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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Mapping Teacher Distribution Analysis with Digitation Technology Implementation to Improve Education Management in Bengkulu City - Nirwana, Nirwana; Vatresia, Arie; Utama, F. P. (International Conference on Educational Sciences and Teacher Profession (ICETeP 2018), 2019)
Embedded technology in education management is one of the most important things as an aid for Education Department. Not only help in learning process, the use of technology has been also used in many part of education to improve learning process. In this paper, we proposed the idea of mapping the digitation of High School (SMA) in Bengkulu city to manage...
Keywords: _C:France FRA; _C:India IND; _C:Indonesia IDN; _C:Italy ITA; __C:filed:1; __C:scheme:1

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Teacher ‘quality’ and attainment grouping: The role of within-school teacher deployment in social and educational inequality - Francis, Becky; Hodgen, Jeremy; Craig, Nicole; Taylor, Becky; Archer, Louise; Mazenod, Anna; Tereshchenko, Antonina; Connolly, Paul (Teaching and Teacher Education, 2019)
Prior research suggests that where pupils are 'tracked', better qualified, more experienced teachers tend to be deployed to higher attainment groups, at the expense of pupils in lower tracks. This is especially pertinent from a social justice perspective, given consistent findings in the UK that pupils from socially-disadvantaged backgrounds are over-represented in low attainment groups. This article draws on data from 380 teachers, drawn from 126 secondary schools in England, and interviews with 118 Year 7 students, to examine whether these findings from prior research in the US and elsewhere extend to the case of England in the present day. Findings show some evidence of these inequitable tendencies: those teachers highly qualified in their taught subject were less likely to be allocated to low sets. We also examine whether an intervention designed to encourage more equitable distribution had any impact on practice, and find tentative evidence that deployment in intervention schools had been impacted in relation to teacher subject qualifications. Pupils believed that teachers of higher sets had higher expectations and standards of behaviour, whereas those for low sets were seen to be unhelpfully indulgent, indicating a need for research attention to pedagogy and tracking. Findings are analysed from a social justice perspective, with interest in the consequences of inequitable distribution of teachers for the reproduction of social inequality.
Keywords: _C:Ireland IRL; _C:Pakistan PAK; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

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

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

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

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

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

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

Exploring barriers to adoption of virtual reality through social media analytics and machine learning–an assessment of technology, network, price and trialability (Journal of Business Research, 2019)

Ghana government invests 500m in TVET (2019)

Ghana signs agreement with Germany for TVET support (2019)

Ghana TVET project voucher launched in Western Region (2019)

Global Views - Policy Research; Data on Policy Research Described by Researchers at Makerere University (Technical and Vocational Education and Training In Uganda: a Critical Analysis) (2019)

Minister reiterates significance of TVET in addressing Ghana’s employment challenges (2019)

Sudan: Sudanese Minister of Education Expresses her Support for the TVET Development of UNESCO in Sudan (2019)

Sudan: UNESCO Reported to the Sudanese National Assembly on the Status of the Technical and Vocational Education and Training System (2019)

Towards universal health coverage:reforming the neglected district health system in Africa (2019)

World: TVET Coordination Committee founded in South Sudan (2019)

TVET in Sudan: government negligence, employers' response and challenges of reform under cluttered socio-economic conditions - Abdelkarim, Abbas (INTERNATIONAL JOURNAL OF TRAINING RESEARCH, 2019)
While TVET literature focuses on the potential role of the sector in socio-economic development, seldom is attention given to how socio-economic conditions and policies affect the development of the sector. This paper endeavours to contribute to filling this gap. It argues that examining the factors that influence access, equity and outcomes of TVET and education may not be possible without being embedded in their socio-economic context. A main finding of the paper is that cluttered socio-economic conditions and the public governance system in Sudan have resulted in a weak TVET system - severely deficient finance, contraction, inadequacy and irrelevance of provision, and uncoordinated institutional governance. Industrial employers' response is to rely largely on informal apprenticeship, which, while helping the poor and creating employment, may not be a replacement for formal TVET provision. A further finding is that the sector is neglecting rural and conflict-ridden regions and girls.\n

Teacher Retention: A Review of Policies for Motivating Rural Basic School Teachers in Ghana - Acheampong, Phinihas; Gyasi, Juliana Fosua (Asian Journal of Education and Training, 2019)
The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers? salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools.
Keywords: Administrator Attitudes; Disadvantaged; Educational Facilities; Faculty Development; Faculty Mobility; Foreign Countries; Housing; Incentives; Rural Schools; School Districts; Student Recruitment; Teacher Education; Teacher Motivation; Teacher Persistence; Teacher Salaries; Transportation; Water Quality; _C:Botswana BWA; _C:Canada CAN; _C:China CHN; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:Lesotho LSO; _C:Malawi MWI; _C:Mozambique MOZ; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Connecting the Dots: Digitizing Teaching and Learning in Rural Schools in Uganda - Aduno, Freda (2019)
Keywords: _C:Malaysia MYS; _C:Uganda UGA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

EDUCAUSE Horizon Report: 2019 Higher Education Edition - Alexander, Bryan; Ashford-Rowe, Kevin; Barajas-Murphy, Noreen; Dobbin, Gregory; Knott, Jessica; McCormack, Mark; Pomerantz, Jeffrey; Seilhamer, Ryan; Weber, Nicole (EDUCAISE, 2019)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Four Ways Technology Has Negatively Changed Education - Alhumaid, Khadija (Journal of Educational and Social Research, 2019)
Keywords: _C:Bulgaria BGR; _C:Canada CAN; _C:China CHN; _C:Egypt EGY; _C:Iran IRN; _C:Poland POL; _C:Romania ROU; _C:Saudi Arabia SAU; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ❓ Multiple DOI

Constructionism, ethics, and creativity: Developing primary and middle school artificial intelligence education - Ali, Safinah; Payne, Blakeley H.; Williams, Randi; Park, Hae Won; Breazeal, Cynthia (2019)
Keywords: ⛔ No DOI found

