to easily interpret and understand the essence of the data. The findings of the study clearly suggested that the majority of secondary school teachers in Lusaka were willing to participate in the curriculum development process, especially in situational analysis, in the formulation of educational objectives, in setting up the curriculum project, and in the writing of curriculum materials such as textbooks. From the study it was concluded that teachers were aware of some of the roles that they could play in the curriculum development but were not adequately involved in the development process.

Partnerships in Education - Bajinder Pal Singh (2019)
Partnerships in Education Models, Types, Reach, Benefits, Pitfalls,

An Overview of Evidence Regarding the Impact of Impact Bonds as Innovative Financing Mechanisms for Education in Development Contexts - Joynes, Chris (2019)
This report provides a summary overview of the evidence regarding the impact of impact bonds (including Social Impact Bonds and Development Impact Bonds) in their application as innovative financing mechanisms for supporting education in development contexts. Within the education sector, impact bonds have emerged over the last 4-5 years as one innovative financing mechanism that uses private investment to support social development. From a developmental perspective, this emerging model encompasses two recent and clearly-defined global trends: firstly, an increased focus on programmes that deliver results and, secondly, an increased drive to support collaboration between the public and private sector (Innovative Financing Initiative 2014: v). Evidence suggests that there has been a significant growth in the application of impact bonds in a range of global settings, including for education in low- and middle-income countries (LMICs). These mechanisms are seen to be particularly valuable when operating in complex, fluid contexts (REACH 2017), and, with appropriate design, can also contribute towards the development of wider systemic capacity.
Keywords: ⛔ No DOI found

Climate Responsive Design - Clegg, Peter; Sandeman, Isabel (Enabel, 2019)
Although countries in East-Africa seem to have a perfect climate, people are not fully benefiting or making efficient use of its potential. They suffer from insufficient daylight or overheating and live on sites that are not coherently organized nor efficiently utilised. Energy is wasted. Trees are considered an abundant energy provider, especially for cooking purposes or for burning bricks. The Forum on ‘Raising Awareness for Climate Responsive Design in East Africa’ took place in Kampala (Uganda) on 27th and 28th February 2019. It was organized by Enabel, the Belgian development agency, and the Construction Management Unit of the Ministry of Education and Sports. Enabel (until 2018 called ‘BTC’ or Belgian Technical Cooperation) has been active in Uganda since 2005 mainly in the Education and Healthcare sectors. The group of organizers and speakers at the Forum decided to sustain momentum and set up a platform that would bring together a community of professionals from private and public sectors, to work towards a higher positive impact on our environment and communities. This document is the first step in this process. The topics of the Forum cover both hard and soft issues that contribute to improving people’s living conditions and environment. They include participation, using local and durable materials, passive ventilation and natural daylighting, sustainable landscapes, and water and waste-management. Architects and engineers must learn to identify the constraints and opportunities of each project site and help local communities to develop their full potential. We hope this document will achieve the critical mass necessary to instigate lasting behavioural change in the way we are living in our environment.

Effectiveness of Minimum Quality Standards for Primary Education in Low and Lower Middle-Income Countries - Ahmed, Hassan (2019)
Minimum quality standards for education are common in low and lower middle-income countries. However, the scope and use of these standards are determined by the country’s level of development. Therefore, some countries have advanced standards, whilst others have simple tools and frameworks to guide the quality of their basic education. Minimum standards are used to monitor, evaluate and inspect the quality of education provision. As such they can also improve accountability in education. However, the availability of minimum quality education frameworks and tools in a country does not always mean they are effective as the availability of both technical and financial resources affects implementation. Overall, minimum standards of basic education contribute to different aspects of quality education. For example, compliance to school infrastructure and environment might promote the safety, health and general well-being of the learners but if the standards of the teacher quality and teaching learning resources are not met then good students’ learning outcomes may not be achieved. Generally, there is an agreement and assumption that the use of minimum standards supports the harmonisation of education provisions and can contribute to quality education.
Keywords: ⛔ No DOI found

The Economic Lives of Young Women in the Time of Ebola : Lessons from an Empowerment Program - Bandiera, Oriana; Buehren, Niklas; Goldstein, Markus P.; Rasul, Imran; Smurra, Andrea (The World Bank, 2019)
This paper evaluates an intervention to raise young women's economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can find support, receive information on health and reproductive issues, and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. The analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4,700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend significantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16 percentage points drop in school enrolment post-crisis. These adverse effects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. The analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts.
Keywords: _C:Sierra Leone SLE

Exploring relationships between Kolb's learning styles and mobile learning readiness of pre-service teachers: a mixed study - Ata, Rıdvan; Cevik, Mustafa (Education and Information Technologies, 2019)
The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR]
Keywords: COGNITIVE styles; Cognitive Style; Cognitive style; Computers--Information Science And Information Theory; Content Analysis; EDUCATIONAL programs; ERIC, Current Index to Journals in Education (CIJE); Educational Attainment; Foreign Countries; Gender Differences; Handheld Devices; Higher Education; Income; Independent Study; Independent study; Kolb's learning styles; Kolb’s learning styles; LEARNING readiness; Learning Readiness; Learning Style Inventory; MOBILE learning; Measures (Individuals); Mobile learning; Mothers; Positive Attitudes; Postsecondary Education; Pre-service teachers; Preservice Teachers; STUDENT teachers; Self Efficacy; Structural Equation Models; Structural equation modelling; Student Attitudes; Teacher Education Programs; Telecommunications; Turkey; Undergraduate Students; __:import:01; __:match:final; __:matched; __:study_id:2095788; __finaldtb

Open Access Research: A Review of DFID’s Policy and Practice - Fosci, Mattia; Johnson, Rob; Chiarelli, Andrea (2019)

Priorities and Interactions of Sustainable Development Goals (SDGs) with Focus on Wetlands - Jaramillo, Fernando; Desormeaux, Amanda; Hedlund, Johanna; Jawitz, James W.; Clerici, Nicola; Piemontese, Luigi; Rodríguez-Rodriguez, Jenny Alexandra; Anaya, Jesús Adolfo; Blanco-Libreros, Juan F.; Borja, Sonia; Celi, Jorge; Chalov, Sergey; et al. (Water, 2019)
Wetlands are often vital physical and social components of a country’s natural capital, as well as providers of ecosystem services to local and national communities. We performed a network analysis to prioritize Sustainable Development Goal (SDG) targets for sustainable development in iconic wetlands and wetlandscapes around the world. The analysis was based on the information and perceptions on 45 wetlandscapes worldwide by 49 wetland researchers of the Global Wetland Ecohydrological Network (GWEN). We identified three 2030 Agenda targets of high priority across the wetlandscapes needed to achieve sustainable development: Target 6.3—“Improve water quality”; 2.4—“Sustainable food production”; and 12.2—“Sustainable management of resources”. Moreover, we found specific feedback mechanisms and synergies between SDG targets in the context of wetlands. The most consistent reinforcing interactions were the influence of Target 12.2 on 8.4—“Efficient resource consumption”; and that of Target 6.3 on 12.2. The wetlandscapes could be differentiated in four bundles of distinctive priority SDG-targets: “Basic human needs”, “Sustainable tourism”, “Environmental impact in urban wetlands”, and “Improving and conserving environment”. In general, we find that the SDG groups, targets, and interactions stress that maintaining good water quality and a “wise use” of wetlandscapes are vital to attaining sustainable development within these sensitive ecosystems.
Keywords: Author:OpenDevEd; SDGs; interactions; network analysis; priorities; sustainable development goals; wetlands; wetlandscapes

Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (International Journal of Educational Development, 2019)
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
Keywords: Data-driven model; Deployments; Lebanon_event_2021; Malawi; Political economy; Schools; Teachers; _C:Brazil BRA; _C:Gambia GMB; _C:India IND; _C:Indonesia IDN; _C:Italy ITA; _C:Malawi MWI; _C:Mozambique MOZ; _C:Norway NOR; _C:Philippines PHL; _C:Singapore SGP; __C:filed:1; __C:scheme:1

Moocs struggle to lift rock-bottom completion rates - Murray, Seb (Financial Times, 2019)
Business schools are using nudge methods and peer learning to keep students’ attention
Keywords: Final_citation; cited; existing

Assessing learning: How can classroom-based teachers assess students’ competencies in numeracy? - Ngware, Moses W.; Hungi, Njora; Mutisya, Maurice (Assessment in Education: Principles, Policy & Practice, 2019)
Keywords: __C:filed:1

The impact of a mathematics computer-assisted learning platform on students' mathematics test scores - Perera, Marcelo; Aboal, Diego (MERIT Working Papers, 2019)
Since 2013, the Uruguayan educational system has been using an online adaptive learning tool for mathematics: The Mathematics Adaptive Platform (PAM for its Spanish acronym). PAM's content has been adapted to the national curriculum and it is a tool that - based on an analysis of students' experiences - offers personalised feedback according to each student's skill level. The use of PAM has been spreading throughout the education system. By 2016, approximately half of all students in 3rd through 6th grades of primary education had used the platform. The purpose of this study is to identify the effect of the use of PAM on the test score gain in mathematics based on longitudinal data from a sample of students in primary education. The results show a positive effect of 0.2 standard deviations on mathematics test scores. Results also show that the impact of PAM increases as the socioeconomic status of students decreases. There is no heterogeneous impact by gender. This is the first evidence at a country-wide level of the impact of a pedagogical tool of this type.
Keywords: Evaluation of Computer Assisted Learning systems; Final_citation; Mathematics; Uruguay; cited; existing; ⛔ No DOI found

Skills for Human Development: Transforming Vocational Education and Training - Powell, Lesley; McGrath, Simon (Routledge, 2019)

The Politics of Education in Developing Countries: From Schooling to Learning - Hickey, Sam; Hossain, Naomi (Oxford University Press, 2019)
Why have many developing countries that have succeeded in expanding access to education made such limited progress on improving learning outcomes? There is a growing recognition that the learning crisis constitutes a significant dimension of global inequality and also that educational outcomes in developing countries are shaped by political as well as socio-economic and other factors. The Politics of Education in Developing Countries focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries: Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda.The problem of education quality is serious across the Global South. The Politics of Education in Developing Countries: From Schooling to Learning deploys a new conceptual framework-the domains of power approach-to show how the type of political settlement shapes the level of elite commitment and state capacity to improving learning outcomes. The domain of education is prone to being highly politicized, as it offers an important source of both rents and legitimacy to political elites, and can be central to paradigmatic elite ideas around nation-building and modernity. Of particular importance is the relative strength of coalitions pushing for access as against those focused on issues of higher quality education. This book concludes with a discussion of entry points and strategies for thinking and working politically in relation to education quality reforms and critical commentaries.

