Combining innovation systems and global value chains for development: Towards a research agenda - Jurowetzki, Roman; Lema, Rasmus; Lundvall, Bengt-Åke (The European Journal of Development Research, 2018)

Gender and Education in Africa, 20 years on, Experiences from Malawi - Kadzamira, Esme (University of Cambridge, 2018)
Keywords: _C:Malawi MWI; ⛔ No DOI found

Who benefits from abolishing secondary school fees in Malawi, and what are the costs - Kadzamira, Esme; Rose, Pauline; Zubairi, Asma (World Education Blog. Global Education Monitoring Report.[online]. Available from: https://gemreportunesco. wordpress. com/2018/10/19/who-benefits-from-abolishing-secondary-school-fees-in-malawi-and-what-are-the-costs//>.[Accessed on 12th November 2018], 2018)
Keywords: _C:Malawi MWI; ⛔ No DOI found

Estimating the impact of women’s education on fertility, child mortality, and empowerment when schooling ain’t learning’ - Kaffenberger, Michelle; Pritchett, Lant; Sandefur, Justin (RISE (Research on Improving Systems of Education) Working Paper, 2018)
Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. The paper's findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (eg grade completion) versus learning (eg literacy) on life outcomes. The results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
Keywords: ⛔ No DOI found

Social Dimensions and Participation in Vocational Education and Training - Special Issue - Kaiser, Franz; Krugmann, Susann (2018)
IJRVET's special edition in 2013 "Social Dimension and Participation in VET-System".

Current and potential future seasonal trends of indoor dwelling temperature and likely health risks in rural Southern Africa - Kapwata, Thandi; Gebreslasie, Michael T.; Mathee, Angela; Wright, Caradee Yael (International journal of environmental research and public health, 2018)
Keywords: BE:LMIC; BE:RELEVANT

Tablet Use in Teaching: A Study on Developing an Attitude Scale for Academics. - Kayapinar, Ulas; Spathopoulou, Filomachi; Safieddine, Fadi; Nakhoul, Imad; Kadry, Seifedine (Eurasian Journal of Educational Research, 2018)
Keywords: _C:Belgium BEL; _C:Brazil BRA; _C:Canada CAN; _C:Denmark DNK; _C:France FRA; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Kuwait KWT; _C:Lebanon LBN; _C:Malawi MWI; _C:Nigeria NGA; _C:Romania ROU; _C:Saudi Arabia SAU; _C:Spain ESP; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Digital humanities, libraries, and partnerships: a critical examination of labor, networks, and community - Kear, Robin; Joranson, Kate (Chandos Information Professional Series, 2018)
Keywords: Digital humanities; Digital libraries; Humanities; Libraries and Museums

Gut zu wissen: Technologiegestütztes Lernen während der Arbeit - Kempter, Guido; Jost, Patrick; Künz, Andreas (Zukunft der Arbeit–Perspektive Mensch, 2018)
Keywords: __C:filed:1

Sector Policy for Learners and Trainees with Disabilities - Kenya Ministry of Education (2018)

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason; Thornton, Rebecca L. (SSRN Electronic Journal, 2018)
Keywords: _C:Australia AUS; _C:Chad TCD; _C:Ecuador ECU; _C:India IND; _C:Kenya KEN; _C:Mexico MEX; _C:Spain ESP; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; __C:scheme:1; interesting

The rise of artificial intelligence under the lens of sustainability - Khakurel, Jayden; Penzenstadler, Birgit; Porras, Jari; Knutas, Antti; Zhang, Wenlu (Technologies, 2018)

Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning - Khan, Asma (TEFLIN Journal, 2018)
This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.
Keywords: Collaboration; College Faculty; Communities of Practice; Comparative Analysis; Computer assisted language learning; Computer mediated communication; Conventional Instruction; Cooperative Learning; Cooperative learning; Distance learning; ERIC, Current Index to Journals in Education (CIJE); Educational technology; Electronic Learning; English Teachers; English as a second language--ESL; English teachers; Faculty Development; Foreign Countries; Grounded Theory; Higher Education; Interaction; Learning Experience; Linguistics; Pakistan; Professional development; Teacher Attitudes; Teacher education; Teaching; Technology Uses in Education; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2095920; ___working_potential_duplicate