A Review on Adopting Personalized Gamified Experience in the Learning Context - Aljabali, R.N.; Ahmad, N. (Institute of Electrical and Electronics Engineers Inc., 2019)
Gamification illustrates motivation and encouragement that can be gained by people during using gamified experience. Gamification technology has been successfully applied in several domains including health and fitness, marketing, daily activities and education. It is the strategy which uses heterogeneous game elements within nonentertainment context. As Millennial Generation students have their own needs and preferences, the necessity of having personalized learning is increased recently to boost the effectiveness of the education system. Thus, many researches have investigated how dissimilarities between students can influence their suitable game elements. Since 2010 the published studies on gamification area increased; moreover, some attempts have been made to study the personalization in the gamification model. In this paper, we conducted a review of personalization in gamified learning experience to answer two review questions. We collect, review and synthesize studies related to gamified learning and personalization published from 2010 to 2017. The review strategy included six stages to identify the articles. 13 studies were identified which discussed adopting personalization and gamified learning experience in education. The results show that the studies that apply personalization within gamified learning approach accelerated during the last 3 years. This review reveals the trends in personalization parameters used in the studies, such as student's learning style and personality type. Moreover, most studies have shown high student performance while using the personalized gamified learning experience. © 2018 IEEE.
Keywords: E-learning; Education computing; Education systems; Gamification; Gamified learning; Learning approach; Learning experiences; Personalization; Personalizations; Personalized learning; Student performance; Students; _AcademicRecoveryOECS

Approximating the Equilibrium Effects of Informed School Choice - Allende, Claudia; Gallego, Francisco; Nielson, Chistopher (2019)
This paper studies the potential small and large scale effects of a policy designed to produce more informed consumers in the market for primary education. We develop and test a personalized information provision intervention that targets families of public Pre-K students entering elementary schools in Chile. Using a randomized control trial, we ﬁnd that the intervention shifts parents’ choices toward schools with higher average test scores, higher value added, higher prices, and schools that tend to be further from their homes. Tracking students with administrative data, we ﬁnd that student academic achievement on test scores was approximately 0.2 standard deviations higher among treated families ﬁve years after the intervention. To quantitatively gauge how average treatment effects might vary in a scaled up version of this policy, we embed the randomized control trial within a structural model of school choice and competition where price and quality are chosen endogenously and schools face capacity constraints. We use the estimated model of demand and supply to simulate policy effects under different assumptions about equilibrium constraints. In counterfactual simulations, we ﬁnd that capacity constraints play an important role mitigating the policy effect but in several scenarios, the supply-side response increases quality, which contributes to an overall positive average treatment effect. Finally, we show how the estimated model can inform the design of a large scale experiment such that reduced form estimates can capture equilibrium effects and spillovers.
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Approximating the Equilibrium Effects of Informed School Choice. - Allende, Claudia; Gallego, Francisco; Nielson, Christopher (2019)
Keywords: ⛔ No DOI found

Taking Advantage of Students’ Passion for Apps in Sustainability and CSR Teaching - Alonso-Martínez, Daniel; Jiménez-Parra, Beatriz; González-Álvarez, Nuria; Godos-Díez, José-Luis; Cabeza-García, Laura (Sustainability, 2019)
Keywords: _C:Brazil BRA; _C:Israel ISR; _C:Japan JPN; _C:Netherlands NLD; _C:Spain ESP; _C:Switzerland CHE; __C:filed:1; __C:scheme:1

Acceptabilité des technologies d'apprentissage mobile: le cas des tablettes - Amadieu, Franck; Mulet, Julie; Van der Linden, Jan; Lombard, Jordan; Van De Leemput, Cécile (2019)
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Cyprus CYP; _C:France FRA; _C:Jordan JOR; _C:Malaysia MYS; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Spatial Distribution of Soil Cationic Micronutrients along Rainfall Gradient in Sorghum-Based Cropping System in Sudano Sahelian Zone of Nigeria. ISSN: 2350-0328 - Amin, M.A.; Omar, G.; Tudunwada, I.Y. (International Journal of Advanced Research in Science, Engineering and Technology, 2019)
Keywords: ⛔ No DOI found

Measuring Human Capital. Policy Research Working Paper - Angrist, N.; Djankov, S.; Goldberg, P.K.; Patrinos, H.A. (2019)

The Skills Balancing Act in Sub-Saharan Africa - Arias, Omar; Evans, David K; Santos, Indhira (World Bank, 2019)

The skills balancing act in Sub-Saharan Africa: Investing in skills for productivity, inclusivity, and adaptability - Arias, Omar; Evans, David K.; Santos, Indhira (World Bank Publications, 2019)
Keywords: Final_citation

Towards a regional strategy for resolving the human resources for health challenges in Africa - Asamani, J.A.; Akogun, Oladele B; J., Nyoni; A., Ahmat; J., Nabyonga-Orem; Tumuslime, P. (BMJ Global Health, 2019)

Bridging the chasm - study of the realities of edtech use among trainee teachers - Atherton, Pete (Teacher Education Advancement Network Journal, 2019)
Keywords: Stefanie; ⛔ No DOI found

Teachers' Adoption of Open Educational Resources in Higher Education. - Baas, Marjon; Admiraal, Wilfried; van den Berg, Ellen (Journal of Interactive Media in Education, 2019)
Keywords: _C:Netherlands NLD; _C:Tanzania TZA; _C:Turkey TUR; __C:filed:1; __C:scheme:1

Understanding Sub-Saharan African Learners Informal Learning Using Mobile Devices: A Case of Tanzania - Bagui, Laban; Mwapwele, Samwel Dick (The African Journal of Information Systems, 2019)
Keywords: HDR25; _C:Australia AUS; _C:Botswana BWA; _C:Cameroon CMR; _C:Dominican Republic DOM; _C:Eritrea ERI; _C:Gambia GMB; _C:Malaysia MYS; _C:New Zealand NZL; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Preparing teacher education students to integrate mobile learning into elementary education - Bai, Hua (TechTrends, 2019)
The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues.