Making a difference in the real world? A meta-analysis of the quality of use-oriented research using the Research Quality Plus approach - MacLean, Robert; Sen, Kunal (Research Evaluation, 2019)
Keywords: ___working_potential_duplicate

Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India - Muralidharan, Karthik; Singh, Abhijeet; Ganimian, Alejandro J. (American Economic Review, 2019)
We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education.
Keywords: Analysis of Education, Returns to Education, Education: Government Policy, Human Capital; Final_citation; Human Development; Income Distribution; Labor Productivity, Economic Development: Human Resources; Migration; Occupational Choice; Skills; existing

Mapping Teacher Distribution Analysis with Digitation Technology Implementation to Improve Education Management in Bengkulu City - Nirwana, Nirwana; Vatresia, Arie; Utama, F. P. (International Conference on Educational Sciences and Teacher Profession (ICETeP 2018), 2019)
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...
Keywords: _C:France FRA; _C:India IND; _C:Indonesia IDN; _C:Italy ITA; __C:filed:1; __C:scheme:1

Errors in search strategies used in systematic reviews and their effects on information retrieval - Salvador-Oliván, José Antonio; Marco-Cuenca, Gonzalo; Arquero-Avilés, Rosario (Journal of the Medical Library Association : JMLA, 2019)
Objectives Errors in search strategies negatively affect the quality and validity of systematic reviews. The primary objective of this study was to evaluate searches performed in MEDLINE/PubMed to identify errors and determine their effects on information retrieval. Methods A PubMed search was conducted using the systematic review filter to identify articles that were published in January of 2018. Systematic reviews or meta-analyses were selected from a systematic search for literature containing reproducible and explicit search strategies in MEDLINE/PubMed. Data were extracted from these studies related to ten types of errors and to the terms and phrases search modes. Results The study included 137 systematic reviews in which the number of search strategies containing some type of error was very high (92.7%). Errors that affected recall were the most frequent (78.1%), and the most common search errors involved missing terms in both natural language and controlled language and those related to Medical Subject Headings (MeSH) search terms and the non-retrieval of their more specific terms. Conclusions To improve the quality of searches and avoid errors, it is essential to plan the search strategy carefully, which includes consulting the MeSH database to identify the concepts and choose all appropriate terms, both descriptors and synonyms, and combining search techniques in the free-text and controlled-language fields, truncating the terms appropriately to retrieve all their variants.

Evaluation Learning Review for DFID Nigeria - Bolton, Laura (2019)
Eight evaluation and one research report were provided by DFID for this review. The Girls Education Project (GEP III) consists of multiple interventions aiming to provide meaningful and relevant quality basic education for integrated Qur’anic education. Outputs include increasing capacity of teachers, improved governance and improving access and demand. Evaluations on the capacity of teachers to improve learning outcomes did not produce improved learning outcomes. The evaluation of the GEP III found limited impact on the knowledge of trained teachers, curriculum knowledge deteriorated and there was some improvement in teacher’s ability to interpret English was found. It suggests that the use of reading resources could improve teacher’s comprehension skills and using a phonics approach could improve their English. The limited effectiveness of the training is suggested to be related to low initial subject knowledge and pedagogical knowledge, language barriers and the changing class environment. The evaluation concludes that the intervention is highly unlikely to have improved gender sensitive class practice.
Keywords: ⛔ No DOI found

PER1. Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) [English, Arabic] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Parallel text: English, Arabic This document is based on: Haßler, B. (2019). Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Cambridge: Open Development and Education Ltd. DOI: 10.5281/zenodo.2626545. Licence: Creative Commons Attribution 4.0 International. The Toolkit itself is an extract from:  Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt. It is also available as a Google Document.
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

Squad reports and presentations - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

ADHD symptoms and the teacher–student relationship: a systematic literature review - Ewe, Linda Plantin (Emotional and Behavioural Difficulties, 2019)
This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder (ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodical choices were considered in understanding the literature and considering possible research areas. The methods used in the reviewed literature show that investigations in this research field have predominantly used quantitative surveys. Several theoretical approaches have been used, with attachment theory the most-prominent. The findings indicate students with ADHD generally feel less close to their teacher than do their non-ADHD peers, which agrees with the teachers’ perceptions. Thus, teachers experience less emotional closeness, less co-operation and more conflicts in their relations with their students with ADHD than with other students. Teachers’ rejection of ADHD students poses a risk factor for not only school failure, but also peer exclusion and rejection, leading to low self-esteem and loneliness.
Keywords: ADHD; school settings; systematic review; teacher–student relationship

Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) - Haßler, Björn (2019)
Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) The document is an extract from: Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:b

Sprint 3 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 3 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Lessons Learned from Education Programmes' Contribution to Peace and Stability - Price, Roz (2019)
Whilst education is most often viewed as central to peace-building, it is important to note that it has two faces. Education can be a strong tool in exacerbating violent conflict whilst on the positive side facilitate peace building through addressing the drivers of a conflict. The review draws from academic research on literature from NGOs and donors showing the links between education, conflict and peace. Education has been considered as a salient feature in emergency response featuring on its role as a peace dividend and an entry point to conflict transformation and peace-building (Smith and Ellison, 2015). However, gaps exist in literature on evidence showing how to programme education to address the needs of refugees and populations in conflict areas. Much of the literature reviewed emphasises the need for context specific conflict analysis with a focus on education for understanding how and under what circumstances education can address conflict and instability.
Keywords: ⛔ No DOI found

bjohas/kanbantool-bookmarklets - Haßler, Björn (2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:o

Capturing cost data: a first-mile problem - Holla, Alaka (2019)
Before we bought our house, my husband and I knew the price. The real estate agent wasn’t allowed to give us a back-of-the-envelope estimate right at the end of the process. She wasn't allowed to just declare that the house was low cost, affordable, or sustainable for our budget. We ...

Benefits and Challenges of the Freetown Teachers College Distance Education Programme for Serving Primary and Junior Secondary School Teachers in Sierra Leone - Shaw, Mohamed; Mansaray, Alpha Bassie (International Journal of Advanced Research, 2019)
Keywords: _C:Sierra Leone SLE

Incentivizing Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of Congo - Falisse, Jean-Benoit; Huysentruyt, Marieke; Olofsgård, Anders (2019)
We use a randomized field experiment to test whether a new self-study routine, designed to encourage the use of textbooks at home, can improve student achievement. In treatment schools, students and teachers were incentivized to adopt the routine through, respectively, a public display of stars (one for each time they took home books) and financial incentives (to compensate for potential loss or damage of textbooks). French language test scores improved in the treatment schools by 0.319σ relative to the control group, but no impact on math test scores was found. The intervention also raised the average likelihood of a student taking the high-stake end of the year national exam by 10 percentage points, without a negative impact on average exam results. The routine increased students’ job and secondary school aspirations and their perceptions of the usefulness of textbooks, likely pathways for the main results. The low-cost routine relied on a more efficient usage of existing basic educational material, making it feasible also in a very resource constrained and fragile setting. Our findings highlight the critical role of self-learning to promote student achievement and suggest that a simple ‘textbook at home’ routine may compensate for lower quality teaching in class.
Keywords: AOM Annual Meeting Proceedings 2020

Youth and Artificial Intelligence.“Berkman Klein Center - Hasse, A. (2019)
How can we empower young people to meaningfully interact with AI-based technologies to promote and bolster learning, creative expression, and well-being, while also addressing key challenges and concerns?
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Finding unmapped schools from space with AI - Yi, Zhuangfang NaNa (Medium, 2019)
Accurate data about schools is critical to provide quality education and promote lifelong learning, ensure equal access to opportunity…

Revealing a safer sex option to reduce HIV risk: a cluster-randomized trial in Botswana - Angrist, Noam; Matshaba, Mogomotsi; Gabaitiri, Lesego; Anabwani, Gabriel (BMC Public Health, 2019)
1.8 million new HIV infections occur every year, disproportionately affecting adolescent girls and young women. Abstinence-only risk avoidance approaches have had limited impact on reducing new infections. This cluster-randomized trial examines a risk reduction approach to curbing risky sex for school-going girls in Botswana.
Keywords: Botswana; HIV; Health; Impact evaluation; Risk reduction; School; Sex education; Southern Africa; Teen pregnancy

Battle for the thermostat: Gender and the effect of temperature on cognitive performance - Chang, Tom Y.; Kajackaite, Agne (PLoS ONE, 2019)
This paper studies differences in the effect of temperature on cognitive performance by gender in a large controlled lab experiment (N = 543). We study performance in math, verbal and cognitive reflection tasks and find that the effects of temperature vary significantly across men and women. At higher temperatures, women perform better on a math and verbal task while the reverse effect is observed for men. The increase in female performance in response to higher temperature is significantly larger and more precisely estimated than the corresponding decrease in male performance. In contrast to math and verbal tasks, temperature has no impact on a measure of cognitive reflection for either gender. Our findings suggest that gender mixed workplaces may be able to increase productivity by setting the thermostat higher than current standards.

