Open Content - Haßler, Björn; Mays, Tony (International Encyclopedia of Digital Communication and Society, 2015)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Canada CAN; _C:France FRA; _C:South Africa ZAF; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence

Developing Costed Implementation Plans - Health Policy Project (2015)

Challenges and opportunities for teacher professional development in interactive use of technology in African schools - Hennessy, Sara; Haßler, Björn; Hofmann, Riikka (Technology, Pedagogy and Education, 2015)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Bangladesh BGD; _C:France FRA; _C:Japan JPN; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:b

Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year - Hennessy, Sara; Haßler, Björn; Hofmann, Riikka (Research Papers in Education, 2015)
Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:sub-Saharan Africa; CAREER development; EDUCATION -- Study & teaching; GRADUATE education; PROFESSIONAL education; TEACHER training; ZAMBIA; Zambia; _C:Australia AUS; _C:India IND; _C:Iran IRN; _C:Japan JPN; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Rwanda RWA; _C:South Africa ZAF; _C:Tonga TON; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __:import:01; __:match:final; __:matched; __:study_id:2099887; __C:filed:1; __C:scheme:1; ___working_potential_duplicate; __finaldtb; _r:ImportedToMyEducationEvidence; _yl:a; digital technology; docs.opendeved.net; interactive pedagogy; open educational resources; sub-Saharan Africa; teacher professional development

Assessing the Strength of Evidence in the Education Sector - Hinton, Dr Rachel; Robinson, Mark (2015)
Keywords: ⛔ No DOI found

Review of national education policies: Teacher quality and learning outcomes - Hunt, Frances (PROSPECTS, 2015)
This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of speciﬁc questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations related to the inclusion of teaching and learning in education policy and a range of strategies that can support teaching and learning, both directly and indirectly.
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Belize BLZ; _C:Bhutan BTN; _C:Cambodia KHM; _C:Colombia COL; _C:Ecuador ECU; _C:Egypt EGY; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Guyana GUY; _C:India IND; _C:Indonesia IDN; _C:Jamaica JAM; _C:Kenya KEN; _C:Laos LAO; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Papua New Guinea PNG; _C:Paraguay PRY; _C:Peru PER; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

Effects of school feeding programme on enrolment, attendance, nutrition and academic achievement on children. A case study of Maruta Primary School, Wedza District, Mashonaland East Province, Zimbabwe - Hunzvi, Tapiwa (BUSE, 2015)

Design Kit: The Human-Centered Design Toolkit - IDEO (2015)
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Causal inference in statistics, social, and biomedical sciences - Imbens, G.W.; Rubin, D.B. (Cambridge University Press, 2015)

"Sowing Seeds" and Its Efficiency. Case Study about the Tanoda Programme of the Greek Catholic Church in the Huszár District in Nyíregyháza (Hungary) - Inántsy Pap, Ágnes; Morvai, Laura (Acta Universitatis Sapientiae. Social Analysis, 2015)
The general laws of the school career of disadvantaged students have been studied by Hungarian researchers for decades (Kozma 1975, Papp 1997, Liskó 2002, Imre 2002ab, etc.). In Hungary, there are several remedial education programmes for the disadvantaged and talent development programmes for the gifted Many tanodas (special afternoon schools offering extra-curricular activities) were established in Hungary when the country's accession to the European Union brought about an increase in the number of grant opportunities. Scientific interest in the effectiveness of compensatory/ remedial education programmes, and thus tanodas, increased enormously (Lányi 2008, Krémer 2008, Fejes 2014, etc.). Our case study examines the operation of a church-run tanoda in one of the most disadvantaged regions of the country, in an area with Roma majority population in a county seat Local children from 12 elementary schools go to this institution, primarily for remedial education and talent development We conducted our research in the autumn of 2014 at the request of the Hungarian Institute for Educational Research and Development (OFI), as members of the CHERDHungary research group. Our findings are based on the content analysis of the operational documents of the Tanoda (Organizational and Operational Regulations, House Rules, Pedagogical Programme), the analysis of the interviews with the teachers at the Tanoda (English teacher, Hungarian language and literature teacher, identity development coach, personal development coach, teacher of self-knowledge-spiritual guide, and the professional supervisor), and on the data from a focus group interview with 9 children from the Tanoda . Everyone expressing their opinion about the operation of the Tanoda confirmed that the complex activities of the Tanoda do not only help children to catch up, avoid dropping out of school, and even form plans about further education, but they also provide spiritual, psychological, and mental support to the children The environment provided by the Tanoda enables students to realize their human dignity and shape their everyday life, relationships, and future.
Keywords: _Added to LR; _T:reviewed; ⛔ No DOI found

Today's challenges for girls' education - King, Elizabeth; Winthrop, Rebecca (Brookings Global Working Paper Series., 2015)

Governance and Accountability in Nigeria: A Gender Analysis - Lawan, Mahmoud M.; Abdul-Ismail, Aisha; Dukku, Aminu (Democracy and Governance in Nigeria: Challenges and Prospects, 2015)

Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities - Lawrie, J.; Hennessy, Sara; Haßler, Björn; Bhandigadi, Phalachandra (Where it's needed most: Quality professional development for all teachers, 2015)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; __C:filed:1; _r:ImportedToMyEducationEvidence; docs.opendeved.net; ⛔ No DOI found

Use ICT to provide access to content, professional development and professional learning communities (Chapter 7) - Lawrie, James; Hennessy, S.; Haßler, Björn; Bhandigadi, Phalachandra (Where It’s Needed Most: Quality Professional Development for All Teachers., 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

‘Making do’: Teachers’ coping strategies for dealing with textbook shortages in urban Zambia - Lee, J.; Zuilkowski, S.S. (Teaching and Teacher Education, 2015)

What is improvement science? Do we need it in education? - Lewis, Catherine (Educational researcher, 2015)

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development - Liang, Jiwen (Journal of Education for Teaching: International Research and Pedagogy, 2015)
This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.
Keywords: Administrator Attitudes; Case Studies; Case studies; China; Classroom Observation Techniques; Classroom observation; ERIC, Current Index to Journals in Education (CIJE); Education; Effectiveness; Faculty Development; Feedback; Feedback (Response); Foreign Countries; Interviews; Principals; Professional development; Qualitative Research; Secondary Education; Secondary School Teachers; Secondary schools; Teacher Attitudes; Teacher education; Teaching; Teaching Methods; Teaching methods; Video; Video Technology; Video recordings; __:import:01; __:match:final; __:matched; __:study_id:2096967; __finaldtb

A Framework for Rigorously Identifying Research Gaps in Qualitative Literature Reviews - Mã, Christoph (2015)
Identifying research gaps is a fundamental goal of literature reviewing. While it is widely acknowledged that literature reviews should identify research gaps, there are no methodological guidelines for how to identify research gaps in qualitative literature reviews ensuring rigor and replicability. Our study addresses this gap and proposes a framework that should help scholars in this endeavor without stifling creativity. To develop the framework we thoroughly analyze the state-of-the-art procedure of identifying research gaps in 40 recent literature reviews using a grounded theory approach. Based on the data, we subsequently derive a framework for identifying research gaps in qualitative literature reviews and demonstrate its application with an example. Our results provide a modus operandi for identifying research gaps, thus enabling scholars to conduct literature reviews more rigorously, effectively, and efficiently in the future.
Keywords: ⛔ No DOI found

Status of usage of Information Communications Technology by academic staff at a selected nursing training institution in South Africa - Maharaj, S.; Mshunquane, N.; Puckree, Threethambal (International Journal of Educational Sciences, 2015)
Keywords: __C:filed:1

Dialogic Readers: Children talking and thinking together about visual texts - Maine, Fiona (Routledge, 2015)

Unleashing the potential: transforming technical and vocational education and training - Marope, Priscilla Toka Mmantsetsa; Chakroun, Borhène; Holmes, K. P (2015)
"UNESCO has recently published the third volume of its Education on the Move series, a series dedicated to the analysis of key trends in education with the hope of inspiring dialogue among policy makers, educators and other key stakeholders on the challenges of education for tomorrow. The latest publication, entitled Unleashing the Potential: Transforming Technical and Vocational Education and Training is focused entirely on issues related to technical and vocational education and training (TVET). It takes stock of the steadily increasing demands and expectations on TVET systems around the globe and presents recent policy trends in the field of TVET. In their analysis, the authors provide insights into what it takes to unleash the potential of TVET systems around the world. They propose an integrated analytical approach that takes into consideration such factors as economic growth, social equity and issues related to sustainability so that TVET can contribute more effectively to contemporary policy issues such as youth unemployment, gender disparities and climate change. Overall, the book calls for a transformation of TVET systems to enable them to respond to the demands of their contexts. This transformation should enable TVET systems to acquire agility to stay current and responsive to the rapidly changing demands of the twenty-first century."--Publisher's website.

RobotReviewer: evaluation of a system for automatically assessing bias in clinical trials - Marshall, I.J.; Kuiper, J; Wallace, B.C. (Journal of the American Medical Informatics Association, 2015)
Keywords: _Added-ailr-2024

Effectiveness and viability of revenue diversification in sub-saharan africa’s higher education: examining Zambia’s public universities. - Masaiti, Gift (2015)
Keywords: ⛔ No DOI found

Shifting from government bursaries to a loan scheme in higher education: Exploring the Zambian experience in student financial Aid - Masaiti, Gift; Mwelwa, Kapambwe; Mwale, Nelly (International Journal of African Higher Education, 2015)
Keywords: ⛔ No DOI found

Teachers' Perceptions and Students' Lived Experiences in Vocational-Technical Subjects in a Rural High School in Zimbabwe - Masinire, Alfred (Gender and Education, 2015)
This paper explores the construction of dominant models of gender among students in the Vocational-Technical. In the backdrop of dominant narratives that structure gender policies and practices in schooling in Zimbabwe, the paper elaborates upon how students' daily experiences in workrooms perpetuate the feminisation and masculinisation of fields of study such as DT and HESs in ways that inhibit the learning and achievement of boys and girls in these subjects. The argument in this paper is that in order to understand gender inequality in the Voc-Tech curriculum, educators need to understand how sociocultural perceptions of gender are constructed and embodied at the level of classroom interaction among students and teachers. Such insights provide a deeper understanding for addressing gender inequality in Voc-Tech subjects that moves beyond current structural and institutional barriers within a rural African context.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:achievement; F:attitude; F:curriculum; F:gender; F:girl; F:learning; F:policy; P:construction; P:environment; P:metal; P:teachers; R:evaluation; R:interview; R:observation; T:TVET; Z:Barriers; Z:Classroom Environment; Z:Critical Theory; Z:Curriculum Evaluation; Z:Educational Practices; Z:Feminism; Z:Foods Instruction; Z:Foreign Countries; Z:Gender Differences; Z:Gender Issues; Z:High School Students; Z:Institutional Characteristics; Z:Interviews; Z:Masculinity; Z:Metallurgy; Z:Nutrition Instruction; Z:Observation; Z:Rural Schools; Z:Sex Fairness; Z:Sex Role; Z:Student Attitudes; Z:Student Experience; Z:Teacher Attitudes; Z:Teacher Student Relationship; Z:Vocational Education; gender; publicImportV1

Continuing technology professional development: A technology learning preferences instrument to support teacher educators’ workplace learning - Maurice Schols, B. A. (Roehampton University, 2015)
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Cuba CUB; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:Ireland IRL; _C:Luxembourg LUX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Portugal PRT; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Fundamentals of Implementation Research - MEASURE Evaluation (2015)