When the Money Runs Out: Do Cash Transfers Have Sustained Effects on Human Capital Accumulation? - Baird, Sarah; McIntosh, Craig; Özler, Berk (Journal of Development Economics, 2019)

Evaluation of a ViolencePrevention Programme with Jamaican Primary School Teachers: A Cluster Randomised Trial. - Baker-Henningham, Helen; Scott, Yakeisha; Bowers, Marsha; Francis, Taja (International Journal of Environmental Research and Public Health, 2019)

Reimagining digital literacies from a feminist perspective in a postcolonial context - Bali, Maha (Media and Communication, 2019)

Women’s Empowerment in Action: Evidence from a Randomized Control Trial in Africa - Bandiera, Oriana; Buehren, Niklas; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi (American Economic Journal: Applied Economics, 2019)
Keywords: ⛔ No DOI found

Teacher Education at the University of Zambia and Teacher Quality with Specific Reference to English Language - Banja, Madalitso K.; Mulenga, Innocent Mutale (Makerere Journal of Higher Education, 2019)

Ending Learning Poverty: What Will It Take? - Bank, World (World Bank, 2019)

Enablers of work-integrated learning in technical vocational education and training teacher education - Batholmeus, Petrina; Pop, Carver (International Journal of Work-Integrated Learning, 2019)
© 2019 International Journal of Work-Integrated Learning. All rights reserved. The demand for relevant skills for the labor market constitutes one of the fundamental challenges facing the post-school system in South Africa. The South African government has therefore proposed a policy on professional development teacher education programs for Technical and Vocational Education and Training and the South African Department of Higher Education and Training lecturers to ensure that they understand the labor market demands and are able to produce graduates who meet these demands. This study examines factors that enable the successful integration of industry-based work-integrated learning (WIL) in professional development teacher education programs for TVET lecturers. The enabling factors were obtained from 28 academic staff in 14 South African universities responsible for developing WIL curricula in TVET teacher education programs. Some of the enabling factors that were considered when integrating WIL in TVET teacher education include higher education providers, students, industry, mentorship, the varied programs and learning outcomes as well as the community.
Keywords: ⛔ No DOI found

EdTech testbeds: Models for improving evidence - Batty, Richard (2019)
Keywords: ⛔ No DOI found

EdTech testbeds: Models for improving evidence - Batty, Richard; Wong, Andrea; Florescu, Ana; Sharples, Mike (2019)
Keywords: Carmen

Eye tracking methodology for studying teacher learning: A review of the research - Beach, Pamela; McConnel, Jen (International Journal of Research & Method in Education, 2019)

Mobile learning and the outdoors - BEAUCHAMP, GARY; YOUNG, NICK; PRICE, RUBY (Early Learning in the Digital Age, 2019)
Keywords: __C:filed:1

Pupil absenteeism, measurement, and menstruation: Evidence from western Kenya - Benshaul-Tolonen, Anja; Garazi, Zulaika; Nyothach, Elizabeth; Oduor, Clifford; Mason, Linda; Obor, David; Alexander, Kelly T.; Laserson, Kayla F.; Phillips-Howard, Penelope A. (CDEP-CGEG WP, 2019)
Keywords: ⛔ No DOI found

Research commentarydata-driven computationally intensive theory development - Berente, N.; Seidel, S; Safadi, H. (Information Systems Research, 2019)
Keywords: _Added-ailr-2024

Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru - Bertoni, Eleonora; Elacqua, Gregory; Hincapie, Diana; Méndez, Carolina; Paredes, Diana (Inter-American Development Bank, 2019)
Keywords: C:Peru; _C:Peru PER

Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares: revisão sistemática - Biazus, Graziela Ferreira; Rieder, Carlos Roberto Mello (Revista Educação Especial, 2019)
Keywords: _C:Austria AUT; _C:South Africa ZAF; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Continuous professional learning in private higher education: Making a case for distributed leadership - Bitzer, E. M.; Cronje, F. (South African Journal of Higher Education, 2019)
Keywords: ⛔ No DOI found

Geo-Referenced Infrastructure and Demographic Data for Development - Blair-Freese, Io (2019 IEEE Global Humanitarian Technology Conference (GHTC), 2019)

Strategiepapier der Bundesregierung zur internationalen Berufsbildungszusammenarbeit - BMBF (Drucksache, 2019)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CLL:de; publicImportV1

Strategie zur gezielten Gewinnung von Fachkräften aus Drittstaaten - BMWi – Bundesministerium für Wirtschaft und Energie (2019)

wwwlitbaskets.io, an IT artifact supporting exploratory literature searches for Information Systems research - Boell, SK; Wang, B (2019)
Keywords: _Added-ailr-2024; ⛔ No DOI found

Water Cycle in Nature-An Innovative Virtual Reality and Virtual Lab: Improving Learning Experience of Primary School Students. - Bogusevschi, Diana; Muntean, Gabriel-Miro (2019)
Keywords: _C:Dominican Republic DOM; _C:Greece GRC; _C:Ireland IRL; _C:Netherlands NLD; _C:Portugal PRT; _C:Romania ROU; _C:Slovakia SVK; _C:Spain ESP; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Gender Transformation Experiences among Women Leaders in the Western Cape TVET Sector: A Narrative Response - Bonzet, Rene; Frick, Beatrice Liezel (EDUCATION AS CHANGE, 2019)
Leadership structures in Technical and Vocational Education and Training (TVET) colleges in South Africa face stark gender inequalities. Narratives of women currently in TVET leadership positions in the Western Cape province of South Africa might shed light on gender transformation in this sector. This article provides an insider perspective on 10 purposively selected respondents' shared experiences during their careers as women leaders through a narrative methodology. The data produced themes like family roles and a professional career balance, stages in becoming a leader, gender-related notions, leadership contexts, and strategies to manage gendered experiences. The analytical framework developed illustrates how these themes were reconciled with a structured method of narrative analysis, described as a problem-solution approach, analysing raw data for five elements of plot structure, namely characters, setting, problem, actions, and resolutions. Aligning the conceptual and analytical frameworks facilitated re-storying inside a plot-structured narrative. The results reported gender transformation progress regarding the career progression of women leaders. Conversely, progress concerning gender stereotyping and men-to-women and women-to-women discrimination was unsatisfactory, causing some respondents to abandon leadership ambitions. Although the small sample size precludes any claim to generalisability, the reported narratives serve as a guideline in addressing all-inclusive gender transformation in TVET college leadership.\n