What Do Tanzanian Parents Want from Primary Schools—and What Can Be Done about It? - Solomon, Samuel; Zeitlin, Andrew (Research on Improving Systems of Education (RISE), 2019)
Key Points RISE researchers ran a ‘discrete choice’ experiment among parents of school-aged children. They find: • Parents’ choices are driven by proximity and learning quality, with little additional role for class sizes or infrastructure quality. • Parents’ willingness to walk for learning outcomestheir tradeoff between distance and quality—varies widely by region. • Regional variation in willingness to walk for learning is not reflected in the mix of services provided by the school system.
Keywords: _genre:PR-primary_research

PER5. Spreadsheet: Strategies for Effective Teaching and Learning [English, Arabic] - Haßler, Björn; Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane (Activating EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevED; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:m; language:Arabic; language:English

WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme - Moodley, Maglin (South African Journal of Education, 2019)
Keywords: Final_citation; cited; existing

A longitudinal study of learning, progression, and personal growth in Sierra Leone - Johnson, David; Hsieh, Jenny (University of Oxford, 2019)
Keywords: _C:Sierra Leone SLE

A longitudinal study of learning, progression, and personal growth in Sierra Leone: Final report - Johnson, David; Hsieh, Pei-Tseng Jenny (University of Oxford, 2019)
Keywords: _C:Sierra Leone SLE

Technical and vocational education and training in sub-Saharan Africa: a comprehensive review of the current state of the research (AfriTVET) - Kigwilu Changilwa, Peter; Haßler, Björn; Marsden, Melissa; Watson, Joseph; Schaffer, Jens; Kagambega, Asseta; Iseje, Fatuma; Maseko, Vusi; Orji, Chibueze Tobias; Deodonne, Kunwufine; Amina, Idris; Ewnetu, Tamene; et al. (AfriTVET International Conference, RVTTI, Kenya, June 2019, 2019)
Research funded by Federal Ministry for Research and Education, Germany
Keywords: Author:Haßler; Author:OpenDevEd

Effects of game‐based learning on students' mathematics achievement: A meta‐analysis - Tokac, Umit; Novak, Elena; Thompson, Christopher G. (Journal of Computer Assisted Learning, 2019)
Keywords: Final_citation; cited; existing

Opinion: Remember Pergau - Mason, Phil (Devex, 2019)
For those politicos tempted to kill off the U.K. Department for International Development, this word alone should warn against it, writes DFID veteran Phil Mason.

What Does the Evidence Tell Us about ‘Thinking and Working Politically’ in Development Assistance? - Dasandi, Niheer; Laws, Ed; Marquette, Heather; Robinson, Mark (Politics and Governance, 2019)
Keywords: aid effectiveness; development assistance; donors; evidence; governance; politics; thinking and working politically

Creation of bibliometric tools for evaluation based on data from Google Scholar - Martín-Martín, Alberto (2019)
(This is a thesis by compilation of studies. Article co-authors are listed at the beginning of each article) Google Scholar (GS) is a freely-accessible academic search engine that indexes academic literature from a wide range of disciplines, document types, and languages. Unlike Web of Science (WoS) and Scopus, which have a selective approach to document indexing (they only index documents published in certain venues), GS follows an inclusive approach. Apart from being the most frequently used tool by researchers to find scholarly information, what made GS stand out was that it builds its own citation graph by processing the references at the end of each document and matching them to documents already identified in their index. These citation counts are now widely consulted by researchers, because up to the point when GS was launched (2004), the main citation index (WoS) was only accessible via subscription. In subsequent years, GS launched several services based on data from its document base: Google Scholar Citations (an author profile service), Google Scholar Metrics (a journal ranking service), and GSCP (a short-lived service that listed highly-cited documents). Despite its opacity (not much information on the coverage is available officially) and lack of native data exporting capabilities, many studies have tried to analyse the main characteristics of GS, and compare it to WoS and Scopus. These studies show that GS has a much more comprehensive coverage, especially in Arts, Humanities, and Social Sciences (AHSS), although GS also presents errors and limitations that other citation indexes do not have. The general goal of this thesis was to explore whether it is feasible and sustainable to re-use data available in GS to generate data products or tools of a bibliometric nature that provide functionalities that GS does not provide. In order to do this, we followed two approaches that have ran side by side. In our first approach, we endeavored to carry out studies that analysed the general characteristics of Google Scholar as a source of data: its strengths and weaknesses related to size, coverage, errors, bibliometric indicators. In order to do this, we analysed the characteristics of various of samples of GS data (the largest samples of GS data analysed to date), in some cases benchmarking it against the data available in WoS or Scopus. The studies that resulted from this first approach show that GS has an extensive coverage of academic documents. Its coverage includes most of the documents covered in the multidisciplinary citation databases WoS and Scopus, as well as theses, dissertations, books, conference papers, and other unpublished materials (preprints, reports). Spearman correlation coefficients of citation counts between GS and WoS, or between GS and Scopus are generally very high. Thus, if GS is used for research evaluations then its data would be unlikely to produce large changes in the results, despite the additional citations found. It is also shown that, despite the limitations to control which documents are returned for a query, it is possible to identify in GS the most highly-cited documents in a given discipline, given how GS generally presents documents with high citation counts first. Even when considering only highly-cited documents, GS appears to have a more extensive coverage than GS or Scopus, especially in the areas of AHSS. In our second approach, we tested the knowledge obtained in the previous studies in practical real-life situations. These projects took the form of tailored web applications built for a variety of purposes, and open to everyone. The applications display data extracted from Google Scholar (and sometimes also other services) in ways that the native GS, GSC and GSM interfaces do not, thus expanding the range of ways in which users can interact with this information. Three different types of prototype applications were developed and are presented here. The first application presents journal-level bibliometric indicators for a large collection of journals in the Arts, Humanities, and Social Sciences (AHSS): Journal Scholar Metrics (http://www.journal-scholar-metrics.infoec3.es). The second application presents data from a specific academic community at various levels of aggregation (author-, document-, journal-, and publisher-level), combining data not only from GS but from other sources: Scholar Mirrors (http://www.scholar-mirrors.infoec3.es). In the third application, a large sample of data from GS is used to analyse Open Access levels by country, subject category, journal, and publication year. Lastly, we describe the work carried out so far for a fourth, more ambitious application capable of displaying information about all researchers working in Spain with a public GS profile. For the second approach, a new methodology was developed which allowed us to combine information from several scholarly sources: the MADAP method (Multifaceted Analysis of Disciplines through Academic Profiles). The data extracted using this method allowed us to compare a large number of author-level bibliometric indicators from various sources. Author-level indicators in GS (all based on citations) correlated well with other production and citation-based indicators from ResearchGate and ResearcherID, and also with Mendeley’s “Reader” indicator. On the other hand, GS indicators did not correlate well with conectivity-based metrics (followers). The results of this thesis consistently find that GS data, and especially its citation data, can be useful for bibliometric analyses. Nevertheless, throughout all the analyses that have been performed, it has also become clear that there are important limitations that have to be considered when deciding whether to use data from GS for these purposes. Many of these limitations arise from the desire to use this tool for a purpose that falls outside the original scope intended by its creators. errors derived from completely automated processing of documents from a great variety of sources and in a great variety of formats.
Keywords: Google Scholar; Scopus; Web of Science; academic search engines; bibliometrics; citation analysis; coverage; errors; open access; web applications

Mapping the landscape of education research by scholars based in sub-Saharan Africa Insights from the African Education Research Database - Rose, Pauline; Downing, Pheobe; Asare, Samuel; Mitchell, Rafael (Zenodo, 2019)
This report outlines key features of education research undertaken by scholars based in sub-Saharan Africa, as represented in the African Education Research Database. The database catalogues social science research with implications for education policy and practice in sub-Saharan Africa, published in reputable journals and written by at least one researcher based in the region. In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region.
Keywords: ⛔ No DOI found

Project Information Document (PID): Sierra Leone Free Education Project (P167897) - World Bank (World Bank Group, 2019)
Keywords: _C:Sierra Leone SLE

The relationship between classroom temperature and children’s performance in school - Wargocki, Pawel; Porras-Salazar, Jose Ali; Contreras-Espinoza, Sergio (Building and Environment, 2019)
The present paper reports a meta-analysis of published evidence on the effects of temperature in school classrooms on children's performance in school. The data from 18 studies were used to construct a relationship between thermal conditions in classrooms and children's performance in school. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and the examination results were considered as indicators of children's performance Due to the lack of complete measurements, thermal conditions were characterized by measured classroom temperatures. To create the relationship, the fractional change in performance of psychological tests and school tasks was regressed against the average temperature at which the change was recorded; all published data were used regardless of whether the change in learning outcome changed significantly with temperature. For other learning outcomes, no relationship was created because the data were insufficient. The relationship derived in the analysis shows that the performance of psychological tests and school tasks can be expected to increase on average by 20% if classroom temperatures are lowered from 30 °C to 20 °C and that the temperature for optimal performance is lower than 22 °C. The relationship is valid only for temperate climates. It requires verification for other climates and extensions to temperatures lower than 20 °C and higher than 30 °C.
Keywords: BE:Annotated; BE:RELEVANT; BE:temperature; Children; Cognitive performance; Elementary schools; Learning; Temperature; Thermal environment

Announcement of the EdTech Hub: UK aid funds world’s biggest educational technology research project – Open Development & Education (2019)
Keywords: __C:filed:1; _r:ImportedToMyEducationEvidence