Alternatives towards achieving Education For All (EFA): a case of the informal sector business institute (ISBI), Nairobi, Kenya - Momanyi, C (2015)
In 1948 the United Nations declared that everyone has a right to education in the universal declaration of human rights. Education for All (EFA) is an international initiative first launched in Jomtien, Thailand, in 1990 to bring the benefits of education to “every citizen in every society’. To realize this aim, governments, civil society groups, and development agencies such as UNESCO and the World Bank have joined hands to achieve the EFA goals. Kenya is signatory to education for all initiative. Achieving the Education for All goals is critical for simultaneously attaining all 8 Millennium Development Goals (MDGs). The EFA strategies include the establishment of a policy on the re-entry of school-age mothers into the education system and the establishment of a non-formal education unit in the Ministry of Education Science and Technology. The recent implementation of free primary and secondary education is an effort by the government of Kenya to attain Universal primary Education (UPE) and the final attainment of EFA and MDGs. There are many suggestions both at the local and international levels on how to achieve this goal. Non-formal education and Technical and vocational education are some of the alternatives towards EFA, they lead participants to acquire practical skills in a particular occupation. Non formal education is flexible as more people who are out of the formal education system acquire skills. Strathmore Educational Trust (SET), a Public Charitable Trust incorporated in Kenya, established to promote educational initiatives started the Informal Sector Business Institute (ISBI) in 2004; a Non-formal education initiative to train jua kali artisans in ICT and business skills. Since its inception, more than 10,000 people have been trained in various skills. Data collected from artisans who have undergone the ISBI training showed that the artisans trained at ISBI are better than those form the same area that have not undergone the same training.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; HDR25; Q:community education; Q:degree; Q:open learning; Q:secondary education; T:Educação profissionalizante; T:Lehrlingsausbildung; T:TVET; T:continuing education; T:work-based learning; publicImportV1

English teacher education curriculum designing: A mixed methods analysis of the programme at the University of Zambia - Mulenga, Innocent (The University of Zambia, 2015)

Curriculum design in contemporary teacher education: what makes job analysis a vital preliminary ingredient?. - Mulenga, Innocent Mutale (2015)
Keywords: ⛔ No DOI found

A framework for rigorously identifying research gaps in qualitative literature reviews - Müller-Bloch, C; Kranz, J (2015)
Keywords: ⛔ No DOI found

Design of a braille learning application for visually impaired students in Bangladesh. Assistive Technology - Nahar, L.; Jaafar, A.; Ahamed, E.; Kaish, A. B. M. A. (2015)

Investigating the rationale for material selection in tropical housing projects in Uganda – a Case for Interlocking Stabilised Soil Blocks (ISSB) technology - Nambatya, Margret Mauricia (University of Cambridge, 2015)
Behind Uganda’s housing construction industry are conventional practices in the choice of building materials, particularly burned bricks (BBs) bonded together with thick mortar of up to 30 mm to erect walls for housing. Due to the growing population, the demand for houses in Uganda has increased in the recent years, increasing the demand for building materials. However, meeting this increased demand can speed up deforestation and worsen the effects of climate change since the firing of bricks in Uganda takes 5.7 times more energy than that recorded in the ICE database of general baked clay bricks in the UK.
Keywords: ⛔ No DOI found

Visual demands of modern primary classrooms and the impact of refractive anomalies on academic performance - Narayanasamy, Sumithira (Queensland University of Technology, 2015)

Evaluation of artisan training in metal silo construction for grain storage in Africa: Impact on uptake, entrepreneurship and income - Ndegwa, M.K.; de Groote, Hugo; Gitonga, Z.M. (International Journal of Educational Development, 2015)
This study assesses the impact of training sheet metal workers in Kenya on their uptake of learned skills and their income. Fifty-eight artisans trained in the construction of metal silos for hermetic grain storage were compared to a random sample of 123 untrained artisans. Results show that two-thirds of the trained artisans were making the silos, half of these in their own workshops and half as employees. The probability of using the skills learned declined with age but increased with previous experience in technical work. The training did not significantly increase the income of employed artisans, but increased the annual income of those who made the silos in their own workshops by KSh315,173 (about US$3,600). The overall impact could be improved by better targeting of trainees, by using apprenticeships as an alternative mode of training, and by encouraging entrepreneurship through business training and provision of credit.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:artist; P:construction; P:metal; R:evaluation; R:impact; T:Lehrlingsausbildung; T:TVET; T:Training; T:trainee; Z:Adult education; Z:Benefits of education; Z:Employment skills; Z:Engineering education; Z:Intervention evaluation; Z:Vocational education and training; publicImportV1

Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT): A Model for Teacher Professional Development on Technology Integration - Ndongfack, Michael Nkwenti (Creative Education, 2015)

TPACK Constructs: A Sustainable Pathway for Teachers Professional Development on Technology Adoption - Ndongfack, Michael Nkwenti (Creative Education, 2015)

Shift from open distance learning to open distance e-learning - Ngubane-Mokiwa, Sindile; Letseka, Moeketsi (Open distance learning (ODL) in South Africa, 2015)
Keywords: ⛔ No DOI found

iPads in higher education—Hype and hope - Nguyen, Lemai; Barton, Siew Mee; Nguyen, Linh Thuy (British Journal of Educational Technology, 2015)

Randomized impact evaluation of education interventions: Experiences and lessons from a reading to learn intervention in East Africa - Ngware, M.W.; Abuya, B.; Oketch, M.; Admassu, K.; Mutisya, M.; Musyoka, P. (International Journal of Research & Method in Education, 2015)

OECD Reviews of Vocational Education and Training - Key Messages and Country Summaries - OECD (2015)
Full country policy reviews have been conducted, as part of the two OECD studies on VET, in Australia, Austria, Chile, China, Costa Rica, Czech Republic, Denmark, Egypt, Germany, Hungary, Ireland, Israel, Kazakhstan, Korea, Mexico, the Netherlands, Norway, South Africa, Sweden, Switzerland, the United Kingdom (England and Wales), and the United States (with case studies of Florida, Maryland and Washington State) and also the U.S states of South Carolina and Texas.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; CC:Australia; CC:Austria; CC:Chile; CC:China; CC:Costa Rica; CC:Czech Republic; CC:Denmark; CC:Egypt; CC:Germany; CC:Kazakhstan; CC:Korea; CC:Mexico; CC:Netherlands; CC:Norway; CC:South Africa; CC:Sweden; CC:Switzerland; CC:UK; CC:United States; CLL:en; Hungary; publicImportV1

Bridging the gap between research and practice: Implementation science - Olswang, Lesley B.; Prelock, Patricia A. (Journal of Speech, Language, and Hearing Research, 2015)

Governance and Change in Educational Policy Systems in Technical Vocational Education - Oluwafemi, CO; Martins, OR; Adebiaye, HO (2015)
From time immemorial, people have been controlled (ruled) by others in order to maintain law and order. This process is what is called governance. Governance is the act of exercising power and making decisions for a group of people by a selected few granted the authority to do so. Different human era called for different ‘curricular’ of teaching since it is believed that the needs of the society are one of the major determinants of the content of the curriculum. The authorities at each of such times only help to articulate the curriculum and provide the environment for teaching and learning to take place. In this pursuit, the Nigerian government has not been an exception. Over the years, the Governments have brought in one change or the other to the educational sector all with the utmost aim of making the nation better through her educational processes. This paper through the methodology of literature review and the authors’ observations focuses on some of the changes brought into the sector particularly in Technical Vocational Education. It looked at how these changes have benefited or otherwise affected the country and makes suggestions based on the findings.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:policy; P:administration; Q:distance learning; T:TVET; publicImportV1; ⛔ No DOI found

Methods for estimating the size of Google Scholar - Orduña-Malea, Enrique; Ayllón, Juan M.; Martín-Martín, Alberto; López-Cózar, Emilio Delgado (Scientometrics, 2015)

Towards Safer School Construction: A community-based approach - Paci-Green, Rebekah; Pandey, Bishnu (2015)

O Uso Pedagógico do Tablet no Instituto Federal de Educação, Ciência e Tecnologia de Rondônia (IFRO) - Pereira, Dauster Souza; Bueno, José Lucas Pedreira (EDUCA-Revista Multidisciplinar em Educação, 2015)
Keywords: _C:Canada CAN; _C:Portugal PRT; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Pro-Poor PRIMR: Improving early literacy skills for children from low-income families in Kenya - Piper, B.; Jepkemei, E.; Kibukho, K. (Africa Education Review, 2015)

Kenya's ICT Policy in Practice: The Effectiveness of Tablets and E-readers in Improving Student Outcomes - Piper, Benjamin; Jepkemei, Evelyn; Kwayumba, Dunston; Kibukho, Kennedy (FIRE: Forum for International Research in Education, 2015)
Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.

Kenya's ICT policy in practice: the effectiveness of tablets and e-readers in improving student outcomes - Piper, Benjamin; Jepkemei, Evelyn; Kwayumba, Dunston; Kibukho, Kennedy (FIRE: Forum for International Research in Education, 2015)
Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.
Keywords: African Languages; Control Groups; Cost Effectiveness; ERIC, Current Index to Journals in Education (CIJE); Educational Policy; Educational Practices; Elementary Secondary Education; English (Second Language); Experimental Groups; Foreign Countries; Handheld Devices; Intervention; Kenya; Literacy; Outcomes of Education; Program Effectiveness; Randomized Controlled Trials; Reading Achievement; Student Improvement; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096974; ___working_potential_duplicate; __finaldtb

Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi - Pitchford, Nicola J. (Educational Psychology, 2015)
Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1–3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1–3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child’s developmental stage.

Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi - Pitchford, Nicola J. (Frontiers in psychology, 2015)

Ebola: beyond the health emergency - Plan International (Plan International, 2015)

A refined compilation of implementation strategies: results from the Expert Recommendations for Implementing Change (ERIC) project - Powell, Byron J.; Waltz, Thomas J.; Chinman, Matthew J.; Damschroder, Laura J.; Smith, Jeffrey L.; Matthieu, Monica M.; Proctor, Enola K.; Kirchner, JoAnn E. (Implementation Science, 2015)

Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning. - Pritchett, Lant (Research on Improving Systems of Education, 2015)
Keywords: ⛔ No DOI found

Teachers’ Learning Circle in Afghanistan:-A new experience of Professional Development of Male and Female School Teachers in Mazar-e-Sharif, Afghanistan. - Qarizada, Zabihullah (2015)
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Iran IRN; _C:Pakistan PAK; _C:Spain ESP; _C:Sweden SWE; _C:United States USA; __C:filed:1; __C:scheme:1

Transformations in Teachers' Discourse About Their Students During a School-Led Pedagogic Intervention - Rainio, Anna Pauliina; Hofmann, Riikka (The European Journal of Social & Behavioural Sciences, 2015)
Keywords: _C:Finland FIN; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Supporting teacher development: literature review. - Reid, Kate; Kleinhenz, Elizabeth; Australia; Department of Foreign Affairs and Trade (2015)
This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of practices in educational policy and teacher development focused on enhancing teacher quality. It identifies policies that support teacher development as well as the characteristics of effective pre-service teacher education programs and of high-quality professional learning programs for teachers. It acknowledges the need to modify and adapt intervention approaches to suit particular country contexts. [Executive summary].
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Belgium BEL; _C:Burundi BDI; _C:Cambodia KHM; _C:Canada CAN; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Egypt EGY; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Gambia GMB; _C:Germany DEU; _C:Ghana GHA; _C:Guinea GIN; _C:Guyana GUY; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Israel ISR; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Laos LAO; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mauritius MUS; _C:Mexico MEX; _C:Mozambique MOZ; _C:Myanmar MMR; _C:Namibia NAM; _C:Nauru NRU; _C:Nepal NPL; _C:Netherlands NLD; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Peru PER; _C:Philippines PHL; _C:Senegal SEN; _C:Singapore SGP; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Vanuatu VUT; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Digital equity and intercultural education - Resta, Paul; Laferrière, Thérèse (Education and Information Technologies, 2015)
Keywords: Final_citation

Teacher retention in refugee and emergency settings: The state of the literature - Ring, Hannah Reeves; West, M Y (The International Education Journal: Comparative Perspectives, 2015)
Keywords: _C:Afghanistan AFG; _C:Belgium BEL; _C:Bhutan BTN; _C:Cambodia KHM; _C:Chad TCD; _C:China CHN; _C:Ethiopia ETH; _C:France FRA; _C:India IND; _C:Kenya KEN; _C:Lebanon LBN; _C:Nepal NPL; _C:Nicaragua NIC; _C:Papua New Guinea PNG; _C:Sierra Leone SLE; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

E-Learning as a Vehicle for the Development of Rural Girls in Ghana, West Africa - Roberts-Lewis, Kristie; Orok, Michael E. (Information Communication Technology (ICT) Integration to Educational Curricula: A New Direction for Africa, 2015)
Keywords: Equity through Access; ⛔ No DOI found