Developing a Rubric to Assess 3rd-5th Grade Student Understanding of Science Concepts via Screencast Models - Boughey, Sarah (California State University, Long Beach, 2019)
The purpose of this project was to develop a rubric to assess third through fifth grade students’ scientific understanding through NGSS modeling created via screencasts. Scientific modeling can better capture student understanding through screencasts because it shows student thinking through drawing, labeling, writing, and explaining verbally in recordings. It is easier for young children and English leaners to express their thinking by talking than by writing. This project utilized research on science rubric creation, and NGSS modeling to help develop a rubric. Expert reviewer feedback was utilized to revise the rubric into its final version.
Keywords: Models; Rubric; Screencast; _C:United States USA; __C:filed:1; __C:scheme:1

Feminist Standpoint Theory - Bowell, Tracy (Internet Encyclopedia of Philosophy, 2019)

Mobile literacy among Syrian refugee women teachers - Bradley, Linda; Bahous, Rima; Albasa, Ali (Research-publishing.net, 2019)
This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.]
Keywords: Career Development; Cross Cultural Studies; ERIC, Resources in Education (RIE); Faculty Development; Females; Foreign Countries; Handheld Devices; Informal Education; Information Technology; Land Settlement; Lebanon; Literacy; Occupational Aspiration; Refugees; Second Language Instruction; Second Language Learning; Sweden; Syria; Teacher Attitudes; Telecommunications; Videoconferencing; __:import:01; __:match:final; __:matched; __:study_id:2095768; ___working_potential_duplicate; __finaldtb

Teacher agency in professional learning communities - Brodie, Karin (Professional development in education, 2019)

Der Flipped Classroom als Motor für Open Educational Resources? - Buchner, Josef; Höfler, Elke (MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 2019)
Keywords: _C:Austria AUT; _C:South Africa ZAF; __C:filed:1; __C:scheme:1

The landscape of research on learning in low-tech environments - Campana, Kathleen; Agarwal, Naresh Kumar (Information and Learning Sciences, 2019)
Keywords: __C:filed:1

Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University - Cele, Siyabonga Alpheos (2019)
Keywords: _C:Australia AUS; _C:Georgia GEO; _C:Greece GRC; _C:India IND; _C:Korea XKOR; _C:Malawi MWI; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Poland POL; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Design archaeology: Generating design knowledge from real-world artifact design - Chandra Kruse, L; Seidel, S; Brocke, J (2019)
Keywords: ⛔ No DOI found

Visual learning analytics to support classroom discourse analysis for teacher professional learning and development - Chen, Gaowei (The Routledge International Handbook of Research on Dialogic Education, 2019)
Keywords: __C:filed:1

Applying the flipped classroom instructional model to rural online tutoring program in upper elementary mathematics - Chen, Q.; Kao, T.-C. (Contemporary Educational Research Quarterly, 2019)
Purpose The purpose of the study is to investigate the effectiveness of applying the Flipped Classroom Instructional Model to the rural online tutoring program for Upper Elementary Mathematics. Design/methodology/approach The study took the unequal-group pretest-posttest quasiexperimental design to conduct the teaching experiment. The research setting was the Digital Partner Online Tutoring Program of National Dong-Hwa University, which was supported by the Ministry of Education of Taiwan government. The participants consist of 54 upper grade students from rural elementary schools, with 25 students in the experimental group and 29 students in the control group. The effectiveness of the experiment was detected by the factorial design of covariance with pretest as covariate and grade level as moderator. Findings The results of the study indicated that the experimental group's overall learning performance on posttests was significantly better than the control group's after the effect of pretests had been controlled. And the differences all achieved medium effect size. Among the four mathematical concepts, the differences on the two more advanced ones, "Common Factor" and "Common Multiple" even achieved large effect size. Originality/value The application of "Flipped classroom model" in various fields provides a prospective possibility for teaching innovation. Its critical factors, "using technology" and "participatory interaction", exactly match the characteristics of the on-line tutoring program, including the on-line learning environment and the one-on-one interaction. The study provides empirical evidence for the effectiveness of applying the Flipped Classroom Model to the online tutoring program. © Centre for Educational Research and Evaluation 2019.
Keywords: Flipped classroom instructional model; On-line tutoring; Remedial instruction; Upper elementary mathematics; _AcademicRecoveryOECS

Improvement needs of Nigerian technical college teachers in teaching vocational and technical subjects - Chinonso Okolie, Ugochukwu; Nwonu Elom, Elisha; Uchechukwu Osuji, Catherine; Agu Igwe, Paul (International Journal of Training Research, 2019)
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. This study examined key areas in which Nigerian technical college teachers need improvements to effectively teach vocational and technical subjects to foster skills acquisition and improve the quality of graduates. The study was conducted in nine technical colleges in the south-eastern region of Nigeria. It adopted a mixed methods approach and data were collected through a structured questionnaire administered to 87 teachers and two focus groups with 14 of the teachers. The quantitative data were analysed using simple percentages, while the qualitative data were analysed thematically. Patterns of responses among respondents suggested that technical teachers need improvements in instructional planning, workshop management, student management, facilities and equipment management for effective teaching of vocational and technical subjects, and for improved learners’ experience to acquire relevant skills to be either paid or self-employed.