Challenges of Using Icibemba in the Learning of Initial Literacy in Selected Primary Schools in Serenje District of Zambia: An Analysis of Views of Teachers and Learners - Chibesakunda, Mwimba; Mulenga, Innocent Mutale (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2019)
The purpose of this study was to establish views and investigate challenges faced by teachers and learners in the use of Icibemba in teaching initial literacy in primary schools in Serenje district. A descriptive research design supported by qualitative data collection techniques was employed. A purposive sampling procedure was used to select all the participants giving the study a sample size of 56 comprising of 40 grade four learners and 16 of their teachers sampled from 10 primary schools. Researchers decided to have more learners in this study since they were the direct beneficiaries of the curriculum. And thus the need to have a wider view from them. This was also done so as to have enough participants from each school. Data was collected through interviews, focus group discussions and classroom observations of literacy lessons. Lesson observation was used to get first hand information on the learning experiences and helped the researchers to triangulate with what participants expressed during interviews and focus group discussions. Focus group discussions and interviews enabled participants to provide their detailed views of the exact situation learners and teachers encountered. Thematic analysis was used to analyze all the data. It involved organizing data through use of open, axial and selective coding before presenting the emerging themes. The findings revealed that although the Ministry of General Education zoned Serenje district under Icibemba instead of Icilala in teaching initial literacy, learners’ performance was low because the language used in school was unfamiliar to learners. Additionally, findings also showed that there was a lack of teacher’s guide books and learners’ text books to use in teaching initial literacy hence teacher’s delivery of lessons was negatively affected. Researchers concluded that learners performed poorly in literacy due to the fact that the zoned language was unfamiliar to learners in that area where it was used as a medium of teaching literacy. It is therefore recommended that the Ministry of General Education through the Curriclum Development Center should develop and produce and distribute learning materials for the teaching of literacy in grades one to four. Furthermore, lessons for literacy should be taught using concrete and real teaching and learning resources that can enhance learning. Additionally, there is a need to start thinking about the possibility of rezoning the whole country.
Keywords: Familiar language; Initial literacy; Language of Instruction; Local language; ⛔ No DOI found

The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement - Kennedy, Eileen; Laurillard, Diana (London Review of Education, 2019)
Keywords: Final_citation; cited; existing

SAINT LUCIA Voluntary National Review Report on the implementation of the 2030 Agenda for Sustainable Development - MoEIGRSD (Ministry of Education, Innovation, Gender Relations and Sustainable Development, 2019)

The impact of Galli Galli Sim Sim on Indian preschoolers - Borzekowski, Dina L. G.; Singpurwalla, Darius; Mehrotra, Deepti; Howard, Donna (Journal of Applied Developmental Psychology, 2019)
While educational media can affect young children's development, rigorous studies rarely occur in low and middle income countries. Using an experimental design, researchers investigated the effect of an educational television series (Galli Galli Sim Sim (GGSS), the Indian version of Sesame Street) with 1340 children in 99 preschools in Lucknow, India. Boys and girls, ages three to seven and mostly from low income households, saw 30 min of television five days a week for twelve weeks, varying how much Galli Galli Sim Sim versus other programming children watched. Assessments occurred at baseline, endline, and six weeks later. Hierarchical models showed that Galli Galli Sim Sim receptivity, an independent variable that combines exposure and recall, significantly improved literacy, numeracy, socio-emotional strategies, and nutritional knowledge. Locally-produced educational media should be encouraged as it can positively affect potential school success and child development.
Keywords: Final_citation; cited; existing

Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K–2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities - Kim, James S.; Asher, Catherine A.; Burkhauser, Mary; Mesite, Laura; Leyva, Diana (AERA Open, 2019)
This study employs a sequential multiple assignment randomized trial (SMART) design to develop an adaptive intervention with personalized print and digital content for kindergarten to Grade 2 children (n = 273). In Stage 1, we ask whether it is better for children to receive an adaptive intervention based on (a) 10 conceptually coherent texts or (b) 10 leveled texts on a range of topics. In Stage 2, we ask how best to encourage nonresponding children. Findings indicate that children who received either conceptually coherent texts or leveled texts performed similarly on reading comprehension posttests, while augmenting and intensifying follow-up with gamification of the app and text messages to parents improved comprehension outcomes for nonresponders. Descriptively, we find that only 26% (n = 71) of parents accessed the app, highlighting the need for better implementation procedures to increase take up of app-based digital activities.

The Role of Place, Geography, and Geographic Information Systems in Educational Research - Mann, Bryan; Saultz, Andrew (AERA Open, 2019)
Despite the strong relationship between geography and education policy, educational research tends to draw from other fields of inquiry such as economics, political science, and history. This special topics collection centers the usefulness of geography and place in educational policy research. The introduction explains the rationale for the collection and discusses the themes and articles in the collection. We conclude with a call for researchers, policy makers, and colleges of education to enhance their capacity in incorporating geographic thinking into educational policy research.
Keywords: Lebanon_event_2021; _C:United States USA; __C:filed:1; __C:scheme:1; geographic information systems; geography

Digital neocolonialism and massive open online courses (MOOCs): colonial pasts and neoliberal futures - Adam, Taskeen (Learning, Media and Technology, 2019)
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.
Keywords: Author:OpenDevEd; Decolonising education; _C:Canada CAN; _C:China CHN; _C:Cuba CUB; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Italy ITA; _C:Jordan JOR; _C:Korea, Democratic People's Republic PRK; _C:Mexico MEX; _C:Nigeria NGA; _C:Somalia SOM; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Tonga TON; _C:Turkey TUR; __C:filed:1; __C:scheme:1; decolonising technology; digital neocolonialism; epistemic injustice; neoliberal education

Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis - Riopel, Martin; Nenciovici, Lucian; Potvin, Patrice; Chastenay, Pierre; Charland, Patrick; Sarrasin, Jérémie Blanchette; Masson, Steve (Studies in Science Education, 2019)
Keywords: Final_citation; cited; existing

An exploration of agency in the localisation of open educational resources for teacher development - Wolfenden, Freda; Adinolfi, Lina (Learning, Media and Technology, 2019)
This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour.
Keywords: India; Open educational resources (OER); __:import:01; __:match:final; __:matched; __:study_id:2457357; __finaldtb; localisation; professional agency

Achieving the Promise to Leave No Girl behind in Commonwealth Countries - Gordon, Rebecca; Marston, Lauren; Rose, Pauline; Zubairi, Asma (The Round Table, 2019)

User or student: constructing the subject in Edtech incubator - Ramiel, Hemy (Discourse: Studies in the Cultural Politics of Education, 2019)
Keywords: Stefanie

Sierra Leone: Economic Development Documents-National Development Plan, 2019-23 - International Monetary Fund (IMF, African Department, 2019)
Keywords: _C:Sierra Leone SLE

Sierra Leone : Economic Development Documents-National Development Plan, 2019-23 - International Monetary Fund. African Dept. (2019)
The Government of Sierra Leone’s new Medium-term National Development Plan (MTNDP) 2019–2023 has been founded on a strong political commitment to deliver devel-opment results that would improve the welfare of Sierra Leone’s citizens. The plan charts a clear path towards 2023 en route to the goal of achieving middle-income status by 2039 through inclusive growth that is sustainable and leaves no one behind. For the next five years, the Free Quality School Education Programme is the government’s flagship programme to provide a solid base to enhance human capital development and to facilitate the transformation of the economy.
Keywords: _C:Sierra Leone SLE

Toward systematic review automation: a practical guide to using machine learning tools in research synthesis - Marshall, Iain J.; Wallace, Byron C. (Systematic Reviews, 2019)
Technologies and methods to speed up the production of systematic reviews by reducing the manual labour involved have recently emerged. Automation has been proposed or used to expedite most steps of the systematic review process, including search, screening, and data extraction. However, how these technologies work in practice and when (and when not) to use them is often not clear to practitioners. In this practical guide, we provide an overview of current machine learning methods that have been proposed to expedite evidence synthesis. We also offer guidance on which of these are ready for use, their strengths and weaknesses, and how a systematic review team might go about using them in practice.
Keywords: Evidence synthesis; Machine learning; Natural language processing; _Added-ailr-2024

Envisioning AI for K-12: What Should Every Child Know about AI? - Touretzky, David; Gardner-McCune, Christina; Martin, Fred; Seehorn, Deborah (Proceedings of the AAAI Conference on Artificial Intelligence, 2019)
The ubiquity of AI in society means the time is ripe to consider what educated 21st century digital citizens should know about this subject. In May 2018, the Association for the Advancement of Artificial Intelligence (AAAI) and the Computer Science Teachers Association (CSTA) formed a joint working group to develop national guidelines for teaching AI to K-12 students. Inspired by CSTA's national standards for K-12 computing education, the AI for K-12 guidelines will define what students in each grade band should know about artificial intelligence, machine learning, and robotics. The AI for K-12 working group is also creating an online resource directory where teachers can find AI- related videos, demos, software, and activity descriptions they can incorporate into their lesson plans. This blue sky talk invites the AI research community to reflect on the big ideas in AI that every K-12 student should know, and how we should communicate with the public about advances in AI and their future impact on society. It is a call to action for more AI researchers to become AI educators, creating resources that help teachers and students understand our work.

21st Century Skills: Evidence of Issues in Definition, Demand and Delivery for Development Contexts - Joynes, Chris; Rossignoli, Serena; Amonoo-Kuofi, Esi Fenyiwa (2019)
The purpose of this study is to provide a summary of the evidence related to issues associated with the definition, demand, and delivery of 21st Century Skills, with a particular focus on low- and middle-income countries (LMICs). In looking at definitions of ‘21st Century Skills’, Section 2 of this study finds that there is a broad range of available literature discussing 21st Century Skills, including a number of key synthesis studies. Within the examined literature, there is general agreement across the commentators on the need for new forms of learning to tackle global challenges. However, despite this consensus, there is no unique and single approach to the definition of ‘21st Century Skills’. In looking at the levels of demand for 21st Century Skills, evidence gathered in Section 3 suggests that the need for 21st Century Skills at the global level is dictated by a combination of factors including the change in societies resulting from the rapid spread of technology; increasing globalisation and internationalisation; and the shift from industrial social economies to information and knowledge-based social economies (Voogt & Roblin, 2010). Accordingly, evidence of demand at regional rather than the global level suggests a significant diversity in demand based on differences in developmental context. Findings presented in Section 4 suggest that approaches to the delivery of 21st Century Skills are currently impacted by ongoing discussions over the definition and understanding of 21st Century Skills (Care, Anderson & Kim, 2016). On this basis, while there is a broad range of documented interventions from around the world, many commentators conclude that it is currently little or no substantial evidence available on the most effective tools and approaches to delivering those skills. Section 5 concludes with a number of recommendations for proposed action in the development of regional and national programming for 21st Century Skills, and future research designed to strengthen the evidence base associated with levels of demand and approaches to the delivery of 21st Century Skills, particularly in LMICs.
Keywords: ⛔ No DOI found