Leadership development for technical and vocational education and training college leaders in South Africa: A post-graduate curriculum framework - Robertson, Catherine A; Du Plessis, CA (2015)
ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt & McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014). AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt & McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:T; F:curriculum; F:leadership; T:TVET; publicImportV1; ⛔ No DOI found

Baseline Study for Distance Technical and Professional Education in Mozambique - Romiszowski, A (2015)
This baseline study has been undertaken to describe and analyse the current situation with respect to TVET, in order to evaluate the needs and the viability of employing open and distance Learning (ODL), and in particular eLearning in a flexible and blended approach. The main focus of the study is directed to that part of the system that is under the responsibility of the National Directorate for Technical and Professional Education (DINET) – namely the pre-tertiary level public-sector TVET institutions. These institutions are classified into three levels, equivalent to the subdivisions of the general education system: elementary, basic and medium, the last being equivalent to high school – the 11th and 12th grades. Elementary level courses are offered in 36 technical schools, 28 offer basic level courses and 19 offer courses at the medium level, a total of 85.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Mozambique; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:manufacture; P:teachers; P:technology; Q:ICT; Q:ODEL; Q:distance education; Q:open education; T:Ausbildung; T:Educação Profissional Técnica de Nível Médio; T:TVET; T:competency-based training; T:professional and vocational education; T:trainee; publicImportV1

Competency-based curriculum - Summary of curriculum framework pre-primary to upper secondary - Rwanda Ministry of Education; Rwanda Education Board (2015)

“If I can be a helper, one day I be a boss”–A case study of informal apprenticeship in Lusaka - Ryan, S (2015)
Despite recent high levels of economic growth, many young people in Zambia are trapped by poverty, unemployment or underemployment, and lack of access to skills development opportunities. Vocational training institutions cannot accommodate the vast numbers of school leavers every year, and often charge fees that are prohibitive to young people from poorer families. Young people remain significantly overrepresented in Zambia’s unemployment statistics. For those that do manage to secure work, it is predominantly in the informal economy, which currently accommodates over 90 of employed Zambians. Zambia faces a clear challenge to translate the economic gains of the past few years into improved livelihood conditions and decent work outcomes. With over 46 per cent of the population being under the age of 15, there is an urgent need for programs that provide young people in particular with skills development and employment opportunities. In this climate, informal apprenticeships may offer young people access to both affordable training and future employment. Informal apprenticeship, as defined by the International Labour Organization (ILO), is a written or oral training agreement under which a master craftsperson (MC) provides an apprentice (a young person) with training in all skills relevant to a trade. An apprentice gains tacit skills by working alongside a master craftsperson in a micro or small enterprise in the informal economy. Informal apprenticeships are anchored in the norms and traditions of a society, which shape the obligations and incentives for MCs to train others, and for apprentices to seek this kind of training. Costs and benefits are shared between the apprentice and master craftsperson (ILO, 2012). This study seeks to identify the norms and characteristics of informal apprenticeship in Zambia’s capital city, Lusaka. The study aims to provide guidance on how informal apprenticeships in Zambia can be supported and strengthened within the ILO’s mandate to improve the quality of apprenticeships within the informal economy. The study also aims to contribute to ILO’s body of knowledge on informal apprenticeship, describing both the local specificities of informal apprenticeship in urban Zambia, and how the training relates to ILO’s broader findings on informal apprenticeship in Africa. This study found that training within the informal economy is widely undertaken in the Lusaka region. However, the informal institutional framework for apprenticeships in Lusaka’s informal economy is currently less well established, compared to informal apprenticeships in West Africa. Written contracts were found to be non-existent, and verbal training agreements were considerably undefined. There is no specific term used for apprentices within the informal economy – young people join businesses as othandiza (helpers), but this term may apply both to those in an apprenticeship role, and casual workers brought in for temporary work. This study also determined a variety of training arrangements within the informal economy including fluid models of group-based learning, whereby a young person may learn from several experienced craftspeople in a ‘cluster’ of selfemployed operators. Despite these issues, vast numbers of Zambian young people still gain skills through working and learning in informal economy enterprises. The majority of apprentices reported that they join businesses with the key objective of acquiring all relevant trade skills - training within an informal enterprise was also found to be the primary source of skills development for MCs. While the lack of clear norms surrounding informal apprenticeship may be seen as problematic, many MCs and apprentices felt that the flexibility of terms supported, rather than hindered the apprentice - for instance, by the apprentice being able to progress quickly through the learning process. Incentive and obligation operate as strong binding mechanisms for both MCs and apprentices to complete the training in the absence of fixed institutional frameworks. Furthermore, the fluid nature of Zambian informal apprenticeships may mean that any future targeted interventions may be incorporated more easily. There is currently an enabling institutional environment for upgrading informal apprenticeship in Zambia. With the 2011 election of the Patriotic Front (PF) party to government, there is a renewed focus on the issues of youth, job creation, skills training, self-employment opportunities and the quality of jobs. The PF government has stated that they seek to involve youths in national development by ‘expanding educational facilities and vocational training to absorb all school leavers’, ‘collaborating with industry to provide learnership/apprenticeship practical training’, and ‘facilitating access to finance and to markets’ for young people (The Patriotic Front, 2011). Considering informal apprenticeship as a mode of vocational training in Zambia would clearly support government’s aim of creating a vocational training system capable of absorbing all school leavers. Recognition of informal training is further supported by reforms in TEVET policy, which call for a greater focus on training within and for the informal sector, and seek to diversify the modes in which training is delivered. Key interventions are required to upgrade informal apprenticeship to a robust mode of vocational training leading to gainful and decent employment for young people in Zambia. This report argues that TEVET policy needs to become more responsive to the informal economy, with the Apprenticeship Act revitalized, trade testing promoted more effectively, and informally acquired skills recognized. The quality of training needs to be improved, such as through providing MCs with skills development opportunities, introducing competency assessment measures, and strengthening training agreements. Decent work outcomes also need to be strengthened through supporting trade associations, providing greater access to finance for MCs and graduating apprentices, improving health and safety outcomes, and creating greater links between the formal and informal training and employment sectors.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; A:West Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; F:policy; HDR25; P:economy; R:case study; T:Ausbildung; T:Formal apprenticeship; T:Lehrlingsausbildung; T:TVET; T:Training; publicImportV1; ⛔ No DOI found

Professional learning communities and the diffusion of pedagogical innovation in the Chinese education system - Sargent, Tanja Carmel (Comparative Education Review, 2015)

Higher education and development: Critical issues and debates - Schendel, Rebecca; McCowan, Tristan (Education and international development: an introduction, 2015)
Keywords: ⛔ No DOI found

Technology and education – Why it's crucial to be critical - Selwyn, Neil (Critical Perspectives on Technology and Education, 2015)

Interpreting qualitative data - Silverman, David (Sage, 2015)
Keywords: CitedIn:eCubed; DL4D cited; Done:ReferenceFixed; TPD@Scale-cited; TPD@Scale_1; eCubed

Interventions for Improving Learning Outcomes and Access to Education in Low and Middle-Income Countries: A Systematic - Snilstveit, Birte; Stevenson, Jennifer; Phillips, Daniel; Vojtkova, Martina; Gallagher, Emma; Schmidt, Tanja; Jobse, Hannah; Geelen, Maisie; Pastorello, Maria Grazia; Eyers, John (Review. 3ie Systematic Review, 2015)
Keywords: ⛔ No DOI found

What works in girls' education: Evidence for the world's best investment - Sperling, Gene B.; Winthrop, Rebecca; Sperling, Gene B (Brookings, 2015)
Keywords: ⛔ No DOI found

Cultivating a Personal Learning Network that Leads to Professional Change - Stewart, Benjamin L. (2015)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Cultivating a personal learning network that leads to professional change - Stewart, Benjamin L. (Northcentral University, 2015)
Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online.
Keywords: 0444:Foreign language education; 0449:Educational leadership; 0710:Educational technology; Actor-network theory; Complexity; Content analysis; Education; Educational leadership; Educational technology; English; Foreign Language; Learning; Personal learning network; Polls & surveys; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2096277; __finaldtb

(untitled) - T-TEL (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.
Keywords: Final_citation

Sierra Leone research and knowledge systems: a rapid literature review - Tarawallie, Mamoud Idriss (INASP, 2015)
Keywords: _C:Sierra Leone SLE

Education 2030: Incheon Declaration and Framework for Action Towards inclusive and equitable quality education and lifelong learning for all - UNESCO (UNESCO IITE, 2015)
“The Incheon Declaration was adopted on 21 May 2015 at the World Education Forum (WEF 2015) held in Incheon, Republic of Korea. The Incheon Declaration constitutes the commitment of the... Read more Education 2030: Incheon Declaration and Framework for Action Towards inclusive and equitable quality education and lifelong learning for all
Keywords: Final_citation; cited; existing

St Vincent and the Grenadines Education for All 2015 review - UNESCO (UNESCO, 2015)

Advanced Certificate in Education (ACE) Programme Evaluation - University of Fort Hare; African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC); Kelello Consulting (2015)

District Profile: Bombali (Sierra Leone) - UNOCHA (2015)
Keywords: _C:Sierra Leone SLE

District Profile: Tonkolili (Sierra Leone) - UNOCHA (2015)
English News and Press Release on Sierra Leone about Education, Food and Nutrition, Epidemic and more; published on 03 Dec 2015 by OCHA
Keywords: _C:Sierra Leone SLE

Meta-analysis of multiple outcomes: A multilevel approach - Van den Noortgate, Wim; López-López, José Antonio; Marín-Martínez, Fulgencio; Sánchez-Meca, Julio (Behavior research methods, 2015)

Country Gender Assessment (CGA): St. Vincent & the Grenadines - Vassell, Linnette; Baksh, Rawwida (Caribbean Development Bank, 2015)
Keywords: ⛔ No DOI found

What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007 - Venkat, Hamsa; Spaull, Nic (International Journal of Educational Development, 2015)

Os Desafios Das Reformas Na Formação De Professores Na África Subsariana - Vieira, Arlindo (2015)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:SSA; publicImportV1; ⛔ No DOI found

Quantitative Analysis of the Distribution of Professional Staff with Advanced Degrees in 2014 Missouri Public School Districts by Student Ethnicity and Socioeconomic Status - Wall, T J (2015)
Keywords: Lebanon_event_2021; _C:Finland FIN; _C:Norway NOR; _C:Sweden SWE; _C:United States USA; __C:filed:1; __C:scheme:1

Cumulative Risk and Teacher Well-Being in the Democratic Republic of the Congo - Wolf, Sharon; Torrente, Catalina; McCoy, Marissa; Rasheed, Damira; Aber, J. Lawrence (Comparative Education Review, 2015)
Keywords: C:DRC; __C:filed:1

Open Data Readiness Assessment: Sierra Leone - World Bank (2015)
Keywords: _C:Sierra Leone SLE

ICT Integrations in TVET: Is it up to Expectations? - Yasak, Zurina; Alias, Maizam (Procedia - Social and Behavioral Sciences, 2015)
In today’s world where information and communication technology is playing a major role in people’s daily lives, how a student learns is dependent on how the student reacts to the sophisticated system offered by these technologies. Thus, it is not surprising that online learning is accepted as an important tool in the general education sector. However its adoption in Technical and Vocational Education and Training (TVET) is yet to reach the equivalence of the general education sector. With the availability of state of the art online learning technology, there is greater opportunity for acquiring the technology that can support TVET practices. The aim of this paper is to discuss the trend of ICT integration in teaching and learning in TVET based on a systematic review of ICT integration in post-secondary TVET. The focus is mainly on the “what’ and “how” aspects of ICT integration in TVET. The literature reviewed indicates that while ICT integration can be aimed at the learning goals in the three domains, the affective, cognitive and psychomotor domain; its effectiveness is more noted where learning goals are of the cognitive domains. More effective integration is also indicated where the blended mode is adopted as compared to the fully ICT mediated mode. Lessons learnt in light of these findings are discussed for future ICT integration in TVET.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; ICT integration in TVET; Postsecondary Education; Review of ICT role in TVET; publicImportV1

Sharma 2014 Borkum and Linden 2013 Wong - Yoshikawa (et al. 2013 Aturupane et al. 2013 Visaria et al. 2016 Ozler et al, 2015)

Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. - Yoshikawa, Hirokazu; Leyva, Diana; Snow, Catherine E.; Ernesto Treviño, M.Barata; Weiland, Christina; J, Celia (Gomez et al, 2015)
Keywords: ⛔ No DOI found

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning - Schweisfurth, Michele (International Journal of Educational Development, 2015)
Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
Keywords: Learner-centred education; Pedagogy; Post-2015; ___working_potential_duplicate

Statistical Analyses of Digital Divide Factors - Várallyai, László; Herdon, Miklós; Botos, Szilvia (Procedia Economics and Finance, 2015)
The digital divide has become an extremely important issue for many international organizations and a major challenge for policy makers and academic researchers. We have to know the factors of digital divide to find solutions for eliminating disparities in ICTs.The first goal of our research is to measure or calculate the digital divide in Hungary. The digital divide is a complex and multidimensional issue, which requires taking into account diverse technologies, variables, and territories. In this context, factor analysis has revealed as a useful tool to capture the overall dimension of the digital divide. Therefore our research is based on different ICT indicators from Eurostat statistics and the Empirica survey results. Our research focuses on the digital divide circumstances in Hungary. The investigated fields are the followings: Percentage of households with access to the Internet; Percentage of households with a broadband connection; Percentage of individuals regularly using the Internet at least once a week; Percentage of individuals who have never used a computer; Percentage of individuals who ordered goods or services online for private use. The correlation matrix in our research (which comes from factor analysis) shows that all variables are closely related to each other, with correlation coefficients larger than 0.8. For instance, the percentage of individuals who have never used a computer is highly and negatively correlated with using the Internet and having access at home because most people are connected to the Internet through a computer. Furthermore, the high and positive correlations of broadband infrastructural and usage indicators show the increasing importance of high-speed connections: many of the latest online services, are only possible through fast networks. Given these strong correlations, factor analysis seems to be appropriate.Since the EU has been paying special attention to bridging the rural-urban digital divide the relationship between ICT factor and population density has also been analyzed. Furthermore, the percentage of population aged 65 and over is included to capture the potential influence of regional demographic differences on the extent of ICT adoption. In this sense, older people often face more barriers to use ICT than younger individuals. The highest correlations with ICT factor are found for GDP per capita, human resources in science and technology, in contrast to population density, which shows the lowest one among the considered variables. This article shows our research results on the field of digital divide factors using by statistical analyses.
Keywords: Digital divide; ICT.; e-competences; e-skills; skills gap

Using text mining for study identification in systematic reviews: a systematic review of current approaches - O’Mara-Eves, Alison; Thomas, James; McNaught, John; Miwa, Makoto; Ananiadou, Sophia (Systematic Reviews, 2015)
The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities.
Keywords: Automation; Review efficiency; Screening; Study selection; Text mining

Global Skill Partnerships: a proposal for technical training in a mobile world - Clemens, Michael A. (IZA Journal of Labor Policy, 2015)
Skilled workers emigrate from developing countries in rising numbers, raising fears of a drain on the human and financial resources of the countries they leave. This paper critiques existing policy proposals to address the development effects of skilled migration. It then proposes a new kind of ex ante public-private agreement to link skill formation and skilled migration for the mutual benefit of origin countries, destination countries, and migrants: ‘Global Skill Partnerships’. The paper describes how such an agreement might work in one profession (nursing) and one region (North Africa), and offers design lessons from related initiatives around the world.
Keywords: Aging; Brain drain; Development; Education; Eldercare; Finance; Health; Migration; Mobility; Nurse

International Encyclopedia of Digital Communication and Society - Mansell, Robin; Ang, Peng Hwa; Steinfield, Charles; Graaf, Shenja van der; Ballon, Pieter; Kerr, Aphra; Ivory, James D.; Braman, Sandra; Kleine, Dorothea; Grimshaw, David J. (John Wiley & Sons, 2015)
The International Encyclopedia of Digital Communication and Society offers critical assessments of theoretical and applied research on digitally–mediated communication, a central area of study in the 21st century. • Examines topics with unprecedented breadth and depth, with the aim of bringing together international and interdisciplinary perspectives • Organized in an accessible A–Z format with over 150 entries on key topics ranging from 2,000 to 10,000 words • Addresses a full range of topics including digitally–mediated social media, commercial applications and online gaming, to law and policy analysis and information and communication technologies for development • Published with a regularly updated online edition which will ensure readers are kept abreast of the latest developments in research
Keywords: _r:ImportedToMyEducationEvidence

Ethics, Deaf‐Friendly Research, and Good Practice When Studying Sign Languages - Singleton, Jenny L.; Martin, Amber J.; Morgan, Gary (Research Methods in Sign Language Studies, 2015)

Learning to Improve: How America’s Schools Can Get Better at Getting Better (Carnegie Foundation for the Advancement of Teaching, 2015)
Using ideas borrowed from improvement science, Learning to Improve presents a process of disciplined inquiry that can be combined with the use of networks to

Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya - Dubeck, M.M.; Jukes, M.C.H.; Brooker, S.J.; Drake, T.L.; Inyega, H.N. (International Journal of Educational Development, 2015)
What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. [ABSTRACT FROM AUTHOR]
Keywords: ADULTS; BEST practices; EDUCATION; EDUCATIONAL innovations; EDUCATIONAL intervention; ELEMENTARY education; KENYA; Kenya; LITERACY; Literacy; Perception; Reading instruction; TEACHER development; TEACHING methods; Teacher education; Text messages; __:import:01; __:match:final; __:matched; __:study_id:2099920; ___working_potential_duplicate; __finaldtb

School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Journal of Public Economics, 2015)
Keywords: ⛔ No DOI found

Embedding Professional Development in Schools for Teacher Success (2015)

Exploring the Role of Distributed Learning in Distance Education at Allama Iqbal Open University: Academic Challenges at Postgraduate Level - Bukhsh, Qadir; Chaudhary, Muhammad Ajmal (Turkish Online Journal of Distance Education, 2015)
Distributed learning is derived from the concept of distributed resources. Different institutions around the globe connected through network and the learners are diverse, located in the different cultures and communities. Distributed learning provides global standards of quality to all learners through synchronous and asynchronous communications and provides the opportunity of flexible and independent learning with equity, low cost educational services and has become the first choice of the dispersed learners around the globe. The present study was undertaken to investigate the challenges faced by the Faculty Members of Department of Business Administration and Computer Science at Allama Iqbal Open University Islamabad Pakistan. 25 Faculty Members were taken as sample of the study from both Departments (100% Sampling). The study was qualitative in nature and interview was the data collection tool. Data was analyzed by thematic analysis technique. The major challenges faced by the Faculty Members were as: bandwidth, synchronous learning activities, irregularity of the learners, feedback on individual work, designing and managing the learning activities, quality issues and training to use the network for teaching learning activities.
Keywords: _C:Germany DEU; _C:India IND; _C:Pakistan PAK; _C:Turkey TUR; __C:filed:1; __C:scheme:1

Implementing the Next Generation Science Standards - Penuel, William R.; Harris, Christopher J.; DeBarger, Angela Haydel (Phi Delta Kappan, 2015)
The Next Generation Science Standards embody a new vision for science education grounded in the idea that science is both a body of knowledge and a set of linked practices for developing knowledge. The authors describe strategies that they suggest school and district leaders consider when designing strategies to support NGSS implementation.

Process evaluation of complex interventions: Medical Research Council guidance - Moore, Graham F.; Audrey, Suzanne; Barker, Mary; Bond, Lyndal; Bonell, Chris; Hardeman, Wendy; Moore, Laurence; O’Cathain, Alicia; Tinati, Tannaze; Wight, Daniel; Baird, Janis (BMJ, 2015)
Process evaluation is an essential part of designing and testing complex interventions. New MRC guidance provides a framework for conducting and reporting process evaluation studies

Review of international research on factors underlying teacher absenteeism - Lee, Mary; Goodman, Crystal; Dandapani, Nitara; Kekahio, Wendy (Regional Educational Laboratory Pacific, 2015)
Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.
Keywords: Academic Rank (Professional); Accountability; C:LMIC; Case Studies; Community Characteristics; Correlation; Cross Cultural Studies; Cultural Context; Cultural Influences; Elementary School Teachers; Family Work Relationship; Foreign Countries; LMICs; School Administration; School Culture; School Location; Social Influences; Teacher Attendance; Teacher Salaries; Teaching Conditions; Work Environment; ⛔ No DOI found

Teacher coaching in Kenya: Examining instructional support in public and nonformal schools - Piper, Benjamin; Zuilkowski, Stephanie Simmons (Teaching and Teacher Education, 2015)
Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.
Keywords: AWP2; C:Kenya; CitedIn:AKFC; CitedIn:OER4Schools-HHH3-B; Coaching; Instruction; Kenya; Literacy; PRIMR; _C:Canada CAN; _C:Ethiopia ETH; _C:Kenya KEN; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Thailand THA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; professional development

Appendix 1: Statistical Methods. In: Do cognitive interventions improve general cognition in dementia? A meta-analysis and meta-regression - Huntley, J. D.; Gould, R. L.; Liu, K.; Smith, M.; Howard, R. J. (British Medical Journal Publishing Group, 2015)
Keywords: GERIATRIC MEDICINE

Do cognitive interventions improve general cognition in dementia? A meta-analysis and meta-regression - Huntley, J. D.; Gould, R. L.; Liu, K.; Smith, M.; Howard, R. J. (BMJ Open, 2015)
Objectives To review the efficacy of cognitive interventions on improving general cognition in dementia. Method Online literature databases and trial registers, previous systematic reviews and leading journals were searched for relevant randomised controlled trials. A systematic review, random-effects meta-analyses and meta-regression were conducted. Cognitive interventions were categorised as: cognitive stimulation (CS), involving a range of social and cognitive activities to stimulate multiple cognitive domains; cognitive training (CT), involving repeated practice of standardised tasks targeting a specific cognitive function; cognitive rehabilitation (CR), which takes a person-centred approach to target impaired function; or mixed CT and stimulation (MCTS). Separate analyses were conducted for general cognitive outcome measures and for studies using ‘active’ (designed to control for non-specific therapeutic effects) and non-active (minimal or no intervention) control groups. Results 33 studies were included. Significant positive effect sizes (Hedges’ g) were found for CS with the mini-mental state examination (MMSE) (g=0.51, 95% CI 0.29 to 0.69; p<0.001) compared to non-active controls and (g=0.35, 95% CI 0.06 to 0.65; p=0.019) compared to active controls. Significant benefit was also seen with the Alzheimer's disease Assessment Scale-Cognition (ADAS-Cog) (g=−0.26, 95% CI −0.445 to −0.08; p=0.005). There was no evidence that CT or MCTS produced significant improvements on general cognition outcomes and not enough CR studies for meta-analysis. The lowest accepted minimum clinically important difference was reached in 11/17 CS studies for the MMSE, but only 2/9 studies for the ADAS-Cog. Additionally, 95% prediction intervals suggested that although statistically significant, CS may not lead to benefits on the ADAS-Cog in all clinical settings. Conclusions CS improves scores on MMSE and ADAS-Cog in dementia, but benefits on the ADAS-Cog are generally not clinically significant and difficulties with blinding of patients and use of adequate placebo controls make comparison with the results of dementia drug treatments problematic.
Keywords: GERIATRIC MEDICINE

Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries - Penuel, William R.; Allen, Anna-Ruth; Coburn, Cynthia E.; Farrell, Caitlin (Journal of Education for Students Placed at Risk (JESPAR), 2015)
This paper presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research-practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural-historical account of learning across boundaries (Akkerman & Bakker, 2011) and evidence from a study of two longterm partnerships, we highlight the value of the concepts of boundary practices in organizing joint work and boundary crossing as a way to understand how differences are recognized and navigated. The framework has implications for how partnerships can surface and make productive use of difference in organizing joint work and for how funders can better support the work of research-practice partnerships.