The use of AI chatbot as an assistant tool for SW education - Choi, Seo-Won; Nam, Jae-Hyun (Journal of the Korea Institute of Information and Communication Engineering, 2019)
Keywords: ⛔ No DOI found

Maximizing the Shared Benefits of Legal Migration Pathways: Lessons from Germany’s Skills Partnerships - Clemens, Michael; Dempster, Helen; Gough, Kate (2019)
Germany is one country piloting and implementing projects that can help alleviate such demographic pressures and maximize the potential mutual benefits of legal labor migration.

Great Teaching Toolkit: Evidence Review - Coe, Rob; Rauch, C.J.; Kime, Stuart; Singleton, Dan (Evidence Based Education, 2019)
Keywords: C:England/International

Adapting a compilation of implementation strategies to advance school-based implementation research and practice - Cook, Clayton R.; Lyon, Aaron R.; Locke, Jill; Waltz, Thomas; Powell, Byron J. (Prevention Science, 2019)

Effects of school reform factors on students’ acceptance of technology - Corredor, Javier; Olarte, Fredy Andres (Journal of Educational Change, 2019)
Keywords: __C:filed:1

Innovative delivery of education in Bangladesh using mobile technology - Cristol, Dean; Al-Sabbagh, Samah; Abdulbaki, Anwar; Majareh, Maryam; Tuhin, Salah Uddin; Gimbert, Belinda (2019)
Keywords: ⛔ No DOI found

Meeting the data challenge in education: a knowledge and innovation exchange - Crouch, Luis (Global Partnership for Education, 2019)
The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.
Keywords: ___working_potential_duplicate

Creating the golden triangle of evidence-informed education technology with EDUCATE - Cukurova, Mutlu; Luckin, Rosemary; Clark-Wilson, Alison (British Journal of Educational Technology, 2019)
EDUCATE is a London-based programme that supports the development of research-informed educational technology (EdTech), allowing entrepreneurs and start-ups to create their products and services, and simultaneously grow their companies in a more evidence-informed manner. The programme partners businesses with researchers who mentor, guide and support this research journey, a key aspect of which is the evaluation of the company’s EdTech product or service. However, conducting impact evaluations of technology in education is challenging, particularly for early stage technologies, as rapid cycles of innovation and change are part of their essence. Here, we present the pragmatic approach to evidence-informed education technology design and impact evaluation, as developed and adopted by the EDUCATE programme. The research process is shaped by the core principles of evidence-informed decision making detailed in the paper. The contributions of the paper are threefold. First, it defines and details an academia-industry-education collaboration model centred on a research training programme. Second, it presents emerging impact results of the programme. Third, it provides clear reflections on the challenges encountered during the implementation of the model in the EdTech ecosystem of London, which should be addressed if we are to move towards evidence-informed EdTech globally.
Keywords: Stefanie

Additional Materials - D’Angelo, Sophia; Haßler, Björn (Save the Children, Open Development & Education, 2019)
Keywords: Author:OpenDevEd; _publish; _r:ImportedToMyEducationEvidence; _yl:v

Module 4: Code of Conduct (For Master Trainers and Trainers) - D’Angelo, Sophia; Haßler, Björn (Save the Children, Open Development & Education, 2019)
Keywords: Author:OpenDevEd; _publish; _r:ImportedToMyEducationEvidence; _yl:s

Module 5: Girls’ Education (For Master Trainers and Trainers) - D’Angelo, Sophia; Haßler, Björn (Save the Children, Open Development & Education, 2019)
Keywords: Author:OpenDevEd; _publish; _r:ImportedToMyEducationEvidence; _yl:t

Module 6: Conflict Sensitive Education (For Master Trainers and Trainers) - D’Angelo, Sophia; Haßler, Björn (Save the Children, Open Development & Education, 2019)
Keywords: Author:OpenDevEd; _publish; _r:ImportedToMyEducationEvidence; _yl:u

UNESCO’s Contributions to the Development of Education in Latin American Countries: Brazil and Bolivia - da Costa Santos, Johnatan; Quiroga, Maria Luisa Claure (Atlantis Press, 2019)
Keywords: ⛔ No DOI found

Social support networks, instant messaging, and gender equity in refugee education - Dahya, Negin; Dryden-Peterson, Sarah; Douhaibi, Dacia; Arvisais, Olivier (Information, Communication & Society, 2019)

Sharing open deep learning models - Dalgali, A; Crowston, K (2019)

A Model for Wholesale and Retail Assessment Centres in Regulated Occupational Learning in South Africa - Damons, Deonita; Cape Peninsula University of Technology, South Africa; le Grange, Jason J; Mason, Roger B; Louw, Steven W (2019)
South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable.

Pupil Learning with Digital Tablet in Classroom - Dauphin, Anyck (Journal of Economics and Economic Education Research, 2019)
Keywords: __C:filed:1; ⛔ No DOI found

Teaching With the Test: Experimental Evidence on Diagnostic Feedback and Capacity-Building for Schools in Argentina. - de Hoyos; Rafael, Alejandro Ganimian; Holland, Peter (World Bank Economic Review, 2019)

Evaluation of outcome-based accounting education and training in selected colleges in West Oromia, Ethiopia - Deresse Mersha Lakew; Mohammed Getahun Musa (Business, Management and Education, 2019)
Purpose: The demand for accountants is increasing from time to time because of the increase in the complexity of the business environment. Higher education institutions are responsible for producing well qualified and ethical accountant required by different organisations. Specifically, Technical and Vocational education and Training (TVET) colleges play a great role in training middle and lower level accountant in Ethiopia. However, academicians, practitioner and employers are raising concern on the excellence and significance of training given in TVET colleges. The objective of this research is to evaluate the education and training in accounting offered by public and private colleges in West Oromia region, Ethiopia. Research Methodology: This study used the cross-sectional survey to obtain the opinion of the trainee, trainers and college deans on how TVET in accounting program is performing about each of the components of CIPP model and identify the knowledge and skill gap as compared to the actual work environment. Both descriptive and inferential statistical tools were used in the analysis. Findings: Examination of the existing TVET in accounting curriculum found that it has a limitation concerning relevance and content. The study further found that there is a lack of sufficient inputs such as an adequate number of qualified trainers, computers and Reference books. Trainers mainly use lecture methods, and there are various problems associated with continuous and summative evaluation. Therefore, it is recommended that the existing curriculum should be revisited, sufficient training inputs should be availed and cooperative training should be strengthened.Research Limitations: This research is based on the respondent’s opinion from a limited part of the country. The nationwide survey is required to conclude at the country level. Practical Implication: the finding and recommendation given in this study can be used in strengthening TVET in accounting education and training in Ethiopia. Originality / Value: Previous studies investigated the challenges of TVET education and training in general terms, and this specific study which focuses on TVET in accounting is the first attempt in Ethiopia.