Social Protection and Disability in Rwanda - Kidd, Stephen; Kabare, Krystle (2019)

Insights on ESL student teachers reflecting collaboratively online - Suppiah, Shubashini; Wah, Lee Kean, (PhD); Swanto, Suyansah, (PhD); Lajium, Denis Andrew, (PhD) (The English Teacher, 2019)
The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.
Keywords: Collaboration; Distance learning; English as a second language--ESL; Linguistics; Malaysia; Problem solving; Professional development; Reflective practice; Researchers; Social research; Student teachers; Teacher education; Teaching; Web 2.0; __:import:01; __:match:final; __:matched; __:study_id:2095770; __finaldtb; ⛔ No DOI found

Decolonisation in Universities: The politics of knowledge - Jansen, Jonathan (NYU Press, 2019)
In this collection of case studies and stories from the field, South African scholars come together to trade stories on how to decolonise the universityShortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the best minds in curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting?The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.
Keywords: Political Science / History & Theory

Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania* - Mbiti, Isaac; Muralidharan, Karthik; Romero, Mauricio; Schipper, Youdi; Manda, Constantine; Rajani, Rakesh (The Quarterly Journal of Economics, 2019)
We present results from a large-scale randomized experiment across 350 schools in Tanzania that studied the impact of providing schools with (i) unconditional grants, (ii) teacher incentives based on student performance, and (iii) both of the above. After two years, we find (i) no impact on student test scores from providing school grants, (ii) some evidence of positive effects from teacher incentives, and (iii) significant positive effects from providing both programs. Most important, we find strong evidence of complementarities between the programs, with the effect of joint provision being significantly greater than the sum of the individual effects. Our results suggest that combining spending on school inputs (the default policy) with improved teacher incentives could substantially increase the cost-effectiveness of public spending on education.

Animal Sourced Foods (ASF): Evidence on Stunting and Programmes to Increase Consumption - Bolton, Laura (2019)
Animal source foods (ASF) are an important source of nutrients. They are a particularly good source of iron and zinc which prevents stunting. The main factors affecting ASF consumption that were discussed in the literature identified were nutritional knowledge, price, and livestock production. Broader links between poverty and ASF were not discussed within the scope of this report. Nutritional knowledge should first be assessed before education programmes are devised. Many communities have nutritional knowledge and the cost of ASFs was found to be the biggest barrier. Price ratios show how unaffordable ASFs are in poorer regions. Livestock production tends to be positively associated with increased ASF consumption. Increased risk of diseases passed on by animals should be considered. Information may also need to be given so that breast-feeding is not replaced by milk consumption in households that own cows. A small number of intervention evidence was identified in this rapid review though the list is unlikely to be exhaustive. ASF consumption was found to increase in Nepal following a poverty alleviation programme with a focus on livestock production. A health and nutrition education programme in India found a significant increase in egg consumption. A school-feeding programme which supplemented children with eggs found positive results on stunting. There are concerns over the environmental impact of animal production which warrant attention. There wasn’t scope within this report to explore ASF alternatives which may also improve stunting.
Keywords: ⛔ No DOI found

‘Without Education You Can Never Become President’: Teenage Pregnancy and Pseudo-empowerment in Post-Ebola Sierra Leone - Menzel, Anne (Journal of Intervention and Statebuilding, 2019)
This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex.
Keywords: Sierra Leone; _C:Sierra Leone SLE; aid and development; gender politics; neoliberalism; sexual violence; teenage pregnancy

Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial - Pimperton, Hannah; Kyle, Fiona; Hulme, Charles; Harris, Margaret; Beedie, Indie; Ralph-Lewis, Amelia; Worster, Elizabeth; Rees, Rachel; Donlan, Chris; MacSweeney, Mairéad (Journal of Speech, Language, and Hearing Research, 2019)
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
Keywords: _C:Netherlands NLD; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Elements Shaping the South African Education System of the Future - Barends, Heidi (2019)
The South African education system is deeply unjust because a child’s place of birth, skin colour and family’s income largely determines their educational attainment. Understanding future trends and developments can assist stakeholders in planning and decision making. Better decisions could ultimately improve the education system. Therefore, this research aims to answer three questions: What trends could impact the South African education system? What opportunities and threats arise due to these trends? Who could influence the system?  To address these questions, a mixed-method approach was adopted. First, conceptual systems diagrams were developed to depict the current education system and its stakeholders. Then, semi-structured expert interviews were used to identify future trends, threats and opportunities.  This study found that the trends impacting South Africa broadly align with global trends. Examples include an increase in privatisation, technology in schools and climate change. More violence in schools is the main outlier. The study found that the risks related to technology and climate change are not being planned or accounted for. Similarly, violence is currently not a priority. The study also found that participants agreed on who the major stakeholders are, but disagreed on what actions stakeholders should take.
Keywords: Actor Diagram; Basic Education; CLD; Causal Loop Diagram; Education System; Foresight Study; Future Study; Future Trends; South African Education System; Systems Approach

Process for iterative and adaptive implementation of government policy in order to utilise educational technology - Haßler, Björn; Khalayleh, Abdullah (Zenodo, 2019)
Keywords: Final_citation; cited; existing

Process for iterative and adaptive implementation of government policy in order to utilise educational technology - Haßler, Björn; Khalayleh, Abdullah (Activating EdTech Jordan, 2019)
An output of Activating EdTech Jordan.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:l

Sprint 4 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 4 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Evidence for Soft Power Created Via Scholarship Schemes - Enfield, Sue (2019)
While there is widespread endorsement of a view that scholarships are effective tools in promoting and enhancing a country’s soft power, investing in future leaders, providing access and equity, and increasing research excellence in a nation’s academic institutions it is at least possible that in part this derives in past from positive reinforcing trends amongst those delivering and receiving scholarships (for example Wilton Park conference attendees, 2016). Published, stand-alone evaluations of specific country scholarship programmes were not easily located, although there are references in the academic literature to several such studies. The most comprehensive commentary on evaluation research published between 2006 and 2016 (Mawer, 2018) is, therefore, an important summative document. This notes that the quality of evidence and the methods used to assess scholarship programmes vary enormously and that there is lack of evidence to substantiate the link that is claimed for such programmes and any soft power created.
Keywords: ⛔ No DOI found

Elements Shaping the South African Education System of the Future [Poster] - Barends, Heidi (2019)
A poster summarising the findings of the dissertation titles 'Elements Shaping the South African Education System of the Future' (DOI: 10.5281/zenodo.3370973)
Keywords: Basic Education; Education System; Foresight Study; Future Study; Future Trends; South African Education; South African Education System

Elements Shaping the South African Education System of the Future [Presentation] - Barends, Heidi (2019)
A summary presentation of the dissertation titled 'Elements Shaping the South African Education System of the Future' (DOI:10.5281/zenodo.3370973)
Keywords: Actor Diagram; Basic Education; Causal Loop Diagram; Education System; Foresight Study; Future Study; Future Trends; South African Education; South African Education System; Systems Approach

Problem Analysis. A Global Public Good produced by the EdTech Hub (https://EdTechhub.org, #EdTechHub). - Hennessy, Sara; Jordan, Katy; Haßler, Björn; Hollow, David; Brugha, Meaghan; Eberhardt, Molly Jamieson; Sabates, Ricardo (Research sphere outputs, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; __C:filed:1; _r:ImportedToMyEducationEvidence

Adoption of AI-Chatbots to Enhance Student Learning Experience in Higher Education in India - Sandu, Nitirajsingh; Gide, Ergun (2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET), 2019)
Today, every organisation depends on Information and Communication Technology (ICT) for the efficient service delivery and cost-effective application of technological resources. With growing preference towards faster services and acceptance of Artificial Intelligence (AI) based tools in business operations globally as well as in India, the global Chatbot market is going to accelerate in the next decade. In the era of AI, the Chatbot market is witnessing extraordinary growth with the increased demand for smartphones and increased use of messaging applications. In the past few years, the food delivery business, finance and the E-commerce industry have embraced Chatbot technology. One of the industries which can really benefit from using this technology is the educational sector. Education can benefit from Chatbot development. It can improve productivity, communication, learning, efficient teaching assistance, and minimize ambiguity from interaction. A new education platform can solve next-level problems in education using this technology as the engagement tool. The aim of this research paper is to find out the factors which affect the adoption of Chatbot technology in order to enhance the student learning experience in the Indian higher education sector. In this research, a Quantitative method is used through data collection from surveys of some of the prominent higher education institutes using Chatbot technology in India. It is expected that the research outcome will help Chatbot developers and higher education providers to better understand the requirements of students while providing an interactive learning and communication platform for them.
Keywords: Artificial Intelligence; Artificial intelligence; Chatbot; Communication channels; Education; India; Student-centred learning; Task analysis; Time factors; higher education

New methodology shows 258 million children adolescents and youth are out school - UNESCO (2019)

Social media and teacher professional learning communities - Goodyear, Victoria A.; Parker, Melissa; Casey, Ashley (Physical Education and Sport Pedagogy, 2019)
Background: An extensive and international evidence base positions professional learning communities (PLCs) as an effective continued professional development (CPD) mechanism that can impact on teachers’ practices and, in turn, students’ learning. The landscape of teacher PLCs is continuously developing; notably through teachers’ uses of social media. Yet, there is limited robust evidence identifying the characteristics of social media PLCs that impact on teachers’ learning and practice.Purpose: This exploratory study examined the characteristics of a specific Twitter-based professional learning community – #pechat. The research questions were: (i) what is the nature of a Twitter-based professional learning community? and (ii) what characteristics of a Twitter-based professional learning community develop learning and practice?Methods: Data were generated from 901 tweets between 100 participants; and 18 in-depth semi-structured elicitation interviews with participants and moderators of the Twitter-based professional learning community. Data were analysed through a process of deliberation, and a relativist approach informed quality.Findings: Two themes are reported to explain the nature of the Twitter-based professional learning community and the different types of characteristics of #pechat that developed learning and practice. The first theme engagement shows how different participants of #pechat engaged with discussions and how moderators played a key role in facilitating discussions between participants. The second theme shared practices shows how discussions between participants of #pechat led to the development of new practices that some teachers were able to use to accomplish particular objectives in their physical education lessons.Conclusion: The analysis of the data provided evidence to suggest that #pechat is a PLC and is representative of an established group of practitioners. These characteristics should be considered in the design of future online professional development experiences. Facilitator or moderator training could support the development of social media based PLCs that subsequently and positively impact on teachers’ practices.
Keywords: Communities of practice; constructivism; professional learning; situated learning