International Review of Research in Open and Distributed Learning - King, Monty; Pegrum, Mark; Forsey, Martin (International Review of Research in Open and Distributed Learning, 2018)
Keywords: ⛔ No DOI found

Resilienz, Empowerment und Selbstorganisation geflüchteter Menschen - Kleefeldt, Esther (Vandenhoeck & Ruprecht, 2018)

Use of mobile touch device for knowledge retention - Klubal, Libor; Kostolányová, Kateřina (AIP Publishing, 2018)
Keywords: __C:filed:1

DigComp into Action: Get inspired, make it happen. A user guide to the European Digital Competence Framework - Kluzer, Stefano; Pujol Priego, Laia (Publications Office of the European Union, 2018)

Digital technology in physical education: global perspectives - Koekoek, Jeroen; Hilvoorde, Ivo van (2018)

Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa - Kotze, Janeli; Taylor, Stephen; Fleisch, Brahm (2018)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa - Kotze, Janeli; Taylor, Stephen; Fleisch, Brahm (RISE, 2018)
Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies.
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425920; __finaldtb; ⛔ No DOI found

The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Effect - Kraft, Matthew A.; Blazar, David; Hogan, Dylan (Review of Educational Research, 2018)
Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies.
Keywords: C:High-income countries; C:United States; __C:filed:1

ACADEMIC USE OF MOBILE TECHNOLOGY BY STUDENT ATHLETES AT A LARGE DIVISION I MIDWESTERN UNIVERSITY: A GROUNDED THEORY STUDY - Kraft, Nicole (2018)
Keywords: _C:Cyprus CYP; _C:Estonia EST; _C:Ireland IRL; _C:Italy ITA; _C:Kuwait KWT; _C:Netherlands NLD; _C:New Zealand NZL; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Understanding educational change: Agency-structure dynamics in a novel design and making environment - Kumpulainen, Kristiina; Kajamaa, Anu; Rajala, Antti (Digital Education Review, 2018)
Keywords: _C:Finland FIN; _C:Jordan JOR; _C:Netherlands NLD; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

Rapid Evidence Assessment (REA) of What Works to Improve Educational Outcomes for People with Disabilities in Low and Middle-Income Countries. Campbell Collaboration and International Centre for Evidence in Disability - Kuper, Hannah; Saran, Ashrita; White, Howard (2018)
Keywords: ⛔ No DOI found

GIS FOR SCHOOL LIBRARIES EMERGENCY PLANNING - Kuzucuoğlu, Alpaslan (journals University of Alberta Libraries, 2018)
Geographic Information Systems (GIS) are a means of providing great contributions to users in decision making processes based on location. It presents the information to the users serves and provides data collecting, storing, processing, managing, analyzing, querying. GIS ensures that a lot of data are layered on the architectural plans of school libraries. A data that is not well evaluated due to the data intensity in the analysis studies may prevent both the delay and the accuracy of the desired diagnosis for solution. For this reason, GIS technology is used in places where intensive data usage. GIS, which has been started to be used by different disciplines together with technological developments, enables the storage and processing of all kinds of data to be analyzed. It is a system consisting of necessary hardware and software and users for these processes. It is a tool that enables effective management of data. Complex data is easily analyzed by users in a database by GIS software. It is also concernedwith the association of spatial data and non-graphical (verbal) data. GIS is able to compare measurement results successfully according to conventional measurement evaluation methods. There are also a number of projects where GIS has been implemented in interior areas. School libraries can also serve in many areas or more than one floor. The GIS layers must be shown on floor plans as emergency exit doors, location of emergency intervention tools (fire extinguisher, fire hose, hydrant, fire alarm buttons, electric panel, gas valve, first aid kit etc.), nearest emergency service centers (fire brigade, police, ambulance, etc.), evacuation routes leading to emergency assembly area, external, main and service ladders, building non structural materials. As there are many people in schools and school libraries as a number of users, in case of fire, their evacuation must also be fast. GIS will also provide effective planning for rapid evacuation of schools and school libraries. Digital data obtained from service providers such as municipalities, water, natural gas companies can also be used as separated GIS layers. All building elements in the building can be classified in different colors and typologies for each floor (Balcony, wall, threshold, hall, stairs, room, window, shelves etc.). Emergency lighting kits should be installed in school libraries. Sensors, which are part of the fire alarm system, must also be located in the GIS layers. Furniture and furnishings used in the floors can also be shown on the GIS. Routes to be used by disabled users in emergency situations should be specified in these plans and physical arrangements such as ramps should be implemented. Area names in the school and in the school library should also be included in the GIS layers. The joint meetings should be held with the school library experts working in this field in the world, problems should be discussed, national and international networks should be established.
Keywords: ⛔ No DOI found