DFID ethical guidance for research, evaluation and monitoring activities - DFID (2019)
Keywords: ⛔ No DOI found

DFID Ethical guidance for research evaluation and monitoring activities [interactive version] - DFID (2019)

SDG Digital Investment Framework A Whole-of-Government Approach to Investing in Digital Technologies to Achieve the SDGs - Dial (2019)
Keywords: Final_citation; cited; existing

A Guide to the Dimensions Data Approach - Dimensions Resources (2019)
Dimensions is a modern and innovative, linked research data infrastructure and tool, re-imagining discovery and access to research: grants, publications, citations, clinical trials and patents in one place. This document provides an overview of the Dimensions content.
Keywords: 160511 Research, Science and Technology Policy; FOS: Political science

Government of Sierra Leone Education Data Hub - Directorate of Science, Technology and Innovation (2019)
Keywords: _C:Sierra Leone SLE

Sierra Leone National Innovation and Digital Strategy - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
Keywords: _C:Sierra Leone SLE

Knowledge extraction and applications utilizing context data in knowledge graphs - Do ̈rpinghaus, J; Stefan, A (2019)
Keywords: ⛔ No DOI found

Developing soft skills through project-based learning in technical and vocational institutions - Dogara, Gimba; Bin Saud, Muhammad Sukri; Bin Kamin, Yusri; Bin Abd Hamid, Mohd Zolkifli; Bin Nordin, Mohd Safarin (International Journal of Recent Technology and Engineering, 2019)
© BEIESP. Soft skills have become critical in the preparation of employable graduates. The education system must, therefore, aim to ensure quality training for the production of employable graduates. Soft skills are personal abilities that one retains and can adequately be nurtured through active participation of students in the teaching and learning process. It is validated by researchers that the prevalent employability skills deficiencies have been one of the main causes of unemployment globally. Consequently, soft skills have all the potentials for equipping graduates with adequate employability skills. Thus, this study investigated the effect of project-based learning on the development of soft skills among technical students at technical and vocational colleges, Kaduna State, Nigeria Smart PLS software was used to test the developed model. As the sample size for this study was relatively small, the researchers were not certain to have normally distributed data. Subsequently, Smart PLS is appropriate for non-normally distributed data and therefore, it was used to simultaneously evaluate the measurement model, structural models and to confirm the convergent and discriminant validity of the measure. The study revealed that collaborative skills construct have a significant positive relationship with soft skills of technical students at technical and vocational colleges, while communication skills, initiative skills, and problem-solving skills have a positive insignificant relationship with soft skills of technical students at technical and vocational colleges. The findings of this study suggest that the curriculum of technical programs in Nigerian technical colleges need to be reviewed and geared more towards activity-based teaching and learning to enable technical students effectively develop soft skills for employment.

DQ Global Standards Report 2019 Common Framework for Digital Literacy, Skills and Readiness - DQ Institute (2019)

Exploring Business Studies teachers’ perspectives on teaching Grade 12 learners for Entrepreneurship. - Dube, Zinhle Thabisile Angeline (2019)
Keywords: _C:Australia AUS; _C:Botswana BWA; _C:China CHN; _C:Finland FIN; _C:India IND; _C:Kenya KEN; _C:Mozambique MOZ; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Portugal PRT; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

The Impact of Free Secondary Education: Experimental Evidence from Ghana. - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Working Paper., 2019)

Metasynthesis of preservice professional preparation and teacher education research studies - Dunst, Carl J.; Hamby, Deborah W.; Howse, Robin B.; Wilkie, Helen; Annas, Kimberly (Education sciences, 2019)

Social Discourse Influencing Elementary Teachers' Cognition and Metacognition for Problem Solving in Open-Ended Professional Development. - Durley, Hui-Chen K.; Ge, Xun (New Waves-Educational Research and Development Journal, 2019)
Keywords: _C:Mexico MEX; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Students' potential abilities as correlates of self-employment start-up intentions: Evidence from private sector-led technical and vocational education institutions in Nigeria - Edokpolor, James Edomwonyi; Abusomwan, Vero Iyalekhue (International Journal of Learning, Teaching and Educational Research, 2019)
© 2019 Society for Research and Knowledge Management. All rights reserved. The current study examines the correlation between technical and vocational education and training (TVET) students' potential abilities and self-employment start-up intentions. The participants of the survey were 209 students of TVET institutions in Nigeria. Using a Bivariate Pearson Correlation Matrix and Simple Linear Regression tests of relationships, the results revealed a significant relationship between TVET students' potential abilities and self-employment start-up intentions. More specifically, the results revealed significant correlations among potential abilities (e.g., creativity and innovation skills, ICT functional literacy and numeracy skills, communication and collaboration skills, critical thinking and problem solving skills) and the intentions of TVET students to venture into self-employment upon graduation. The results also revealed significant correlations among potential abilities (e.g., managerial and leadership skills, flexibility and adaptability skills, lifelong learning and self-direction skills) and the intentions of TVET students to venture into self-employment upon graduation. Contrarily, the results revealed that there is no significant correlations among potential abilities (e.g., social and cross-cultural skills, desirability and feasibility skills) and the intentions of TVET students to venture into self-employment upon graduation. Implications, limitations and logical conclusions were spotted out in the study.