Technical and vocational education and training in sub-Saharan Africa: a comprehensive review of the current state of the research (VETNET @ ECER) - Haßler, Björn; Marsden, Melissa; Iseje, Fatuma; Deodonne, Kunwufine; Changilwa, Peter; Maseko, Vusi (VETNET @ ECER, 2019)
Research funded by Federal Ministry for Research and Education, Germany VETNET @ ECER, September 2019
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:j

Foundational Mathematics Education in Developing Countries - Bolton, Laura (2019)
There is concern that children in developing countries are not learning sufficient mathematics skills. Focus on enrolment and literacy may have led to neglect of mathematics learning and less is known about the status in this area. According to a UNESCO study in 2014 fewer than 50 per cent of grade 6 students have achieved a minimum level in mathematics in three quarters of eastern and southern African countries (UNESCO, 2014). In the remaining quarter of countries, between 56 and 62 per cent of students had learned basic mathematics skills. To obtain information on mathematics progress this report extracts data from the World Bank database. Section 2 describes the different data scales and section 3 reports results. Section 4 includes some case studies from further research into different countries. The following sections 5 to 9 discuss findings on teacher capacity, barriers, curricula, and technology. Section 10 outlines recommendations and research gaps. Factors affecting mathematics progress tend to mirror issues affecting educational attainment in general. Studies identify socio-economic factors as commonly associated with learning in mathematics. There is a consensus that making improvements in overall school quality will likely improve mathematics attainment. One problem specific to mathematics is cultural attitude. Some cultures do not value mathematics and have expectations of failure. Attitudes need to be changed within the public and education sector highlighting the benefits, accessibility and achievability of mathematics for everyone. Some evidence is found that teaching mathematics in English or French rather than local languages may impede learning. Translating shared materials into local languages may be resource intensive. Some teachers do not know the local language where they are teaching. Some case studies are found where technologies have been shown to improve mathematics results. Technologies are particularly cost-effective as they can be shared more easily but language of instruction would not be mother-tongue. Early childhood development interventions are a good place to start to improve foundational numeracy learning. Positive examples are identified in Botswana, South Africa, and Rwanda.
Keywords: ⛔ No DOI found

Sierra Leone turns to technology and analytics to put quality back into education - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
Today, an estimated 2 million students return to school for the second year of the Free Quality School Education (FQSE) Program. The Government of Sierra Leone commits 21% of theRead More
Keywords: _C:Sierra Leone SLE

Building resilience in education to the impact of climate change - Anderson, Allison (Brookings, 2019)
The Bahamas and other countries can learn from work in Nepal to keep learners safe by reducing disaster risk to natural and manmade disasters.

Moving beyond the predictable failure of Ed-Tech initiatives - Sancho-Gil, Juana M.; Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel (Learning, Media and Technology, 2019)
The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
Keywords: Educational change; digital technology corporations; educational challenges; educational policies; school improvement

Behavioural Innovation: embracing behavioural science for lasting impact - Simpson, Lea (Brink blog, 2019)
Behavioural Innovation applies classic innovation methodologies along with psychological, cognitive, emotional, cultural and social…

Teacher absenteeism | Education | IIEP Policy Toolbox (2019)
The reasons for teacher absenteeism can be encompassed in three main categories: authorized leaves, absences due to official duties, and those without reason.

Impact of assistive technology on education performance of learners with visual impairment at the University of Rwanda - College of Education - BOLINGO, Amurani (2019)

How Does Enriched Differentiated Small-Group Instruction At The Middle-School Level Accelerated Learning And Promote Community? - Bernard, Kathleen (School of Education Student Capstone Projects, 2019)
The question addressed in this capstone project was guided by the demanding need for customized differentiated enriched learning experiences at the middle-school level. It documents why providing customized enriched learning experiences through small-group instruction for all students is necessary to help close educational opportunity gaps, improve academic growth and to create stronger communities of understanding and connectedness. It is founded in the learning and understanding of differentiation and self-determination theory. The frame of the project guides middle-school teachers through the process of understanding the importance of small-group instruction, provides them with structural classroom framework options and cultivates time for collaboration to develop enriched differentiated learning experiences. The goal is to strengthen classroom learning communities, but also collaborative professional learning communities.
Keywords: Pedagogy; _AcademicRecoveryOECS; ⛔ No DOI found

Improving teacher professional development for online and blended learning: a systematic meta-aggregative review - Philipsen, Brent; Tondeur, Jo; Pareja Roblin, Natalie; Vanslambrouck, Silke; Zhu, Chang (Educational Technology Research and Development, 2019)
In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.

Analyzing messages with typographic errors due to phonemic spellings using text-to-speech and speech-to-text algorithms - Pore, Meenal; Sengeh, David Moinina (International Business Machines Corp, 2019)
Keywords: api; audio file; speech; text; text message

Using design-based research to bring partnership between researchers and practitioners - Getenet, Seyum (Educational Research, 2019)
Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.
Keywords: Design-based research; evidence-informed practice; practice; practitioners; professional development; teacher education

How Charts Lie: Getting Smarter about Visual Information - Cairo, Alberto (W. W. Norton & Company, 2019)

The EdTech Hub: Building a global community of practice of researchers and implementers - Haßler, Björn; Brugha, Meaghan; Loj, Gosia; Proctor, Jamie (UKFIET, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; UploadedToZenodo; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:k

Synthesis of Reviews on Teacher Professional Development in Sub-Saharan Africa - Haßler, Björn; D’Angelo, Sophia; Walker, Hannah; Marsden, Melissa (Open Development & Education, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:i

Effects of gesture-based match-to-sample instruction via virtual reality technology for Chinese students with autism spectrum disorders - Hu, Xiaoyi; Han, Zhuo Rachel (International Journal of Developmental Disabilities, 2019)
Effective strategies to address academic performance are critical to students with disabilities in inclusive settings. The purpose of this study was to investigate the effectiveness of using gesture-based instruction via Leap Motion-aided virtual reality (VR) technology to teach matching skills to school-aged students with autism spectrum disorder (ASD) in China. Three participants with ASD from general education schools participated in this study. A multiple probe design across participants was used. The results indicated that all participants acquired the target match-to-sample skills and maintained the acquired skills at a high level for up to 12 weeks. Results of this study provide important implications to special education and general education teachers working with students with ASD.
Keywords: China; autism spectrum disorders; computer-assisted instruction; gesture-based; match-to-sample; virtual reality technology

Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes - DSTI Media (Directorate of Science, Technology and Innovation, 2019)
A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More
Keywords: _C:Sierra Leone SLE

Sprint 5 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 5 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Submitted to TETFund, Abuja - State, Zamfara; S.M. Ali (2019)

The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis - Xu, Zhihong; Wijekumar, Kausalai (Kay); Ramirez, Gilbert; Hu, Xueyan; Irey, Robin (British Journal of Educational Technology, 2019)
Keywords: Final_citation; cited; existing

Sierra Leone National Innovation and Digital Strategy (2019-2029): Digitization for all: Identity, Economy, and Governance - Directorate of Science, Technology & Innovation (2019)
Keywords: _C:Sierra Leone SLE

Keyword inventory for: Berufsbildung in Sub-Sahara Afrika - Eine systematische Aufarbeitung des Forschungsstandes - Haßler, Björn (Zenodo, 2019)
Keyword inventory for the literature review described in: Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Watson, J., Marsden, M., Gordon, R., Damani, K. (2019). Berufsbildung in Subsahara-Afrika: Eine systematische Aufarbeitung des Forschungsstandes. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. Creative-Commons-Lizenz CC BY 4.0. URN: urn:nbn:de:0035-vetrepository-775510 -9. VET Repository: https://lit.bibb.de/vufind/Record/DS-184013. Also available here: https://zenodo.org/record/3334690
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:d

The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review - Yin, Hongbiao; Huang, Shenghua; Chen, Gaowei (Educational Research Review, 2019)
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.
Keywords: Burnout; Emotional labor; Lebanon_event_2021; Meta-analysis; Satisfaction; Teacher; _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Ethiopia ETH; _C:Finland FIN; _C:Germany DEU; _C:Greece GRC; _C:Iran IRN; _C:Italy ITA; _C:Korea, Republic KOR; _C:Malaysia MYS; _C:Netherlands NLD; _C:Oman OMN; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Berufliche Hochschule Hamburg soll 2021 starten - HIBB (Pressestelle des Senats, 2019)

Teachers for rural schools – a challenge for South Africa - Plessis, Pierre du; Mestry, Raj (South African Journal of Education, 2019)
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
Keywords: _C:Australia AUS; _C:Canada CAN; _C:France FRA; _C:Ghana GHA; _C:Malaysia MYS; _C:South Africa ZAF; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; deployment; education level; education quality; recruitment; rural schools; ⚠️ Invalid DOI