Rethinking mobile learning for development: Using the Capability Approach and a mixed-methods systematic review to conceptualise the application of mobile technologies as an educational tool in Low-and Middle-Income Countries - Langer, Laurenz (UCL (University College London), 2018)
Keywords: _C:Afghanistan AFG; _C:Albania ALB; _C:Algeria DZA; _C:Angola AGO; _C:Antigua and Barbuda ATG; _C:Argentina ARG; _C:Armenia ARM; _C:Australia AUS; _C:Azerbaijan AZE; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belarus BLR; _C:Belize BLZ; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Bosnia and Herzegovina BIH; _C:Botswana BWA; _C:Brazil BRA; _C:Bulgaria BGR; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _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:Costa Rica CRI; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Czech Republic CZE; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Eritrea ERI; _C:Estonia EST; _C:Ethiopia ETH; _C:Federated States of Micronesia FSM; _C:Fiji FJI; _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:Guyana GUY; _C:Haiti HTI; _C:Honduras HND; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _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:Kosovo XKSVO; _C:Kyrgyzstan KGZ; _C:Laos LAO; _C:Latvia LVA; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Libya LBY; _C:Lithuania LTU; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Malta MLT; _C:Marshall Islands MHL; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mexico MEX; _C:Mongolia MNG; _C:Montenegro MNE; _C:Morocco MAR

Handbook of comparative studies on community colleges and global counterparts - Latiner Raby, Rosalind (Springer international handbooks of education, 2018)
Keywords: C:South Africa

How could digital learning at scale address the issue of equity in education? - Laurillard, Diana; Kennedy, Eileen; Wang, Tianchong (Learning at scale for the Global South, 2018)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - Law, Nancy; Woo, David; de la Torre, Jimmy; Wong, Gary (UNESCO Institute for Statistics, 2018)

Evidence-based Education policy and practice of teacher recruitment and deployment in five States, Nigeria - Lawal, Hafsat; Abdul-Ismail, Aisha; Abubakar, Tasiu; Ngaski, Mustapha; Akogun, Oladele; Adesina, Adedoyin; Allsop, Terry (2018)

Secondary education expansion in Tanzania: Policy and practice implications for teachers’ sense of efficacy - Lawrent, Godlove (The University of Waikato, 2018)
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Belgium BEL; _C:Belize BLZ; _C:Benin BEN; _C:Burundi BDI; _C:Canada CAN; _C:China CHN; _C:Congo XCO; _C:Czech Republic CZE; _C:Dominican Republic DOM; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Lebanon LBN; _C:Lesotho LSO; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Oman OMN; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Portugal PRT; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:Slovakia SVK; _C:Slovenia SVN; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Sweden SWE; _C:Switzerland CHE; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

“Thinking Outside the Camp”: Education Solutions for Syrian Refugees in Jordan - VON BAEYER - 2017 - Ethnographic Praxis in Industry Conference Proceedings - Wiley Online Library - Lebaron von Baeyer, Sarah (2018)

Review and theory symbiosis: an introspective retrospective - Leidner, D.E. (Journal of the Association for Information Systems, 2018)

Technologies of Refuge and Displacement Rethinking Digital Divides - Leung, Linda (Lexington Books, 2018)

From classification to causality: advancing understanding of mechanisms of change in implementation science - Lewis, Cara C.; Klasnja, Predrag; Powell, Byron J.; Lyon, Aaron R.; Tuzzio, Leah; Jones, Salene; Walsh-Bailey, Callie; Weiner, Bryan (Frontiers in public health, 2018)