Call Me Educated: Evidence from a Mobile Monitoring Experiment in Niger - Aker, Jenny C; Ksoll, Christopher (2015)
In rural areas of developing countries, education programs are often implemented through community teachers. While teachers are a crucial part of the education production function, observing their effort remains a challenge for the public sector. This paper tests whether a simple monitoring system, implemented via the mobile phone, can improve student learning as part of an adult education program. Using a randomized control trial in 160 villages in Niger, we randomly assigned villages to a mobile phone monitoring component, whereby teachers, students and the village chief were called on a weekly basis. There was no incentive component to the program. The monitoring intervention dramatically affected student performance: During the first year of the program, reading and math test scores were .15-.30 s.d. higher in monitoring villages than in non-monitoring villages, with relatively stronger effects in the region where monitoring was weakest and for teachers for whom the outside option was lowest. We provide more speculative evidence on the mechanisms behind these effects, namely, teacher and student effort and motivation.
Keywords: C:Niger

The Effects of Computer-Assisted Instruction in Reading: A Meta-Analysis - Kunkel, Amy (University of Minnesota, 2015)
The purpose of this study was to investigate the effectiveness of computer-assisted instruction (CAI) to improve the reading outcomes of students in preschool through high school. A total of 61 studies met criteria for this review, and 101 independent effect sizes were extracted. Results indicated that the mean effects for students receiving reading CAI were small, positive, and statistically significant when compared to control groups receiving no treatment or non-reading CAI. Categorical moderator analyses and meta-regression were conducted to explore the variation in effects. Results of an analysis of research quality indicated that, on average, about half of quality indicators were met. The results of this meta-analysis show that CAI in reading can effectively enhance the reading outcomes of students in preschool through high school. Future, high-quality research should be conducted to identify effective programs and establish best practice in the instructional design of CAI to enhance the reading skills of all students.

Learning from Experiments When Context Matters - Pritchett, Lant; Sandefur, Justin (American Economic Review, 2015)
Suppose a policymaker is interested in the impact of an existing social program. Impact estimates using observational data suffer potential bias, while unbiased experimental estimates are often limited to other contexts. This creates a practical trade-off between internal and external validity for evidence-based policymaking. We explore this trade-off empirically for several common policies analyzed in development economics, including microcredit, migration, and education interventions. Based on mean-squared error, non-experimental evidence within context outperforms experimental evidence from another context. This advantage declines, but may not reverse, with experimental replication. We offer four reasons these findings are of general relevance to policy evaluation.
Keywords: Corporate Finance and Governance; Depository Institutions; Design of Experiments: General, Banks; Micro Finance Institutions; Mortgages, Economic Development: Financial Markets; Saving and Capital Investment

Professional Learning Communities - A Guideline for South African Schools - VVOB (VVOB, 2015)
The Department of Basic Education, with the support of VVOB, and with input from a wide range of stakeholders, developed a practical guideline on implementing PLCs in schools. The Integrated Strategic Framework for Teacher Professional Development (ISPFTED) foresees the nation-wide implementation of Professional Learning Communities by 2017. PLCs are put forward as a central instrument to strengthen teachers’ professional development. During a colloquium held in September 2014 a wide range of speakers from academia, government, unions and subject associations provided input on international and local research, local experiences and various initiatives on PLCs. The participants also provided feedback on two draft documents: a policy document on subject committees and PLCs and a practical guideline on implementing PLCs. The final product of this exercise can be downloaded below.

Environmentally Friendly School Infrastructure - Robles, Marina; Näslund-Hadley, Emma; Ramos, María Clara; Paredes, Juan Roberto (2015)
Educational spaces, apart from their functionality and efficient use of natural resources, should be conducive to learning and offer comfort and security to the people entering them. This requires construction and maintenance processes that keep in mind both the occupants and the environmental conditions that surround them.
Keywords: ⛔ No DOI found

The effects of using exploratory computerized environments in grades 1 to 8 mathematics: a meta-analysis of research - Sokolowski, Andrzej; Li, Yeping; Willson, Victor (International Journal of STEM Education, 2015)
The process of problem solving is difficult for students; thus, mathematics educators have made multiple attempts to seek ways of making this process more accessible to learners. The purpose of this study was to examine the effect size statistic of utilizing exploratory computerized environments (ECEs) to support the process of word problem solving and exploration in grades 1 to 8 mathematics using meta-analysis.
Keywords: Computers; Explorations; Grade 1 to 8 mathematics; Meta-analysis; Problem solving; Student achievement

Equitable access to education - Haßler, Björn (2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Concurrent Validity and Inter-rater Reliability (R4D, 2015)

Bringing Learning to Light: The Role of Citizen-Led Assessments in Shifting the Education Agenda - Plaut, Daniel; Jamieson Eberhardt, Molly (Results for Development, 2015)
"Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained

Automated, adaptive guidance for K-12 education - Gerard, Libby; Matuk, Camillia; McElhaney, Kevin; Linn, Marcia C. (Educational Research Review, 2015)
This paper distinguishes features of automated adaptive guidance used in K-12 instructional settings and recommends directions for design. We use meta-analysis to synthesize 24 independent comparisons between automated adaptive guidance and guidance provided during typical teacher-led instruction, and 29 comparisons that isolate the effects of specific adaptive guidance design features in computer-based instruction. We find automated adaptive guidance to be significantly more effective than guidance provided in typical instruction, particularly for students with low prior knowledge. Automated adaptive guidance is most effective when students are generating and integrating ideas (e.g. writing essays, making concept diagrams) as opposed to selecting from the given options. Guidance that promoted self-monitoring was more likely to improve learning outcomes than guidance that addressed only content knowledge. Our findings have implications for researchers who investigate K-12 teaching and learning, designers who create and refine instructional materials using automated guidance, and practitioners who deliver or customize instruction featuring automated guidance.
Keywords: Assessment; Automated guidance; Automated scoring; Pre-college education; Technology

Teacher collaboration: A systematic review - Vangrieken, Katrien; Dochy, Filip; Raes, Elisabeth; Kyndt, Eva (Educational Research Review, 2015)
This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.
Keywords: Teacher collaboration; Teacher teams; Team entitativity

Automating data extraction in systematic reviews: a systematic review - Jonnalagadda, Siddhartha R.; Goyal, Pawan; Huffman, Mark D. (Systematic Reviews, 2015)
Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews.
Keywords: Conditional Random Field; Data Element; PubMed Abstract; Support Vector Machine; Systematic Review Process; _Added-ailr-2024

Does having digital skills really pay off? - OECD (OECD, 2015)
Having the highest levels of skills in problem solving using ICT (information and communication technologies) increases chances of participating in the labour force by six percentage points compared with adults who have the lowest levels of these skills, even after accounting for various other factors, such as age, gender, level of education, literacy and numeracy proficiency, and use of e-mail at home. Adults without ICT experience are less likely to participate in the labour force; if they are employed, they earn less than adults with ICT experience, after accounting for various other factors. Experience in using ICT has a particularly large impact on participation in the labour force and earnings in Australia, England/Northern Ireland (UK) and the United States. Workers who use ICT frequently have substantially higher wages than those who do not use ICT often.
Keywords: Final_citation; existing

The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis - Barrett, Peter; Davies, Fay; Zhang, Yufan; Barrett, Lucinda (Building and Environment, 2015)
Assessments have been made of 153 classrooms in 27 schools in order to identify the impact of the physical classroom features on the academic progress of the 3766 pupils who occupied each of those specific spaces. This study confirms the utility of the naturalness, individuality and stimulation (or more memorably, SIN) conceptual model as a vehicle to organise and study the full range of sensory impacts experienced by an individual occupying a given space. In this particular case the naturalness design principle accounts for around 50% of the impact on learning, with the other two accounting for roughly a quarter each. Within this structure, seven key design parameters have been identified that together explain 16% of the variation in pupils' academic progress achieved. These are Light, Temperature, Air Quality, Ownership, Flexibility, Complexity and Colour. The muted impact of the whole-building level of analysis provides some support for the importance of “inside-out design”. The identification of the impact of the built environment factors on learning progress is a major new finding for schools' research, but also suggests that the scale of the impact of building design on human performance and wellbeing in general, can be isolated and that it is non-trivial. It is argued that it makes sense to capitalise on this promising progress and to further develop these concepts and techniques.
Keywords: BE:RELEVANT; Evidence; Holistic; Learning impacts; Multi-level modelling; Multi-sensory; School design

Relationship of Job Satisfaction and Turnover Intention of Private Secondary School Teachers - Shah, Nazir Haider; Jumani, Nabi Bux (Mediterranean Journal of Social Sciences, 2015)
Keywords: Lebanon_event_2021; _C:Australia AUS; _C:Cameroon CMR; _C:Canada CAN; _C:China CHN; _C:Cyprus CYP; _C:Greece GRC; _C:India IND; _C:Italy ITA; _C:Korea XKOR; _C:Malaysia MYS; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

The implications of school improvement and school effectiveness research for primary school principals in Ethiopia - Mitchell, Rafael (Educational Review, 2015)
In the last 20 years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement and teachers’ professional development. Such programmes – imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners – are implemented “mechanistically”, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including “grey” literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.

Systematic review of current efforts to quantify the impacts of climate change on undernutrition - Phalkey, Revati; Aranda-Jan, Clara B.; Marx, Sabrina; Höfle, Bernhard; Sauerborn, Rainer (Proceedings of the National Academy of Sciences of the United States of America, 2015)
Malnutrition is a challenge to the health and productivity of populations and is viewed as one of the five largest adverse health impacts of climate change. Nonetheless, systematic evidence quantifying these impacts is currently limited. Our aim was to assess the scientific evidence base for the impact of climate change on childhood undernutrition (particularly stunting) in subsistence farmers in low- and middle-income countries. A systematic review was conducted to identify peer-reviewed and gray full-text documents in English with no limits for year of publication or study design. Fifteen manuscripts were reviewed. Few studies use primary data to investigate the proportion of stunting that can be attributed to climate/weather variability. Although scattered and limited, current evidence suggests a significant but variable link between weather variables, e.g., rainfall, extreme weather events (floods/droughts), seasonality, and temperature, and childhood stunting at the household level (12 of 15 studies, 80%). In addition, we note that agricultural, socioeconomic, and demographic factors at the household and individual levels also play substantial roles in mediating the nutritional impacts. Comparable interdisciplinary studies based on primary data at a household level are urgently required to guide effective adaptation, particularly for rural subsistence farmers. Systemization of data collection at the global level is indispensable and urgent. We need to assimilate data from long-term, high-quality agricultural, environmental, socioeconomic, health, and demographic surveillance systems and develop robust statistical methods to establish and validate causal links, quantify impacts, and make reliable predictions that can guide evidence-based health interventions in the future.
Keywords: openalex:cites; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Achieving Rigor in Literature Reviews: Insights from Qualitative Data Analysis and Tool-Support - Bandara, Wasana; Furtmueller, Elfi; Gorbacheva, Elena; Miskon, Suraya; Beekhuyzen, Jenine (Communications of the Association for Information Systems, 2015)

Length of secondary schooling and risk of HIV infection in Botswana: evidence from a natural experiment - De Neve, Jan-Walter; Fink, Günther; Subramanian, S V; Moyo, Sikhulile; Bor, Jacob (The Lancet Global Health, 2015)
Background An estimated 2·1 million individuals are newly infected with HIV every year. Cross-sectional and longitudinal studies have reported conflicting evidence for the association between education and HIV risk, and no randomised trial has identified a causal effect for education on HIV incidence. We aimed to use a policy reform in secondary schooling in Botswana to identify the causal effect of length of schooling on new HIV infection. Methods Data for HIV biomarkers and demographics were obtained from the nationally representative household 2004 and 2008 Botswana AIDS Impact Surveys (N=7018). In 1996, Botswana reformed the grade structure of secondary school, expanding access to grade ten and increasing educational attainment for affected cohorts. Using exposure to the policy reform as an instrumental variable, we used two-stage least squares to estimate the causal effect of years of schooling on the cumulative probability that an individual contracted HIV up to their age at the time of the survey. We also assessed the cost-effectiveness of secondary schooling as an HIV prevention intervention in comparison to other established interventions. Findings Each additional year of secondary schooling caused by the policy change led to an absolute reduction in the cumulative risk of HIV infection of 8·1 percentage points (p=0·008), relative to a baseline prevalence of 25·5% in the pre-reform 1980 birth cohort. Effects were particularly large in women (11·6 percentage points, p=0·046). Results were robust to a wide array of sensitivity analyses. Secondary school was cost effective as an HIV prevention intervention by standard metrics (cost per HIV infection averted was US$27 753). Interpretation Additional years of secondary schooling had a large protective effect against HIV risk in Botswana, particularly for women. Increasing progression through secondary school could be a cost-effective HIV prevention measure in HIV-endemic settings, in addition to yielding other societal benefits. Funding Takemi Program in International Health at the Harvard T.H.Chan School of Public Health, Belgian American Educational Foundation, Fernand Lazard Foundation, Boston University, National Institutes of Health.

Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing - Lai, Fang; Luo, Renfu; Zhang, Linxiu; Huang, Xinzhe; Rozelle, Scott (Economics of Education Review, 2015)
The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.
Keywords: China; Computer-assisted learning; Development; Education; Migration; Random assignment; Test scores; __C:filed:1

Are scripted lessons in for-profit schools ‘‘an audacious answer” for poor kids in Africa and Asia? [Web log post] - , D (Learning and teaching materials: Policy and practice for provision, 2015)

Collaborative inquiry as a professional learning structure for educators: a scoping review - DeLuca, Christopher; Shulha, Jason; Luhanga, Ulemu; Shulha, Lyn M.; Christou, Theodore M.; Klinger, Don A. (Professional Development in Education, 2015)

Implementing school-based teacher development in Tanzania - Hardman, Frank; Hardman, Jan; Dachi, Hillary; Elliott, Louise; Ihebuzor, Noel; Ntekim, Maniza; Tibuhinda, Audax (Professional Development in Education, 2015)
This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region.
Keywords: __C:filed:1

Word Embedding based Generalized Language Model for Information Retrieval - Ganguly, Debasis; Roy, Dwaipayan; Mitra, Mandar; Jones, Gareth J.F. (SIGIR '15: The 38th International ACM SIGIR conference on research and development in Information Retrieval, 2015)

Conducive Attributes of Physical Learning Environment at Preschool Level for Slow Learners - Ahmad, Sabarinah Sh; Shaari, Mariam Felani; Hashim, Rugayah; Kariminia, Shahab (Procedia - Social and Behavioral Sciences, 2015)
Conducive attributes of physical learning environment of schools play a dominant role in the successful delivery of lessons for slow learners. This study aims to propose a framework towards achieving conducive attributes of preschool learning environment suitable for slow learners through literature review. In summary, the physical conditions including human comfort (visual, thermal, acoustic), spatial planning, quality of furnishing and finishing and safety features are important attributes to consider for conducive learning environment. Findings are useful for designers, service providers and policy makers of special needs preschools when making decisions to provide conducive facilities for the slow learners.
Keywords: BE:RELEVANT; Slow learners; conducive attributes; physical learning environment; preschool

Employability Skills in TVET Curriculum in Nigeria Federal Universities of Technology - Ismail, Sarimah; Mohammed, Dahiru Sale (Procedia - Social and Behavioral Sciences, 2015)
In the 21st century, employability skill is the most required skill besides technical knowledge in an attempt to compete for employment and sustain job at the industrial global market. However, Nigerian TVET graduates are not equipped with the employability skills needed by the industries and as a result, they are not ready to enter into workforce. This concept paper is written to discuss how the curriculum of one of TVET programmes at the Federal Universities of Technology in Nigeria, which is Electrical Technology Education has contributed to this issue. Analytical review on Electrical Technology Education programme curriculum showed that the curriculum gave less attention to practice based courses that provide skills of the programme than theory based courses and no course in the programme curriculum that directly teaches good attitudes and traits. As a result, there is lack of incorporation of employability skills such as Problem solving and decision making, Lifelong learning and Competencies amongst the graduates. Other issues discussed are the need of employability skills in TVET curriculum of Nigeria, employability skills, Electrical Technology Education in Nigeria, and the analysis of Electrical Technology Education curriculum in Nigeria The last part of this paper is recommendation for the curriculum of Electrical Technology Education to be designed with equal number of theory and practice courses by giving emphasize on all eleven generic skills, good traits and attitudes.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; Analysis; C:Nigeria; CC:Nigeria; CLL:en; Electrical Technology Education; curriculum; employability skills; integrations; needs; publicImportV1

Effects of Classroom Ventilation Rate and Temperature on Students’ Test Scores - Haverinen-Shaughnessy, Ulla; Shaughnessy, Richard J. (PLOS ONE, 2015)
Using a multilevel approach, we estimated the effects of classroom ventilation rate and temperature on academic achievement. The analysis is based on measurement data from a 70 elementary school district (140 fifth grade classrooms) from Southwestern United States, and student level data (N = 3109) on socioeconomic variables and standardized test scores. There was a statistically significant association between ventilation rates and mathematics scores, and it was stronger when the six classrooms with high ventilation rates that were indicated as outliers were filtered (> 7.1 l/s per person). The association remained significant when prior year test scores were included in the model, resulting in less unexplained variability. Students’ mean mathematics scores (average 2286 points) were increased by up to eleven points (0.5%) per each liter per second per person increase in ventilation rate within the range of 0.9–7.1 l/s per person (estimated effect size 74 points). There was an additional increase of 12–13 points per each 1°C decrease in temperature within the observed range of 20–25°C (estimated effect size 67 points). Effects of similar magnitude but higher variability were observed for reading and science scores. In conclusion, maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students.
Keywords: African American people; BE:RELEVANT; Carbon dioxide; Hispanic people; Human learning; Mathematics; Schools; Standardized tests; Teachers

Mobility-Related Teacher Turnover and the Unequal Distribution of Experienced Teachers in Turkey - Özoğlu, Murat (Educational Sciences: Theory & Practice, 2015)
This study investigates the issue of mobility-related teacher turnover in Turkey through both quantitative and qualitative methods. The quantitative findings derived from descriptive and correlational analyses of countrywide teacher-assignment and transfer data indicate that a high rate of mobility-related turnover is observed in the less- developed, eastern provinces of Turkey. The qualitative findings derived from semi-structured, in-depth interviews with school principals suggest that the factors contributing to the issue of mobility-related teacher turnover experienced in eastern Turkey are largely related to the socio-economic and geographic conditions of the region. The qualitative findings further suggest that this turnover issue may have far-reaching negative consequences across school-wide performances and processes. Participants consistently reported that the issue of teacher turnover had negative impacts on student performance, teacher motivation and commitment, instructional planning, administrative processes, and school climate. The study concludes by exploring possible policy implications for alleviating the issue of mobility-related teacher turnover as experienced in the less-developed, eastern regions of Turkey.
Keywords: Lebanon_event_2021; Turkey; _C:Georgia GEO; _C:Italy ITA; _C:Turkey TUR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

Synchronizing learning material on Moodle and lecture based supportive tool: The REST based approach - Kautsar, I. A.; Musashi, Y.; Kubota, S. I.; Sugitani, K. (2015 International Conference on Information Communication Technology and Systems (ICTS), 2015)
A lecturer's role are the important part for the success of any eLearning platform, include Moodle LMS. Because only lecturers that enrich learning materials. Unfortunately, Indonesia still faces the bandwidth gap that made difficulties to use Moodle as a daily basis. Moreover, it will become complex when lecturer decide to install it on a local machine. This paper presents supportive tool that not only for enrich learning materials in offline conditions with easy initiation steps, but also synchronize it on remote LMS using Moodle RE ST web service in order to share learning material in limited bandwidth.
Keywords: Decision support systems; Hafnium; Information and communication technology; Moodle; Moodle LMS; Moodle REST Web service; REST; REST-based approach; Supportive Tool; Web Service; Web services; bandwidth gap; e-Learning platform; learning management systems; learning material; remote LMS; synchronisation; synchronization

On the impact of early marriage on schooling outcomes in Sub-Saharan Africa and South West Asia - Delprato, Marcos; Akyeampong, Kwame; Sabates, Ricardo; Hernandez-Fernandez, Jimena (International Journal of Educational Development, 2015)
This paper examines the effect of age of marriage on women's schooling outcomes for 36 countries from Sub-Saharan Africa and South West Asia. We employ an instrumental variable approach to account for the endogeneity of early marriage driven by socio-economic and cultural factors. Our results show that delaying early marriage by one year is associated with an increase of half a year of education in Sub-Saharan Africa and nearly one third of a year of education in South West Asia as well as a lower likelihood of dropping out from secondary school of 5.5% in South West Asia.
Keywords: Early marriage; Empowerment; Instrumental variable; South West Asia; Sub-Saharan Africa; Women education

Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments - McEwan, Patrick J. (Review of Educational Research, 2015)
I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primary schools. On average, monetary grants and deworming treatments had mean effect sizes that were close to zero and not statistically significant. Nutritional treatments, treatments that disseminated information, and treatments that improved school management or supervision, had small mean effect sizes (0.04–0.06) that were not always robust to controls for study moderators. The largest mean effect sizes included treatments with computers or instructional technology (0.15); teacher training (0.12); smaller classes, smaller learning groups within classes, or ability grouping (0.12); contract or volunteer teachers (0.10); student and teacher performance incentives (0.09); and instructional materials (0.08). Metaregressions suggested that the effects of contract teachers and materials were partly accounted for by composite treatments that included training and/or class size reduction. There are insufficient data to judge the relative cost-effectiveness of categories of interventions.
Keywords: _Source:Intuitive

Bringing Human Rights Education to US Classrooms: Exemplary Models from Elementary Grades to University - Katz, Susan Roberta (Palgrave, 2015)
Bringing Human Rights Education to US Classrooms presents ten research-based human rights projects powerfully implemented in a range of U.S. classrooms, from elementary school through community college and university. In these classrooms, the students-pri

Enhancing teacher development through 'teacher learning circles' in Malaysian primary schools - Malakolunthu, Suseela (European Conference on Educational Research (ECER 2015), 2015)
Literature reiterates that collaborative inquiry and cooperation with colleagues enhance teacher learning. The experiences and encounters of a two-year Teacher Learning Circle (TLC) project in Malaysia, affirms that teachers do achieve higher levels of pedagogical proficiency through peer observation, joint planning, and post lesson evaluation that allow critical review and reinterpretation of their own teaching.Three major characteristic dimensions-detached talk to collegiality,adoption of key principles, and depths of pedagogical talks did indicate the nature of teacher interactions and the complex dynamics of the teacher learning circles.Judiciously implemented TLC would make a difference in teacher learning.
Keywords: __C:filed:1

Perceptions of pre-service English teachers towards the integration of an LMS into English language teacher education - Basal, Ahmet (Journal of Technology and Teacher Education, 2015)
With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments.
Keywords: ERIC, Current Index to Journals in Education (CIJE); Education--Computer Applications; Educational technology; English (Second Language); English teachers; Foreign Countries; Foreign language instruction; Higher Education; Language Teachers; Language teachers; Learning management systems; Likert Scales; Management Systems; Mixed Methods Research; Positive Attitudes; Postsecondary Education; Preservice Teachers; Questionnaires; Second Language Instruction; Second Language Learning; Semi Structured Interviews; Student Attitudes; Teacher Education; Teacher education; Technology Integration; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2096949; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Theme 1: Creative Approaches (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 1: Creative approaches (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

UNESCO Global Network of Learning Cities - UNESCO Institute for Lifelong Learning (2015)

Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends? - Cilliers, Francois J. (Perspectives on Medical Education, 2015)
Newman JH. Discourses on the scope and nature of university education, addressed to the Catholics of Dublin. Dublin: James Duffy; 1852. Osler W. Examinations, examiners and examinees. Lancet. 1913;1047–59. Deng F, Gluckstein JA, Larsen DP. Student-directed retrieval practice is a predictor of medical licensing examination performance. Perspect Med Educ. 2015;4. DOI: 10.1007/s40037-015-0220-x Cilliers FJ, Schuwirth LWT, Adendorff HJ, Herman N, Vleuten CPM van der. The mechanism of impact of summative assessment on medical students’ learning. Adv Health Sci Educ. 2010;15:695–715. Article Google Scholar Dochy F, Segers M, Gijbels D, Struyven K. Assessment engineering: breaking down barriers between teaching and learning, and assessment. In: Boud D, Falchikov N, editors. Rethinking assessment in higher education: learning for the longer term. Oxford: Routledge; 2007. pp. 87–100. Cilliers FJ, Schuwirth LWT, Herman N, Adendorff H, Vleuten CPM van der. A model of the pre-assessment learning effects of summative assessment in medical education. Adv Health Sci Educ. 2012;17:39–53. Article Google Scholar Roediger HL, Butler AC. The critical role of retrieval practice in long-term retention. Trends Cogn Sci. 2011;15:20–7. Article Google Scholar Watling C. Cognition, culture, and credibility: deconstructing feedback in medical education. Perspect Med Educ. 2014;3:124–8. Article Google Scholar Saville BK, Pope D, Lovaas P, Williams J. Interteaching and the testing effect: a systematic replication. Teach Psychol. 2012;39:280–3. Article Google Scholar Lundeberg MA, Fox PW. Do laboratory findings on test expectancy generalize to classroom outcomes? Rev Educ Res. 1991;61:94–106. Article Google Scholar Watling CJ. Unfulfilled promise, untapped potential: feedback at the crossroads. Med Teacher. 2014;36(8):692–7. Article Google Scholar Sundre DL, Kitsantas A. An exploration of the psychology of the examinee: can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance? Contemp Educ Psychol. 2004;29:6–26. Article Google Scholar Cilliers FJ, Schuwirth LWT, Vleuten CPM van der. A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC Med Educ. 2012;12. Download references Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, Anzio Road, 7925, Observatory, South Africa Francois J Cilliers You can also search for this author in PubMed Google Scholar Correspondence to Francois J Cilliers. This article is published under an open access license. Please check the 'Copyright Information' section for details of this license and what re-use is permitted. If your intended use exceeds what is permitted by the license or if you are unable to locate the licence and re-use information, please contact the Rights and Permissions team. Cilliers, F. Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends?. Perspect Med Educ 4, 280–281 (2015). https://doi.org/10.1007/s40037-015-0229-1 Download citation Published: 23 October 2015 Issue Date: December 2015 DOI: https://doi.org/10.1007/s40037-015-0229-1
Keywords: __C:filed:1

Exploring the Emergence of Community Support for School and Encouragement of Innovation for Improving Rural School Performance: Lessons Learned at Kitamburo in Tanzania - Ngalawa, Athanas August; Simmt, Elaine; Glanfield, Florence (Global Education Review, 2015)
This article describes a qualitative exploration of a primary school in a remote rural community of Tanzania, whose students showed promising performance in mathematics, as measured by the Primary School Leaving Examinations (PSLE). Case study methods were used to conduct research about the school and community in order to understand the dynamics that shape the school and village as community and communities. Interviews, focus groups, and observations were conducted. The paper identifies the role of village leadership in generating a learning community (Warren, 2005), that initiated community support of the school, which in turn prompted teachers’ innovations for developing in their work as professionals, that improved teaching and learning practices in mathematics and contributed to the noted promising performance on the PSLE. The article concludes that although school principals and teachers are regarded as keys in generating professional learning communities (DuFour, DuFour, & Eaker, 2008; Fullan, Hill &Crévola, 2006 ), under good community leadership communities may be essential catalysts in establishing and sustaining professional learning communities and contribute to school improvement.
Keywords: ⛔ No DOI found

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
Keywords: Access to education; Digital Divide; Distance learning; Education; Final_citation; MOOCs; Socioeconomic factors; cited; existing

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
Keywords: Access to education; Digital Divide; Distance learning; Education; MOOCs; Socioeconomic factors

Children's travel to school—the interaction of individual, neighbourhood and school factors - Easton, Sue; Ferrari, Ed (Transport Policy, 2015)
The increase in average distance from home to secondary school over recent decades has been accompanied by a significant growth in the proportion of pupils travelling to school by motorized means as opposed to walking or cycling. More recently this switch in travel mode has received considerable attention as declining levels of physical activity, growing car dependence and the childhood obesity “crisis” have pushed concerns about the health of future generations up the public health agenda, particularly in the U.S., but also in the UK and Europe. This has led to a proliferation of international studies researching a variety of individual, school and spatial characteristics associated with children's active travel to school which has been targeted by some governments as a potential silver bullet to reverse the trend. However, to date national pupil census data, which comprises annual data on all English pupils, including a mode of travel to school variable, has been under-utilised in the analysis of how pupils commute to school. Furthermore, methodologically, the grouped nature of the data with pupils clustered within both schools and residential neighbourhoods has often been ignored - an omission which can have considerable consequences for the statistical estimation of the model. The research presented here seeks to address both of these points by analysing pupil census data on all 26,709 secondary pupils (aged 11–16) who attended schools in Sheffield, UK during the 2009–10 school year. Individual pupil data is grouped within school, and neighbourhood, within a cross-classified multilevel model of active versus motorised modes of commuting to school. The results support the findings of other research that distance to school is key, but suggest that sociospatial clustering within neighbourhoods and schools is also critical. A further finding is that distance to school varies significantly by ethnicity, with white British pupils travelling the shortest distance of all ethnic groups. The implications of these findings for education and transport policy are discussed.
Keywords: Active transport; Mode of travel; Motorised transport; Multilevel model; Pupils; Secondary; Sociospatial; Travel to school

Predicting poverty and wealth from mobile phone metadata - Blumenstock, J.; Cadamuro, G.; On, R. (Science, 2015)

Theme 2: Questioning (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 2: Questioning (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning - Pritchett, Lant (Research on Improving Systems of Education, 2015)
Keywords: Final_citation; existing

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.

Successes and challenges of implementing a teacher education project in rural Sierra Leone - Mcdermott, Peter; Allen, Nancy (International Journal of Educational Research, 2015)
Keywords: _C:Sierra Leone SLE

DBIR: february-2016-rpp-forum-measuring-results-of-partnerships-2 (DBIR, 2016)

DBIR: january-2016-rpp-forum-addressing-challenges-in-partnerships-2 (DBIR, 2016)

DBIR: nsta-2016-workshop-how-to-assess-three-dimensional-learning-in-your-classroom-building-tasks-that-work-2 (DBIR, 2016)

DBIR: sss-2016-workshop-adapting-curriculum-for-3-dimensional-learning-2 (DBIR, 2016)

Integration of ICTs into the curriculum of Cameroon primary and secondary schools: A review of current status, barriers and proposed strategies for effective Integration (International Journal of Education and Development Using Information and Communication Technology, 2016)
Keywords: ⛔ No DOI found

T-TEL school partnership innovation (2016)

World Development Report 2016: Digital Dividends (2016)
Keywords: AWP2; AWP2-actual

From counting women to ensuring women count: A qualitative study of university and early career experiences of women secondary school teachers in Addis Ababa, Ethiopia from a capabilities perspective - Abay, Negar Ashtari (2016)
At the heart of this study is a concern with moving from counting women—from a quantitative focus on gender parity—to having women count—ensuring conditions exist that allow women teachers to fully participate in quality teaching and the positive transformation of the teaching profession. Women comprise less than 20% of secondary school teachers in Ethiopia (MoE, 2014), reflecting similar patterns of under-representation elsewhere in Sub-Saharan Africa. This study uses in-depth interviews and field observations over a period of 15 months in Addis Ababa to shed light on why many women in Ethiopia who enter university do not make it into secondary school teaching and why many of those who enter teaching, in urban areas where most teachers are concentrated, do not stay in the profession. Drawing on a capabilities perspective, the study goes further to examine the cumulative disadvantage—in terms of well-being and agency—that women experience during the process of their university (undergraduate and teacher) training and in their early years of working in urban secondary schools, as well as the ways in which women contend with disadvantage. This study shows that such disadvantage and the responses to it have implications not only for whether women enter and stay in teaching but also for how they engage in their work. Utilizing the rich qualitative data collected and the analysis afforded by using the capability approach, the study concludes by recommending how different actors, including government, universities and schools, can foster institutional conditions of possibility (Walker, 2006a) and educational arrangements that enhance rather than limit full and equal participation in the teaching profession. Foregrounded throughout this study are the voices and experiences of young women, offering a perspective which disrupts the presumed norm of the single male teacher and highlights some of the limits of gender-neutral teacher policies.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:gender; F:policy; F:teaching; F:women; P:measurement; P:school teacher; P:teacher education; P:teachers; Q:higher education; R:interview; R:observation; R:qualitative; R:quantitative; T:Ausbildung; T:career; Z:Higher education; Z:Teacher education; publicImportV1; ⛔ No DOI found

One Laptop per Child Rwanda: Enabling Factors and Barriers - Adam, Taskeen; Haßler, Björn; Cruickshank, Heather (South Africa International Conference on Educational Technologies, 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Canada CAN; _C:China CHN; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Denmark DNK; _C:Egypt EGY; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Influence of Mobile Learning Training on Pre-Service Social Studies Teachers' Technology and Mobile Phone Self-Efficacies - Adedoja, Gloria; Oluwadara, Abimbade (Journal of Education and Practice, 2016)
Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; Age Differences; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; ERIC, Current Index to Journals in Education (CIJE); Electronic Learning; F:attitude; F:learning; F:pedagogy; Foreign Countries; Higher Education; Instructional Effectiveness; Likert Scales; Nigeria; P:electro; P:services; P:social; P:teachers; P:technology; Postsecondary Education; Predictor Variables; Preservice Teachers; Pretests Posttests; Q:mobile learning; Questionnaires; R:questionnaire; Self Efficacy; Social Studies; Student Teacher Attitudes; T:Training; Technological Literacy; Technology Education; Z:Age Differences; Z:Electronic Learning; Z:Foreign Countries; Z:Instructional Effectiveness; Z:Likert Scales; Z:Predictor Variables; Z:Preservice Teachers; Z:Pretests Posttests; Z:Questionnaires; Z:Self Efficacy; Z:Social Studies; Z:Student Teacher Attitudes; Z:Technological Literacy; Z:Technology Education; __:import:01; __:match:final; __:matched; __:study_id:2096188; __C:filed:1; ___working_potential_duplicate; __finaldtb; publicImportV1; ⛔ No DOI found

Integration durch Bildung. Migranten und Flüchtlinge in Deutschland: Gutachten - Aktionsrat Bildung; Blossfeld, Hans-Peter (Waxmann, 2016)

The professional development of teachers in Higher Education in Oman: a case study of English teachers in the Colleges of Applied Sciences - Al-Ghatrifi, Yaqoob (University of Reading, 2016)
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahrain BHR; _C:Benin BEN; _C:Canada CAN; _C:China CHN; _C:Egypt EGY; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Jordan JOR; _C:Kenya KEN; _C:Kuwait KWT; _C:Malaysia MYS; _C:Malta MLT; _C:Mexico MEX; _C:Mozambique MOZ; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Oman OMN; _C:Pakistan PAK; _C:Portugal PRT; _C:Qatar QAT; _C:Saudi Arabia SAU; _C:Somalia SOM; _C:Sweden SWE; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Pilot assessment of indoor environmental qualities of learning environments in Bayero University, Kano - Ali, S.M.; Martinson, D.B.; Al-Maiyah, S. (2016)
Keywords: ⛔ No DOI found

ROAPA–Repositório de Objetos de Aprendizagem para o ensino de pesca e aquicultura - Alvim, Silvio José Trindade; others (Universidade Federal Rural do Rio de Janeiro, 2016)
The use of technology in education has experienced a number of changes. The use of the computer as a learning tool promoter is a constant challenge for educators. The creation, classification and maintenance of digital materials with educational content are laborious but essential tasks for the good use of technologies of information and communication in education, in various levels of education. In this context, the work that follows is intended to propose the creation of a reference model for implementation of a Learning Object Repository (LOR) as well as outlining a production process of these objects and choosing a team based on roles and responsibilities modeled in the process. As methodological approach was made a literature review on the subject. Conceptual maps were used to support the planning of the repository model. For choosing the set of metadata used in the model was made a Systematic Review of Literature (SRL) and after these steps the initial software interface has been validated through a survey instrument using the Likert scale for evaluation of non-functional software requirements applied to a group of educators and students of the academic community of IFES Campus Piúma. It is expected that the model will serve as a subsidy for the implementation of a repository for use by technical courses of Aquaculture and Fisheries of aforementioned campus, allowing the search and use of digital educational materials for teachers and students, in a simply and efficiently way
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CC:Brazil; CLL:pt; OER; publicImportV1