Transforming the Education Workforce: Learning Teams for a Learning Generation - Education Commission (Education Commission, 2019)
Keywords: C: International

Transforming the education workforce: Learning teams for a learning generation - Education Commission (2019)
Keywords: ⛔ No DOI found

Cost evaluation guidance for EEF evaluations - Education Endowment Foundation (2019)

Putting evidence to work: A school's guide to implementation - Education Endowment Foundation (2019)

Secondary Vocational Education in South Africa: Can We Learn From Portugal? - Engelbrecht, Mardine; Cape Peninsula University of Technology, Cape Town, South Africa; Tome, Eduardo; Spencer, John (2019)
The economy of Europe, and Portugal in particular, is doing well, with tourism as the driver! The same tourism-phenomenon took place in South Africa after the end of apartheid in 1994. However, despite tourism programmes being accredited in both countries, there exists a perceived problem in South Africa, not shared in Portugal, that the vocational programmes do not meet the specific needs on the tourism industry. Therefore, by introducing vocational tourism education, both Portugal and South Africa needed to use this specific system to respond to identified shortages of occupational skills within the Portuguese, and definitely the South African, labour markets. The National Certificate Vocational (NCV) tourism programme was introduced in 2007 at Technical, Vocational Education, and Training colleges (TVET) in South Africa. This study specifically chose Portugal because the secondary vocational system, reintroduced in that country in 1983 after almost completely disappearing for a decade and a half (after the abolition of technical education), is proving to be a viable alternative to "formal' education, certainly in combating unemployment in the tourism sector. The secondary education curriculum in Portugal was reformed in 2004, creating technological courses, which facilitated integration into the employment market. The initial South African research (2014-2017) compared vocational education in South Africa to other European countries (specifically Switzerland and Germany), identifying the need for a properly administered and controlled dual vocational education system in South Africa, as is currently followed in Portugal. This paper focuses on how the present NCV tourism programme in TVET colleges in South Africa may be improved by following the present Portuguese vocational education model. The NCV tourism programme was designed to provide both theoretical and practical knowledge of the tourism industry in South Africa, aiming to improve the employment possibilities for NCV tourism in graduates in the wider tourism labour market in the Western Cape Province of South Africa. This paper also supports the notion that an updated NCV tourism programme could learn from the Portuguese system on how to apply vocational tourism education, by including more practical and structured industry exposure. A literature review established that Portugal's secondary vocational education is thriving and their primary goal is the development of young employees' vocational training, which allows the development of specific skills indispensable to an occupation, such as tourism, as can be seen in the breakdown of the programmes discussed in the 'results' section. The original research on the NCV tourism programme was conducted in the Western Cape in the form of an empirical survey to gather information using research questionnaires, and this paper proposes the use of both quantitative and qualitative methodologies, to also include a comparison on the guidelines, investments and results on the Portuguese and the South African experience on the last years.
Keywords: ⛔ No DOI found

Sınıf Öğretmenlerinin Eğitimde Teknoloji Kullanımı, Tersine Çevrilmiş Sınıf ve İşbirlikli Öğrenme Hakkındaki Görüşleri (Primary Teachers’ Views on Using Technology in Education, Flipped Classroom and Cooperative Learning) - Erbil, Deniz Gökçe; Kocabaş, Ayfer (İlköğretim Online, 2019)
Keywords: _C:Australia AUS; _C:Hungary HUN; _C:Spain ESP; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

'Economic Returns to Interventions that Increase Learning ', Policy Research Working Paper, The World Bank - Evans, David K.; Yuan, Fei (2019)
Keywords: ⛔ No DOI found

What We Learn About Girls’ Education from Interventions that Do Not Focus on Girls. - Evans, David K.; Yuan, Fei (World Bank Policy Research Working Paper, 2019)
Keywords: _genre:LR-literature_review; ⛔ No DOI found

Broadcasting education: The long-term effects of Mexico’s telesecundarias - Fabregas, Raissa (Working Paper, 2019)
Keywords: Final_citation; cited; existing

An assessment of the implementation and enforcement of the Rights of children with disabilities in Uganda, a case study of Kampala district - Faridah, Nanyondo (2019)
Keywords: ⛔ No DOI found

Using repeated visual exposure, rewards and modelling in a mobile application to increase vegetable acceptance in children - Farrow, Claire; Belcher, Esme; Coulthard, Helen; Thomas, Jason M.; Lumsden, Joanna; Hakobyan, Lilit; Haycraft, Emma (Appetite, 2019)
Keywords: __C:filed:1

CIRCL Primer: Design-Based Implementation Research. - Fishman, B; Cheng, B; Penuel, W (CIRCL, 2019)

The Inclusion of Technology in Mathematics: The Effects of Electronic Mobile Devices in Early Years Mathematics - Ford, Emily Jayne (Reflective Practice in Teaching, 2019)
Keywords: __C:filed:1

IEA international computer and information literacy study 2018 assessment framework - Fraillon, Julian; Ainley, John; Schulz, Wolfram; Duckworth, Daniel; Friedman, Tim (Springer Nature, 2019)
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Chile CHL; _C:Cuba CUB; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Italy ITA; _C:Kazakhstan KAZ; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Lithuania LTU; _C:Luxembourg LUX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Portugal PRT; _C:Russian Federation RUS; _C:Spain ESP; _C:Sweden SWE; _C:Switzerland CHE; _C:Trinidad and Tobago TTO; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

International Computer and Information Literacy Study 2018: Assessment Framework - Fraillon, Julian; Ainley, John; Schulz, Wolfram; Duckworth, Daniel; Friedman, Tim (2019)
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Chile CHL; _C:Cuba CUB; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Italy ITA; _C:Kazakhstan KAZ; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Lithuania LTU; _C:Luxembourg LUX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Portugal PRT; _C:Russian Federation RUS; _C:Spain ESP; _C:Sweden SWE; _C:Switzerland CHE; _C:Trinidad and Tobago TTO; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