Digital learning for developing Asian countries - Lim, Cher Ping; Tinio, Victoria; Smith, Matthew; Bhowmik, Miron Kumar (Routledge International Handbook of Schools and Schooling in Asia, 2018)
Keywords: __C:filed:1; __C:scheme:1

Open Initiatives for Decolonising the Curriculum - Lockley, Pat (Decolonising the University, 2018)
Keywords: Final_citation; cited; existing

Open Initiatives for Decolonising the Curriculum - Lockley, Pat (Decolonising the University, 2018)

Data-driven meets theory-driven research in the era of big data: opportunities and challenges for Information Systems research - Maass, W.; Parsons, J.; Purao, S. (Journal of the Association for Information Systems, 2018)
Keywords: _z:no_pdf

Improving Home Economics Education: A Review of Factors Militating Inclusion of Home Economics Studies in Kenyan Secondary Schools - Maina, Robert; Kitainge, Kisilu (Arts and Social Sciences Journal, 2018)

Using video to support in-service teacher professional development: the state of the field, limitations and possibilities - Major, Louis; Watson, Steven (Technology, Pedagogy and Education, 2018)
Keywords: C: International; __C:filed:1

Effect of Classroom Learning Environment on Students' Academic Achievement in Mathematics at Secondary Level - Malik, Riaz Hussain; Rizvi, Asad Abbas (2018)
The aim of the study was to examine the effect of the perceptions of students about classroom learning environment on their academic achievement at secondary level in the Mathematics classrooms. The participants were selected from the secondary and higher secondary schools located in Tehsil Rawalpindi and Islamabad (Federal Area), Pakistan. Twenty four schools were selected randomly. A total of five hundred sixteen students of 10th grade studying Mathematics in twenty seven classrooms, were included in the sample. Classroom Environment Instrument (Personal Form) was used to measure the students' perceptions after translating it into Urdu for Urdu medium schools. The pilot testing was carried out before the actual application of this instrument. The reliability of the instrument was determined by the use of Cronbach Alpha which was found as 0.85. The marks obtained by students in the subject of Mathematics in annual examination in 10th grade conducted by both BISE Rawalpindi and FBISE Islamabad were taken as achievements in Mathematics. The data was analyzed using multiple regression, Pearson r and ANOVA to find out the effect of perception of students about classroom learning environment on their academic achievement. The results of study revealed that the subscales, `Involvement', `Personal relevance', `Emphasis on understanding', were major predictors contributing towards classroom learning environment and students' academic achievement whereas subscales `Investigation' and `Autonomy' have negative effect on students' academic achievement. The researcher recommends that active involvement of the low achievers may affect their learning more positively.
Keywords: BE:RELEVANT; ⛔ No DOI found

A comparative study between Telegram and Whatsapp in respect of library services - Manna, Rubi Acherjya; Ghosh, Shyamal (International Journal of Library & Information Science (IJLIS), 2018)
Keywords: ⛔ No DOI found

A Global Framework to Measure Digital Literacy - Manos Antoninis (2018)

Travel without visas: teacher perception of a technology intervention in the Dadaab refugee camp - Mansour, Rebecca Grace Telford (University of Leicester, 2018)
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Cuba CUB; _C:Djibouti DJI; _C:Ethiopia ETH; _C:Germany DEU; _C:Greece GRC; _C:Guinea GIN; _C:India IND; _C:Indonesia IDN; _C:Israel ISR; _C:Kenya KEN; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Myanmar MMR; _C:Netherlands NLD; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Portugal PRT; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:Somalia SOM; _C:Somaliland XSMLD; _C:South Sudan SSD; _C:Spain ESP; _C:State of Palestine PSE; _C:Sudan SDN; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Yemen YEM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

The use of tablets and their impact on learning. A national research in Primary Education schools1 El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria - Martí, Mar Camacho; Mon, Francesc Marc Esteve (Revista de Educación, 2018)
Keywords: _C:Dominican Republic DOM; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Iran IRN; _C:Lebanon LBN; _C:Malaysia MYS; _C:Netherlands NLD; _C:Spain ESP; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Evidence of open access of scientific publications in Google Scholar: A large-scale analysis - Martín-Martín, Alberto; Costas, Rodrigo; van Leeuwen, Thed; López-Cózar, Emilio Delgado (Journal of Informetrics, 2018)