Examination Malpractice in Low-Income Contexts - Boateng, Pearl (2019)
This non-standard helpdesk report found that there was little research evidence detailing the types of examination malpractice and even fewer studies focusing on effective strategies to mitigate these issues. Due to the sensitive nature of the topic and the implications for corruption and bribery across entire education systems, this is unsurprising. As a result, from the outset it was agreed with the requester that expert comments and inputs would form the basis of the response to this query. Where evidence was found, this focused on Nigeria, Kenya, South Africa and India. In this report, ‘malpractice’ is defined as purposeful actions intended to influence the marks/grades achieved by individual students or groups of students rather than considering other potential reasons for malpractice (e.g. to influence national policy, working terms and conditions etc.). Malpractice can have different motives and take different forms in different types of examinations (e.g. national assessments for system monitoring which are high stakes for individual schools or regions but not high stakes for individual learners). This report focuses on national exams taken under exam conditions rather than other components that may contribute to the final grades of students (e.g. coursework, School Based Assessment, continuous assessment). As a result, the information presented focuses on national summative examinations in pre-tertiary education. This report has two parts. First, a typology outlining the most common forms of examination malpractice. The typology uses sources from newspaper articles, unpublished conference papers, blogs and other forms of grey literature. Second, a table addressing potential strategies to combat forms of examination malpractice. This was largely made up of expert comments and inputs with some references to research literature. The purpose of this report is to help refine and reframe the policy debate around this issue in Sierra Leone, drawing on evidence from other low-income contexts.
Keywords: ⛔ No DOI found

Hello, I’m Björn, Director of Research – The EdTech Hub - Haßler, Björn (EdTech Hub Research and Innovation to fulfill the potential of EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:r

Can Big Bird Fight Terrorism?: Children's Television and Globalized Multicultural Education - Moland, Naomi A. (Oxford University Press, 2019)
Sesame Street has taught generations of Americans their letters and numbers, and also how to better understand and get along with people of different races, faiths, ethnicities, and temperaments. But the show has a global reach as well, with more than thirty co-productions of Sesame Street that are viewed in over 150 countries. In recent years, the United States Agency for International Development (USAID) has provided funding to the New York-based Sesame Workshop to create international versions of Sesame Street. Many of these programs teach children to respect diversity and tolerate others, which some hope will ultimately help to build peace in conflict-affected societies. In fact, the U.S. government has funded local versions of the show in several countries enmeshed in conflict, including Afghanistan, Kosovo, Pakistan, Jordan, and Nigeria.Can Big Bird Fight Terrorism? takes an in-depth look at the Nigerian version, Sesame Square, which began airing in 2011. In addition to teaching preschool-level academic skills, Sesame Square seeks to promote peaceful coexistence-a daunting task in Nigeria, where escalating ethno-religious tensions and terrorism threaten to fracture the nation. After a year of interviewing Sesame creators, observing their production processes, conducting episode analysis, and talking to local educators who use the program in classrooms, Naomi Moland found that this child-focused use of soft power raised complex questions about how multicultural ideals translate into different settings. In Nigeria, where segregation, state fragility, and escalating conflict raise the stakes of peacebuilding efforts, multicultural education may be ineffective at best, and possibly even divisive. This book offers rare insights into the complexities, challenges, and dilemmas inherent in soft power attempts to teach theideals of diversity and tolerance in countries suffering from internal conflicts.
Keywords: Final_citation; cited; existing

How ed-tech can help leapfrog progress in education - Vegas, Emeliana; Ziegler, Lauren; Zerbino, Nicolas (Center for Universal Education at The Brookings Institution, 2019)
This brief analyzes the use of ed-tech innovations around the world.
Keywords: Final_citation; cited; existing; ⛔ No DOI found

How ed-tech can help leapfrog progress in education - Vegas, Emeliana; Ziegler, Lauren; Zerbino, Nicolas (Brookings, 2019)
This brief analyzes the use of ed-tech innovations around the world.

School clusters and teacher resource centres (IIEP-UNESCO, 2019)
In the context of Education for All, teacher resource centres and school cluster strategies are increasingly incorporated into programmes to improve the quality of education. But what are they meant to achieve at the school level? School clusters and resource centres aim to channel education resources more effectively by making them available to groups of schools rather than individual schools.

Mobile Literacy among Syrian Refugee Women Teachers - Bradley, Linda; Bahous, Rima; Albasa, Ali (Research-publishing, 2019)
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.]
Keywords: Career Development; Cross Cultural Studies; Faculty Development; Females; Foreign Countries; Handheld Devices; Informal Education; Information Technology; Land Settlement; Literacy; Occupational Aspiration; Refugees; Second Language Instruction; Second Language Learning; Teacher Attitudes; Telecommunications; Videoconferencing; _C:Australia AUS; _C:Dominica DMA; _C:France FRA; _C:Jordan JOR; _C:Lebanon LBN; _C:Sweden SWE; _C:Syrian Arab Republic SYR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

A Comparison of National Enterprise Architecture and e-Government Perspectives - Mayakul, Theeraya; Sa-Nga-Ngam, Prush; Srisawat, Wasin; Kiattisin, Supaporn (2019 4th Technology Innovation Management and Engineering Science International Conference (TIMES-iCON), 2019)
Enterprise Architecture (EA) has been adopted as a framework for all tier of the organization to deliver effective IT services and management. E-Government is a public service for all citizens. The basic needs are accessibility, equity and engagement. Thus, EA is relevant to e-Government because it establishes all stakeholder's participation leading to governance. Citizen also requires transparency and participation in monitoring process of the government project. EA ensures the best practices in business alignment with IT implementation and integration. It results in the efficient management of e-Government services including the shared resources/ services and the rational use of technology. This study selected the world front-runners are Denmark, Australia, South Korea, Estonia, and Singapore to compared the EA approach with e-Government perspectives. It found that there is no best approach for all countries. Each nation should develop and customize the specific detail or context to align with the nationwide vision. The EA should be legislated as the digital transformation/ e-Government policy. The fundamental IT initiatives are electronic identification, communication and core infrastructure given as national cloud. The EA approach leads governance and standard of sharing and integration for the entire enterprise including business, data, service and technology across the country.
Keywords: EA; Electronic government; Enterprise Architecture; Final_citation; Indexes; Interoperability; Monitoring; National Enterprise Architecture; Standards; eGov

Education and Stability: Synopsis Paper - Millican, Juliet (2019)
DFID are aware that there are strong connections between education and stability which have implications for programming in different country contexts. Fiftyseven percent of the total DFID ODA spend, and 93% of bilateral ODA spend, has been allocated to fragile states and regions since 2017 with a long-term goal of supporting the peaceful management of change. A growing body of research in this area confirms the “two faces of education in conflict,”1 i.e. the fact that education can both mitigate and exacerbate conflict. Until recently, this mainly concerned primary and secondary education, but there is a new recognition of the potential for universities to play a significant role in conflict mobilisation, conflict response and conflict recovery. The relationship is, however, complex and context dependent, affected by a number of key factors. For example, while much research shows that education has an overall pacifying effect on conflict, there is also evidence of above-average levels of education among terrorists and genocide perpetrators. There is also no “one size fits all” solution, but several important factors to be aware of. Education can contribute to divisiveness, as unequal access to education can add to the societal injustice underlying conflict and politicised curricula can cause indoctrination and negative stereotypes. However, education can also contribute to social cohesion, inclusive identities and reconciliation. The goals of different international policies, such as the global education agenda (focused on education for all), may not match with the specific needs of conflict-affected societies requiring interventions that prioritise minorities or work for societal change. Imbalances of power between international and local actors can also lead to tensions in national policy formulation and programme implementation. Those developing programmes for stability should begin with a thorough conflict and situational analysis and a deep understanding of context.
Keywords: ⛔ No DOI found

Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years - Sandefur, Justin; Romero, Mauricio (Center for Global Development, 2019)
After three years, outsourcing management of public schools to private providers raised test scores by 0.21 standard deviations in math and 0.16 standard deviations in English (equivalent to 4 words per minute additional reading fluency for the cohort that started in first grade). Looking beyond learning gains, the program reduced corporal punishment (by 4.6 percentage points from a base of 51%), but increased dropout (by 3.3 percentage points from a base of 15%) and failed to reduce sexual abuse. Results vary by provider: some produced uniformly positive results, while others present stark trade-offs between learning gains and other outcomes.
Keywords: ⛔ No DOI found

Application of Crime Risk Mapping Within the School Focus Area in Kota Kinabalu Using GIS - Kalang, Lizalin; Eboy, Oliver (2019)
Crime is an inevitable social problem that is facing by most countries around the world. Criminal behaviour brings a significant negative consequence of urban development. A lot of changes will occur to the economic, demographic, political, cultural, technological and social because of urbanization. The rise in crime issues due to urban development lead urban schools to be threatened with criminal activity. Regarding this, school safety should not be compromised for schools in the city, especially in high schools. Lack of research on criminal issues from many disciplines, especially in Geography is one of the major cause of ineffectiveness in crime prevention. Geographic Information System (GIS) is a system based on the use of computers for the purpose of obtaining, storing, analyzing and presenting spatial data. This paper focuses on the application of GIS as a tool used in geography for crime mapping. Thus, the purpose of this paper is to provide recommendations for high-risk crime mapping for schools in Kota Kinabalu area. The objectives of this study are identifying the type of crime in the study area and identify the behavioural patterns of the crime using GIS analysis. This study using the property and violent crime statistics data of Kota Kinabalu city for the year 2018 obtained from Sabah's Contingent Headquarters (IPK) in Kepayan. GIS analysis used in this study includes classification, interpolation using Inverse Distance Weight (IDW), buffering, and overlay. Based on the findings in this study, all zones in the study area are affected by property and violent crime. There are high schools located in areas with a high risk of property and violent crime Meanwhile, the high school that affected by both types of crime is Sekolah Menengah Agama Toh Puan Hajah Rahmah.
Keywords: ⛔ No DOI found

Rethinking the School Closure Research: School Closure as Spatial Injustice - Tieken, Mara Casey; Auldridge-Reveles, Trevor Ray (Review of Educational Research, 2019)
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.
Keywords: Lebanon_event_2021; _C:Georgia GEO; _C:Germany DEU; _C:Mexico MEX; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; rural; school closure; spatial injustice; urban