Computer usage for learning how to read and write in primary school - Arndt, Petra A. (Trends in Neuroscience and Education, 2016)
Keywords: __C:filed:1

Early Grade Reading Assessment (EGRA) Plus: Liberia. Program evaluation report - b (Implementing Mother Tongue, 2016)

Unlocking resilience through autonomous innovation - Bahadur, Aditya; Doczi, Julian (Overseas Development Institute, 2016)

Improving Secondary School Teacher Quality in Sub-Saharan Africa - Bainton, Dave; Barrett, Angeline Mbogo; Tikly, Leon (Bristol Working Papers in Education, 2016)
Keywords: C:sub-Saharan Africa; _C:Benin BEN; _C:Botswana BWA; _C:Burundi BDI; _C:Cameroon CMR; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Congo, Republic COG; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Ivory Coast CIV; _C:Kenya KEN; _C:Malawi MWI; _C:Mali MLI; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Rwanda RWA; _C:South Africa ZAF; _C:South Sudan SSD; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Improving Secondary School Teacher Quality in Sub-Saharan Africa: Framing the Issues - Bainton, Dave; Barrett, Angeline Mbogo; Tikly, Leon (Bristol Working Papers in Education, 2016)
Keywords: Cited; RRQ1:High; ⛔ No DOI found

Girl power: cash transfers and adolescent welfare. Evidence from a cluster‐randomized experiment in Malawi - Baird, Sarah J.; Chirwa, Ephraim; Hoop, Jacobus De; Özler, Berk (Chapter in NBER book African Successes, Volume II: Human Capital, 2016)

Tablets in Schule und Unterricht: Forschungsmethoden und-perspektiven zum Einsatz digitaler Medien - Bastian, Jasmin; Aufenanger, Stefan (Springer-Verlag, 2016)
Keywords: __C:filed:1

Opening new doors: Community engagement in India - Batada, A.; Banarjee, S.; Subramanian, M. (The Sesame Effect: The Global Impact of the Longest Street in the World, 2016)
Keywords: 01.11.19; Final_citation; cited; existing; tempss_1

Reducing parent‐school information gaps and improving education outcomes: Evidence from high frequency text messaging in Chile - Berlinski, Samuel; Busso, Matias; Dinkelman, Taryn; Martinez, Claudia (Unpublished Manuscript, 2016)

Mathematics education in Sub-Saharan Africa : status, challenges, and opportunities (Vol. 2) : main report (English) - Bethell, George (The World Bank Group, 2016)
Keywords: Cited; RRQ1:High

Matching couples with Scarf’s algorithm - Biró, Péter; Fleiner, Tamás; Irving, Robert W. (Annals of Mathematics and Artificial Intelligence, 2016)
Scarf’s algorithm [18] provides fractional core elements for NTU-games. Biró and Fleiner [3] showed that Scarf’s algorithm can be extended for capacitated NTU-games. In this setting agents can be involved in more than one coalition at a time, cooperations may be performed with different intensities up to some limits, and the contribution of the agents can also differ in a coalition. The fractional stable solutions for the above model, produced by the extended Scarf algorithm, are called stable allocations. In this paper we apply this solution concept for the Hospitals Residents problem with Couples (HRC). This is one of the most important general stable matching problems due to its relevant applications, also wellknown to be NP-hard. We show that if a stable allocation yielded by the Scarf algorithm turns outto be integral then it provides a stable matching for an instance of HRC, so this method can be used as a heuristic. In an experimental study, we compare this method with other heuristics constructed for HRC that are applied in practice in the American and Scottish resident allocation programs, respectively. Our main finding is that the Scarf algorithm outperforms all the other known heuristics when the proportion of couples is high.
Keywords: _C:Hungary HUN; _C:Ireland IRL; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Integration durch Bildung. Migranten und Flüchtlinge in Deutschland - Blossfeld, Hans-Peter; Bos, Wilfried; Daniel, Hans-Dieter; Hannover, Bettina; Köller, Olaf; Lenzen, Dieter; Roßbach, Hans-Günther; Seidel, Tina; Tippelt, Rudolf; Wößmann, Ludger (Münster: Waxmann, 2016)
Keywords: ⛔ No DOI found

Blended learning implementation in secondary education for girls: case study Tatweer project Saudi Arabia - Bukhari, Eman Gasim (International Journal of Academic Research and Reflection, 2016)
Blended learning (BL) has been the subject of much research recently, and the present research adds to this growing body of knowledge as the first substantial study on BL in secondary education for girls in Saudi Arabia. Based on field work comprising interviews and questionnaires this research reports the results of an exploratory, empirical case study of a large-scale programme (Tatweer project) for the introduction of blended learning into 25 traditional secondary girls' schools in Saudi Arabia. Adopting the interpretive research paradigm the objective of the study is to gain rich insight into blended learning guided by the effect of BL on female education. The study demonstrates a number of positive effects of BL on students' engagement and self-development, however, problems with the workloads of students and the failure of teachers to integrate face-to-face learning with e-learning are also observed. Throughout the research Sharpe et al.'s (2006) 8-dimensional framework of BL is applied in a new way to assess the implementation level of BL. This results in the recommendation to extend this framework with an ethical dimension. Further recommendations of the work are to actively seek feedback from key stakeholder groups during BL implementation, to use BL for teacher training in BL, and to measure performance indicators like students' workloads during the transition of traditional schools to BL.
Keywords: ⛔ No DOI found

Can we open the black box of AI? - Castelvecchi, D. (Nature, 2016)
Keywords: ❓ Multiple DOI

Implementation Research: Finding Common Ground on What, How, Why, Where, and Who - Century, Jeanne; Cassata, Amy (Review of Research in Education, 2016)
Over many decades, educators have developed countless interventions and theories about how to create lasting change. Implementation research is the study of these efforts with a set of basic questions: What are we doing? Is it working? For whom? Where? When? How? And, Why? In other words, implementation research is an endeavor to understand if and how educational efforts are accomplishing their goals. This chapter describes the landscape of implementation research, tracing it back to its historical roots and connecting it to other fields with the aim of identifying common threads across diverse efforts. The authors survey where the field is today and highlight different perspectives on complex questions that have long troubled researchers. They outline some of the sticky issues ahead and make a case for shared conceptual clarity and clearly communicated and understood language that will help researchers understand how various bodies of implementation research work are related. The authors conclude by describing the opportunity presented to the education research community in this moment: to capitalize on and learn from historical and contemporary work in education and other fields, and to identify connections across theories and approaches and find ways to collectively move forward toward the shared goal of making education better.

Impact Evaluation of the Save the Children Early Childhood Stimulation Program in Bangladesh: Final Report. - Chinen, Marjorie; Bos, Johannes M. (American Institutes for Research, 2016)

Evaluation of the transformative potential of positive gender socialization in education for peace building - Chinen, Marjorie; Elmeski, Mohammed (Society for Research on Educational Effectiveness, 2016)
American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended.
Keywords: Comparative Analysis; ERIC, Resources in Education (RIE); Educational Practices; Elementary Education; Elementary School Teachers; Foreign Countries; Inservice Teacher Education; Intervention; Mixed Methods Research; Outcome Measures; Peace; Program Effectiveness; Randomized Controlled Trials; Sex Fairness; Socialization; Synchronous Communication; Teacher Attitudes; Teacher Characteristics; Telecommunications; Uganda; __:import:01; __:match:final; __:matched; __:study_id:2097972; ___working_potential_duplicate; __finaldtb

Open Data Readiness Assessment: Prepared for the Government of Sierra Leone - Chrzanowski, Pierre; Holm, Jeanne; Manley, Laura; Dodds, Elizabeth; Baker, Rob (World Bank Group; Open Aid Partnership, 2016)
Keywords: _C:Sierra Leone SLE

Using eye-tracking in applied linguistics and second language research - Conklin, Kathy; Pellicer-Sánchez, Ana (Second Language Research, 2016)
With eye-tracking technology the eye is thought to give researchers a window into the mind. Importantly, eye-tracking has significant advantages over traditional online processing measures: chiefly that it allows for more ‘natural’ processing as it does not require a secondary task, and that it provides a very rich moment-to-moment data source. In recognition of the technology’s benefits, an ever increasing number of researchers in applied linguistics and second language research are beginning to use it. As eye-tracking gains traction in the field, it is important to ensure that it is established in an empirically sound fashion. To do this it is important for the field to come to an understanding about what eye-tracking is, what eye-tracking measures tell us, what it can be used for, and what different eye-tracking systems can and cannot do. Further, it is important to establish guidelines for designing sound research studies using the technology. The goal of the current review is to begin to address these issues.
Keywords: Final_citation

Evaluating the Impact of 1: 1 Laptops on High School Science Students and Teachers - Crook, Simon Joseph (2016)
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Canada CAN; _C:Cuba CUB; _C:Germany DEU; _C:Japan JPN; _C:Jordan JOR; _C:Luxembourg LUX; _C:Singapore SGP; _C:Switzerland CHE; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Design-Based Research and Design-Based Implementation Research | InformalScience.org - Crowley, Kevin (2016)
Keywords: Final_citation; existing

Design-Based Research and Design-Based Implementation Research | InformalScience.org - Crowley, Kevin (2016)

Collective action and the deployment of teachers in Niger: a political economy analysis - Cummings, Clare (2016)
This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.
Keywords: C:Niger

Education in Conflict and Crisis: How Can Technology Make a Difference? A Landscape Review. - Dahya, N. (GIZ, 2016)
Keywords: Final_citation; cited; existing

Education in Conflict and Crisis: How Can Technology Make a Difference? A Landscape Review - Dahya, Negin (GIZ, 2016)
Keywords: ⛔ No DOI found

Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? | INEE - Dahya, Negin (2016)
Conflict and crisis are among the biggest obstacles to ensuring inclusive and quality education for all (Sustainable Development Goal 4). The use of information and communication technology (ICT) has the potential to support, enhance, and enable education for the most marginalized, affected by war, natural disasters, and the rapid spread of disease. Across these different contexts, tools like radio, mobile phones, mobile projectors, e-readers and tablets, laptops and computers can facilitate teaching and learning in a range of different ways. The term “mobility” with regard to learning is highly relevant in this landscape: it recognizes that learning should not stop as people move, and that people on the move are focused on continuing their education. This landscape aims to identify major trends, patterns, and lessons learned about the use of mobile technologies in crisis and conflict settings, and also to define gaps in our existing knowledge base.

Challenges in the Informal Construction Artisan Training System in the Ghanaian Construction Industry - Damasah, SK (College of Art and Built Environment, 2016)
This research sought to find out the challenges confronting the informal artisan training system in the Ghanaian construction industry and provide available opportunities to help improve the system. The study was limited to two regions namely Greater Accra and Volta regions of Ghana. In all, two hundred and thirty-three (233) artisans comprising of one hundred and thirteen (113) apprentices and one hundred and twenty (120) master artisans were used for the study. Questionnaires were the main research instrument but personal observation was also used by the researcher. The sample of three hundred (300) was used in the data analysis. Qualitative research approach was used, employing the descriptive approach. Data from the field was analysed using percentages. From the findings, it was realized that two main modes of skill acquisition were in play pertaining to the informal sector, these are the traditional method (75%) and the attachment method (25%). Another finding was that, one shortcoming of the informal system appears to be a lack of consistency and adequate content in the training that apprentice receive. The study concludes that there is little external motivation or capability for the system’s trainees to progress in performance or in improving their methods. More than 55% of the master artisans apply experimentation or trial and error in their work. It is recommended that, it will be essential to involve the master artisans in a reform process including efforts to provide them with opportunities to upgrade their own knowledge of construction skills.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:artist; P:construction; T:Formal apprenticeship; T:Training; _C:Ghana GHA; publicImportV1

Effective Teacher Professional Development - Darling-Hammond, Linda; Hyler, Maria E; Gardner, Madelyn; Gardner, Madelyn (Learning Policy Institute, 2016)
Keywords: C:United States / International; __C:filed:1; important; ⛔ No DOI found

Idea to Retire: Decentralized IT Governance - Denford, J. (2016)
Keywords: Final_citation; anystyle; existing