Coverage of highly-cited documents in Google Scholar, Web of Science, and Scopus: a multidisciplinary comparison - Martín-Martín, Alberto; Orduna-Malea, Enrique; López-Cózar, Emilio Delgado (Scientometrics, 2018)

Google Scholar, Web of Science, and Scopus: A systematic comparison of citations in 252 subject categories - Martín-Martín, Alberto; Orduna-Malea, Enrique; Thelwall, Mike; López-Cózar, Emilio Delgado (Journal of informetrics, 2018)

Evaluation of professional learning communities in TVET: Implications for leadership development and teacher motivation in Ecuador - März, Virginie; Lauwers, Ingrid; Moreno, Oscar; Patiño, Isabel; Frenay, Mariane (2018)
Keywords: ⛔ No DOI found

Education as currently provided in Zambia. - Masaiti, Gift (UNZA Press, 2018)

Education in Zambia at fifty years of independence and beyond: history, current status and contemporary issues. - Masaiti, Gift (Unza Press, 2018)

University education in Zambia in the face of austerity: history, trends and financing. - Masaiti, Gift; Simuyaba, Eunifridah (UNZA Press, 2018)

Training community healthcare workers on the use of information and communication technologies: a randomised controlled trial of traditional versus blended learning in Malawi, Africa - Mastellos, Nikolaos; Tran, Tammy; Dharmayat, Kanika; Cecil, Elizabeth; Lee, Hsin-Yi; PengWong, Cybele C.; Mkandawire, Winnie; Ngalande, Emmanuel; Tsung-ShuWu, Joseph; Hardy, Victoria; Chirambo, Baxter Griphin; O'Donoghue, John Martin (BMC Medical Education, 2018)
Background: Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and mobile apps. The ` Introduction to Information and Communication Technology and eHealth' course was developed with the aim to provide CHWs in Malawi, Africa, with basic knowledge and computer skills to use digital solutions in healthcare delivery. The course was delivered using a traditional and a blended learning approach. Methods: Two questionnaires were developed and tested for face validity and reliability in a pilot course with 20 CHWs. Those were designed to measure CHWs' knowledge of and attitudes towards the use of ICT, before and after each course, as well as their satisfaction with each learning approach. Following validation, a randomised controlled trial was conducted to assess the effectiveness of the two learning approaches. A total of 40 CHWs were recruited, stratified by position, gender and computer experience, and allocated to the traditional or blended learning group using block randomisation. Participants completed the baseline and follow-up questionnaires before and after each course to assess the impact of each learning approach on their knowledge, attitudes, and satisfaction. Per-item, pre-post and between-group, mean differences for each approach were calculated using paired and unpaired t-tests, respectively. Per-item, between-group, satisfaction scores were compared using unpaired t-tests. Results: Scores across all scales improved after attending the traditional and blended learning courses. Self-rated ICT knowledge was significantly improved in both groups with significant differences between groups in seven domains. However, actual ICT knowledge scores were similar across groups. There were no significant differences between groups in attitudinal gains. Satisfaction with the course was generally high in both groups. However, participants in the blended learning group found it more difficult to follow the content of the course. Conclusions: This study shows that there is no difference between blended and traditional learning in the acquisition of actual ICT knowledge among community healthcare workers in developing countries. Given the human resource constraints in remote resource-poor areas, the blended learning approach may present an advantageous alternative to traditional learning.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Malawi; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; F:attitude; F:gender; F:learning; HDR25; P:health; P:service industry; Q:ICT; R:impact; R:questionnaire; R:trial; T:Ausbildung; Z:Blended learning; Z:Community healthcare workers; Z:Developing countries; Z:Information and communication technologies; Z:Traditional learning; Z:eHealth; Z:mLearning; publicImportV1