Google Scholar, Web of Science, and Scopus: Which is best for me? (Impact of Social Sciences, 2019)
Being able to find, assess and place new research within a field of knowledge, is integral to any research project. For social scientists this process is increasingly likely to take place on Google…

New report on TVET in Sub-Saharan Africa – Open Development & Education (2019)
Keywords: _r:ImportedToMyEducationEvidence

Donor Programming in Albania in Other (Non-justice and Security) Sectors Relevant to Organised Crime - Haider, Huma (2019)
This helpdesk report provides an overview of sectors relevant to the existence and prevalence of organised crime in Albania; and a mapping of donor work in these sectors. While the programmes and projects discussed are not necessarily designed and adopted specifically to counter organised crime, linkages can be inferred. Literature was selected through database searches (Google, Google Scholar, Web of Science) and by visiting multilateral and bilateral donor websites. Corruption and organised crime are prevalent in Albania and remain key problems in the country. Institutional and everyday petty corruption undermine social trust and creates an environment in which the rule of law is weak and higher order criminal activity can more easily flourish (UNODC, 2015). Corruption is closely interlinked with organised crime as many of the country’s senior state officials are involved in smuggling, contrabands, tax evasions and land grabbing (Sokoli and Resulaj, 2013). Corruption poses a major money laundering risk in Albania as it generates significant amounts of criminal proceeds (COE, 2018). Trafficking in human beings and drugs are also key problems. Albania has been the region’s top producer of cannabis (Global Initiative, 2019). Trafficking in humans for sexual exploitation occurs internally. Many girls and women, particularly Roma and other marginalised groups with low socio-economic backgrounds, are trafficked in main cities in Albania (Meçe, 2016). Organised crime and economic inequality and development are correlated (EC, 2018). Key areas of development requiring attention to tackle organised crime in Albania and elsewhere include: livelihoods and employment; rural development; governance reform; and service delivery. Improving the poor socio-economic conditions of vulnerable populations, for example, can help to prevent human trafficking (Meçe, 2016). This query uses these core areas to structure this report.
Keywords: ⛔ No DOI found

A Systematic Review on Literature-based Discovery: General Overview, Methodology, & Statistical Analysis - Thilakaratne, Menasha; Falkner, Katrina; Atapattu, Thushari (ACM Computing Surveys, 2019)
The vast nature of scientific publications brings out the importance of Literature-Based Discovery (LBD) research that is highly beneficial to accelerate knowledge acquisition and the research development process. LBD is a knowledge discovery workflow that automatically detects significant, implicit knowledge associations hidden in fragmented knowledge areas by analysing existing scientific literature. Therefore, the LBD output not only assists in formulating scientifically sensible, novel research hypotheses but also encourages the development of cross-disciplinary research. In this systematic review, we provide an in-depth analysis of the computational techniques used in the LBD process using a novel, up-to-date, and detailed classification. Moreover, we also summarise the key milestones of the discipline through a timeline of topics. To provide a general overview of the discipline, the review outlines LBD validation checks, major LBD tools, application areas, domains, and generalisability of LBD methodologies. We also outline the insights gathered through our statistical analysis that capture the trends in LBD literature. To conclude, we discuss the prevailing research deficiencies in the discipline by highlighting the challenges and opportunities of future LBD research.
Keywords: LBD; Literature-based discovery; hypotheses generation; knowledge discovery; literature mining; systematic review; text mining

Pervasive human-driven decline of life on Earth points to the need for transformative change - Díaz, Sandra; Settele, Josef; Brondízio, Eduardo S.; Ngo, Hien T.; Agard, John; Arneth, Almut; Balvanera, Patricia; Brauman, Kate A.; Butchart, Stuart H. M.; Chan, Kai M. A.; Garibaldi, Lucas A.; Ichii, Kazuhito; et al. (Science, 2019)
The time is now For decades, scientists have been raising calls for societal changes that will reduce our impacts on nature. Though much conservation has occurred, our natural environment continues to decline under the weight of our consumption. Humanity depends directly on the output of nature; thus, this decline will affect us, just as it does the other species with which we share this world. Díaz et al. review the findings of the largest assessment of the state of nature conducted as of yet. They report that the state of nature, and the state of the equitable distribution of nature's support, is in serious decline. Only immediate transformation of global business-as-usual economies and operations will sustain nature as we know it, and us, into the future. Science , this issue p. eaax3100 , BACKGROUND Human actions have long been known to drive declines in nature, and there is growing awareness of how globalization means that these drivers increasingly act at a distance (telecoupling). However, evidence from different disciplines has largely accumulated in parallel, and the global effects of telecouplings have never been addressed comprehensively. Now, the first integrated global-scale intergovernmental assessment of the status, trends, and future of the links between people and nature provides an unprecedented picture of the extent of our mutual dependence, the breadth and depth of the ongoing and impending crisis, and the interconnectedness among sectors and regions. ADVANCES Human impacts on life on Earth have increased sharply since the 1970s. The world is increasingly managed to maximize the flow of material contributions from nature to keep up with rising demands for food, energy, timber, and more, with global trade increasing the geographic separation between supply and demand. This unparalleled appropriation of nature is causing the fabric of life on which humanity depends to fray and unravel: Most indicators of the state of nature, whether monitored by natural and social scientists or by Indigenous Peoples and local communities, are declining. These include the number and population size of wild species, the number of local varieties of domesticated species, the distinctness of ecological communities, and the extent and integrity of many terrestrial and aquatic ecosystems. As a consequence, nature’s capacity to provide crucial benefits has also declined, including environmental processes underpinning human health and nonmaterial contributions to human quality of life. The costs are distributed unequally, as are the benefits of an expanding global economy. These trends in nature and its contributions to people are projected to worsen in the coming decades—unevenly so among different regions—unless rapid and integrated action is taken to reduce the direct drivers responsible for most change over the past 50 years: land and sea use change, direct harvesting of many plants and animals, climate change (whose impacts are set to accelerate), pollution, and the spread of invasive alien species. Exploratory scenarios suggest that a world with increased regional barriers—resonating with recent geopolitical trends—will yield more negative global trends in nature, as well as the greatest disparity in trends across regions, greater than a world with liberal financial markets, and much greater than one that prioritizes and integrates actions toward sustainable development. Evidence from target-seeking scenarios and pathways indicates that a world that achieves many of the global biodiversity targets and sustainability goals related to food, energy, climate, and water is not—yet—beyond reach, but that no single action can get us there. OUTLOOK Our comprehensive assessment of status, trends, and possible futures for nature and people suggests that action at the level of direct drivers of nature decline, although necessary, is not sufficient to prevent further deterioration of the fabric of life on Earth. Reversal of recent declines—and a sustainable global future—are only possible with urgent transformative change that tackles the root causes: the interconnected economic, sociocultural, demographic, political, institutional, and technological indirect drivers behind the direct drivers. As well as a pan-sectoral approach to conserving and restoring the nature that underpins many goals, this transformation will need innovative governance approaches that are adaptive; inclusive; informed by existing and new evidence; and integrative across systems, jurisdictions, and tools. Although the challenge is formidable, every delay will make the task even harder. Crucially, our analysis pinpoints five priority interventions (“levers”) and eight leverage points for intervention in the indirect drivers of global social and economic systems where they can make the biggest difference. Traditional diversity-rich human landscapes, and the livelihoods and identities that depend on them, face global threats. Mosaics of crops, forest, and pasture have been maintained for millennia around the world. Now, they are under increasing threat from climate change and large-scale land use change to accommodate global demands for commodities. So are the livelihoods and cultural identity of the peoples that live in them, such as this woman collecting fodder for her flock in the Checacupe district, Perú. Photo credit www.estebantapella.com , The human impact on life on Earth has increased sharply since the 1970s, driven by the demands of a growing population with rising average per capita income. Nature is currently supplying more materials than ever before, but this has come at the high cost of unprecedented global declines in the extent and integrity of ecosystems, distinctness of local ecological communities, abundance and number of wild species, and the number of local domesticated varieties. Such changes reduce vital benefits that people receive from nature and threaten the quality of life of future generations. Both the benefits of an expanding economy and the costs of reducing nature’s benefits are unequally distributed. The fabric of life on which we all depend—nature and its contributions to people—is unravelling rapidly. Despite the severity of the threats and lack of enough progress in tackling them to date, opportunities exist to change future trajectories through transformative action. Such action must begin immediately, however, and address the root economic, social, and technological causes of nature’s deterioration.
Keywords: Final_citation

Meeting the Academic and Social-Emotional Needs of Nigeria’s Out-of-School Children | INEE - Miheretu, Adane (International Rescue Committee, 2019)
As part of their response to number of out-of-school children in Nigeria, with the support from UK Aid, the International Rescue Committee (IRC) and Creative Associates International developed the Accelerated Learning Program (ALP) model in Nigeria. ALPs are flexible, age-appropriate educational programs which aim to address the needs of OOS children and youth by preparing them for entry or re-entry into the mainstream educational system. By enrolling these students, ALPs strive to make up for lost time and shore up the essential skills these students may have never developed or lost after their educations were derailed.
Keywords: _C:Nigeria NGA; __C:filed:1; __C:scheme:1

Literature reviews of educational technology research in low and middle-income countries: an audit of the field - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
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.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; LP: English; R:Literature review, systematic review; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Jordan JOR; _C:Portugal PRT; _C:Russian Federation RUS; _C:Spain ESP; _C:United Kingdom GBR; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _yl:g; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode; educational technology, EdTech, low-income countries, literature review; ⛔ No DOI found

Research publication strategy and proposed publications - Haßler, Björn; McIntyre, Nora; Hollow, David; Jordan, Katy; Hennessy, Sara; Brugha, Meaghan; Mitchell, Joel (EdTech Hub, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:n

Reviewing the research literature in educational technology for development: Balancing rigour and inclusivity - Jordan, Katy (EdTech Hub, 2019)
Keywords: LP: English; R:Literature review, systematic review; _DOILIVE; _EdTechHub_Output; _zenodoETH