Internet skills for expediting students’ learning - Francis, Bakare Shola; Latib, Azlan Bin Abdul; Bin Kamin, Yusri; Nordin, Mohd Safarin; Subari, Kamalularifin (International Journal of Recent Technology and Engineering, 2019)
©BEIESP. The accomplishment of any educational system despite the strategic design depends to a large extent on the quality of teachers. Therefore, this study was carried out to determine the internet skills needs of vocational and technology teachers to facilitate students’ learning in Nigeria technical and vocational institutions. The study adopted a survey research design. The population for the study consisted of 215 technology and vocational education teachers from Six (6) south western states of Nigeria. A research question was developed to guide the study. A structured questionnaire was used to collect data from the respondents which was duly validated by experts. Cronbach Alpha reliability technique was used to determine the internal consistency of the questionnaire items at 0.91. Data collected were analysed through Confirmatory factor Analysis (CFA) using Statistics Package for Social Sciences (SPSS) and Analysis Moment of statistics (AMOS). After a preliminary analysis (descriptive), data from respondents were found suitable for inclusion in Confirmatory factor analysis (CFA). The CFA was performed and the results of the analysis support the one-factor model of the internet skills component for facilitating students’ learning. The study found that technology teachers require nine (9) internet proficiencies under investigation. Thus, it was recommended that conferences, workshops, seminars, training and retraining programmes should be organized at regular interval for teachers in order to enhance their competency for the purpose of boosting their performance in teaching.

Singal, N., Lynch, P. & Johansson, S. T. (eds) (2019) Education and Disability in the Global South - Gachago, Violet (British Journal of Special Education, 2019)

Technology and Language Learning: Assessing the Influence of Prior iPad Experience - Garcia, Jazmynn (2019)
Keywords: _C:Australia AUS; _C:Denmark DNK; _C:Korea, Republic KOR; _C:Poland POL; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

12 years of quality education for all girls: A commonwealth perspective - Gordon, Rebecca; Rose, Pauline; Marston, Lauren; Zubairi, Asma (2019)
Keywords: ⛔ No DOI found

Role of Technical Teachers in Public Relations towards Optimizing Students’ Enrollment in Technical and Vocational Education Training in Nigeria - Gowon Kerter Eric; Auta Mohammed Adamu; Ibeneme Ogochukwu (International Journal of Social Sciences & Educational Studies, 2019)
This study was undertaken to investigate the role of technical teachers in public relations towards optimizing students’ enrolment in TVET programmes in Nigeria. Two specific objectives and corresponding research questions were generated with a null hypothesis formulated respectively to guide the study. Descriptive survey design approach was adopted for the study. A 30 item questionnaire structured in a five point rating scale was used to collect data for the study. The instrument was face validated by three experts and a reliability coefficient of 0.79 was obtained with Cronbach’s Alpha coefficient method. The population of this study was 216 respondents made up of 36 technical teachers teaching in the three Government Science and Technical Colleges, Federal Science and Technical Colleges and a Vocational Centre within the study area, 180 NTC III and NVC III students of the colleges/centre. The population for this study was manageable; hence, there was no sampling and sampling techniques in this study. The entire population was used as sample in the study. Data were analyzed using mean and standard deviation to answer the research questions, while z-test statistics was used to test the hypothesis at 0.05 level of significance. The findings of this study revealed among others the public relation activities practiced by technical teachers in Adamawa State colleges/centre such as; granting audience to the press on TVET programmes; creating awareness of TVET through community organizations, reaching parents through newsletter and contacts of technical teachers with alumni members. Strategies such as technical teachers visiting religious and social gathering to create public awareness on the need for TVET enrollment with gender equity, exhibits departmental work displayed at stores, fairs and festivals were revealed as those public relation role which technical teachers can play to improve students’ enrollment. Consequently, it was recommended among others that technical teachers should be actively involved in public relations activities to inform the school and the larger community on the career viability of the range of TVET programmes offered, so men and women can make informed vocational selection.

The use of learning technologies in complementary medicine education: Results of a student technology survey - Gray, Alastair C.; Diezel, Helene; Steel, Amie (Advances in Integrative Medicine, 2019)
Keywords: __C:filed:1

Social scholarship revisited: Changing scholarly practices in the age of social media - Greenhow, Christine; Gleason, Benjamin; Staudt Willet, K. Bret (British Journal of Educational Technology, 2019)
Keywords: __C:filed:1

The GSMA Mobile Connectivity Index - GSMA (2019)

DARPA’s Explainable Artificial Intelligence (XAI) Program - Gunning, D; Aha, D (AI Magazine, 2019)

DEPARTMENT OF INFORMATION STUDIES - GYESI, MARYLAND AWER (University of Ghana, 2019)

Integrating an Early Childhood Development Programme into Bangladeshi Primary Health-Care Services: An Open-Label, Cluster-Randomised Controlled Trial. - Hamadani, Jena D.; Mehrin, Syeda F.; Tofail, Fahmida; Hasan, Mohammad I.; Huda, Syed N.; Baker-Henningham, Helen; Ridout, Deborah; Grantham-McGregor, Sally (The Lancet Global Health, 2019)

Qualitative methods in implementation research: an introduction - Hamilton, Alison B.; Finley, Erin P. (Psychiatry research, 2019)

Accelerating climate resilient plant breeding by applying next-generation artificial intelligence - Harfouche, Antoine L.; Jacobson, Daniel A.; Kainer, David; Romero, Jonathon C.; Harfouche, Antoine H.; Mugnozza, Giuseppe Scarascia; Moshelion, Menachem; Tuskan, Gerald A.; Keurentjes, Joost JB; Altman, Arie (Trends in biotechnology, 2019)

From internet access to internet skills: digital inequality among older adults - Hargittai; Piper, Anne Marie; Morris Ringel, Meredith (Universal Access Information Society, 2019)