Technology-Supported Professional Development for Teachers: Lessons from Developing Countries. - McAleavy, Tony; Hall-Chen, Alex; Horrocks, Sarah; Riggall, Anna (Education Development Trust, 2018)
Keywords: C:Low- and middle-income countries; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:China CHN; _C:France FRA; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Kenya KEN; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Nepal NPL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Senegal SEN; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Humanitarian-Innovation-Untangling-the-Many-Paths-to-Scale-GAHI.pdf - McClure, Dan; Bourns, Lesley; Obrecht, Alice (2018)

Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp: Benefits and Challenges. - Mendenhall, Mary; Skinner, Makala; Collas, Sophia; French, Sarah (Current Issues in Comparative Education, 2018)
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425895; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Evaluating teachers’ professional development initiatives: towards an extended evaluative framework - Merchie, Emmelien; Tuytens, Melissa; Devos, Geert; Vanderlinde, Ruben (Research papers in education, 2018)

Effect of Flipped Classroom Strategy on The Performance of Prospective Teachers of Khyber Pakhtunkhwa - Minaz, Maksal (Northern University Nowshera, 2018)
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Egypt EGY; _C:Finland FIN; _C:Greece GRC; _C:India IND; _C:Netherlands NLD; _C:Pakistan PAK; _C:Saudi Arabia SAU; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Special Needs & Inclusive Education Strategic Plan 2018/19-2023/24 - Ministry of Education (Rwanda) (2018)

Education Sector Plan 2018-2020 - Ministry of Education, Science and Technology (Sierra Leone) (2018)

Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan - Ministry of Education, Science and Technology (Sierra Leone) (2018)

ENSEÑAR Y APRENDER CON ESCHOLARIUM: UN ESTUDIO DE CASO SOBRE LA IMPLEMENTACIÓN DEL PROYECTO EN UN CEIP DE LA COMUNIDAD DE EXTREMADURA. - Miranda, Sofía Sánchez; Carvalho, José Luis Torres (Campo Abierto. Revista de Educación, 2018)
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Cuba CUB; _C:Germany DEU; _C:Israel ISR; _C:Portugal PRT; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Equity in international research collaborations: evidence from the African Education Research Database - Mitchell, Rafael; Asare, Samuel; Rose, Pauline (Cambridge Global Challenges Annual Conference. https://www. educ. cam. ac …, 2018)
Keywords: ⛔ No DOI found

Literature search protocol for the African Education Research Database - Mitchell, Rafael; Rose, Pauline (2018)
Keywords: ⛔ No DOI found

Mapping the African research evidence base for educational policy and practice - Mitchell, Rafael; Rose, Pauline (2018)
Keywords: ⛔ No DOI found

Open access research and policy impact: experiences from developing the African Education Research Database - Mitchell, Rafael; Rose, Pauline; Asare, Samuel (Is Open Research really changing the world, 2018)
Keywords: ⛔ No DOI found

Research in African universities to inform the Sustainable Development Goal for Education: visibility, gaps and future priorities - Mitchell, Rafael; Rose, Pauline; Asare, Samuel (2018)
Keywords: ⛔ No DOI found

Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings? - Moir, Taryn (Frontiers in Education, 2018)
The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change.
Keywords: education

Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms - Molina, Ezequiel; Pushparatnam, Adelle; Rimm-Kaufman, Sara; Wong, Keri Ka-Yee (World Bank, Washington, DC, 2018)

Supranational Political Economy: the Globalisation of the State-Market Relationship. - Montani, Guido (Routledge, 2018)
With the ending of the Cold War and the rise of a nationalistic 'America First' strategy, the post-war liberal international order, based upon the hegemonic power of the USA, is fading away. In its place, a multipolar world is emerging which, while offering some the hope of a better future, is also open to disorder and instability. This book offers an insight into the relationship between politics and economics in this new era. As an alternative, this volume argues for a form of global governance that will offer a better balance between politics and economics, based on a supranational approach. A supranational approach in which world powers and UN member states can work in agreement would follow the principle on which European political and economic integration was built. The system put forward here is based on a Keynesian world clearing union and a reform of the World Trade Organization and a United Nations budget, which would accelerate the convergence of rich and poor countries in the aim of a more sustainable global system. This book demonstrates that globalisations and today's ecological challenges are both a cause of social discontent and an opportunity. Supranational institutions can greatly increase our ability to address global risks, and this book shows how a 'supranational' world order could reduce the uncertainty of the transition from the post-war order to the future multipolar order. The supranational principle enables us to view globalisation, world capitalism and the ecological crisis not only as causes of inequality, poverty and social instability, but also as processes that can be governed. Wise politicians and political parties cannot let the future of humanity be decided by the precarious equilibrium of the Westphalia system. In post-war Europe a group of nation states, once fierce enemies, embarked on a process of integration which led to the abolition of inter-European national borders. With supranational global governance, the same could be achieved in the global system.

The didactical use of tablets: a balancing act between teacher-centred and learner-centred education - Montrieux, Hannelore; Schellens, Tammy (2018)
Keywords: _C:Belgium BEL; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom - Morgana, Valentina; Shrestha, Prithvi N. (International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2018)
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Canada CAN; _C:China CHN; _C:Cuba CUB; _C:France FRA; _C:Italy ITA; _C:Malaysia MYS; _C:Sweden SWE; _C:United States USA; __C:filed:1; __C:scheme:1

Le renforcement de la formation technique et l’industrialisation en Afrique subsaharienne : le cas du Gabon - Moussone, Emmanuel; Metougue Nang, Prosper (Marché et organisations, 2018)
The objective of this article is to analyze the relationship between the technical training, the skills and the setting up or development of various industries in a developing country by focussing on Gabon. The issues addressed are diverse and varied and more particularly, they relate to the contribution of technical training to the progress of industry and techniques, to the conditions of and needs for economic and social development and finally to innovation, a thread by which all those elements are interconnected. The study shows that the post-colonial economic processes of income and cooperation set up since the independences did not allow for a long time to further on the one hand true skills transfers and one the other hand the setting up of industries. Now, in the face of the current changes in the international environment, the technical training appears as a sufficient condition for acquiring skills essential to the appropriation of innovations and the setting up of industries.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; -RRQv:f2-H-fr; A:Sub-Saharan Africa; C:Gabon; CA:AandC; CL:en; CL:fr; CLL:fr; CLS:en; CT:A; CT:C; CT:D; CT:T; D:developing nation; T:Training; publicImportV1

From teacher oriented to student centered learning, developing an ICT supported learning approach at the Eduardo Mondlane University, Mozambique - Muianga, Xavier; Klomsri, Tina; Tedre, Matti; Mutimucuio, Inocente (TOJET: The Turkish Online Journal of Educational Technology, 2018)
Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored - using action research strategy - to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students’ information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills.
Keywords: Action Research; Action research; Classroom communication; College Students; College students; Colleges & universities; Content Analysis; Content analysis; Cooperative Learning; Cooperative learning; Distance learning; ERIC, Current Index to Journals in Education (CIJE); Education; Education--Teaching Methods And Curriculum; Educational Change; Electronic Learning; Environmental Education; Foreign Countries; Higher Education; Independent Study; Information Management; Information Technology; Information management; Information technology; Integrated Learning Systems; Interviews; Knowledge management; Learning; Learning Strategies; Literacy; Management Systems; Metacognition; Modernization; Motivation; Mozambique; Observation; Online instruction; Outcomes of Education; Pedagogy; Pilot Projects; Problem Solving; Problem based learning; Problem solving; Semi Structured Interviews; Skill Development; Skills; Student Attitudes; Student Centered Learning; Student Motivation; Students; Teachers; Teaching; Teaching Methods; Teaching methods; Technological Literacy; Universities; Web 2.0; Web 2.0 Technologies; Webs; __:import:01; __:match:final; __:matched; __:study_id:2097827; __finaldtb; ⛔ No DOI found

Conceptualization and Definition of a Curriculum - Mulenga, Innocent Mutale (Journal of Lexicography and Terminology (Online ISSN 2664-0899. Print ISSN 2517-9306)., 2018)
Keywords: ⛔ No DOI found

Policy and practice: roles of the guidance and counseling teachers in the implementation of the girls’ reentry policy in selected schools in Lusaka, Zambia. - Mulenga, Innocent Mutale; Mukaba, Brenda (2018)
Keywords: ⛔ No DOI found

Conceptualization of competency based curricula in pre-service nursing and midwifery education: A grounded theory approach - Muraraneza, Claudine; Mtshali, Gloria Ntombifikile (Nurse Education in Practice, 2018)
In health professional education, the competency-based curriculum concept has been an important driver of reform in the training of competent graduates for the 21st century. In African countries, although there has been implementing it in pre-service nursing and midwifery education and the literature reports a lack of understanding of what is it on the part of the implementers. This article explores the meaning of competency based curriculum in pre-service nursing and midwifery education in Rwanda. A grounded theory approach, following Corbin and Strauss, was used. Following ethical clearance by the university ethical committee, data was collected from 17 participants through in-depth individual interviews of staff. Four categories emerged: (a) transformation, (b) tool for primary health care philosophy, (c) technological approach to education, (d) and modular system. Competency-based curriculum is confirmed as an appropriate educational tool in producing competent graduates for today and the future.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:leadership; F:learning; P:health; P:health professionals; P:media; P:nurse; P:services; P:technology; R:grounded theory; R:interview; R:qualitative; T:TVET; T:Training; Z:Approaches; Z:Clinical competence; Z:Competency based learning; Z:Core curriculum; Z:Curriculum; Z:Curriculum development; Z:Data collection; Z:Education reform; Z:Grounded theory; Z:Health professionals; Z:Leadership; Z:Learning; Z:Meaning; Z:Medical education; Z:Medical ethics; Z:Midwifery; Z:Midwifery education; Z:Nursing; Z:Nursing education; Z:Primary health care; Z:Professional competence; Z:Qualitative research; Z:Students; Z:Transformation; publicImportV1

Developing teacher-led professional learning in a Tanzanian secondary school: a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand - Mwakabenga, Rehema Japhet (Massey University, 2018)
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Bhutan BTN; _C:Botswana BWA; _C:Cambodia KHM; _C:Canada CAN; _C:Central African Republic CAF; _C:China CHN; _C:Czech Republic CZE; _C:Egypt EGY; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Iceland ISL; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Lithuania LTU; _C:Malawi MWI; _C:Malaysia MYS; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

The influence of effective use of mobile devices for learning outside the classroom: case study of secondary school students in Tanzania and South Africa - Mwapwele, Samwel Dick (University of Cape Town, 2018)
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:China CHN; _C:Dominican Republic DOM; _C:Eritrea ERI; _C:France FRA; _C:Ghana GHA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Malaysia MYS; _C:Namibia NAM; _C:Nepal NPL; _C:New Zealand NZL; _C:Nigeria NGA; _C:Portugal PRT; _C:Rwanda RWA; _C:Singapore SGP; _C:South Africa ZAF; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Is farmer-to-farmer extension effective? The impact of training on technology adoption and rice farming productivity in Tanzania - Nakano, Yuko; Tsusaka, Takuji W.; Aida, Takeshi; Pede, Valerien O. (World Development, 2018)
Abstract Agricultural training is a potentially effective method to diffuse relevant new technologies to increase productivity and alleviate rural poverty in Sub-Saharan Africa (SSA). However, since it is prohibitively expensive to provide direct training to all the farmers in SSA, it is critically important to examine the extent to which technologies taught to a small number of farmers disseminate to non-trained farmers. This paper investigates the technology dissemination pathways among smallholder rice producers within a rural irrigation scheme in Tanzania. As an innovative feature, we compare the performance of three categories of farmers: key farmers, who receive intensive pre-season training at a local training center; intermediate farmers, who are trained by the key farmers; and other ordinary farmers. By collecting and analyzing a unique five-year household-level panel data set, we estimate difference-in-differences models to assess how the gap in performance evolve as the technologies spill over from the trained farmers to the ordinary farmers. To disentangle the technology spillover process, we also examine the extent to which social and geographical network with the key and intermediate farmers influences the adoption of technologies by the ordinary farmers, by incorporating social relationship variables into spatial econometric models. We found that the ordinary farmers who were a relative or residential neighbor of a key or intermediate farmer were more likely to adopt new technologies than those who were not. As a result, while the key farmers’ technology adoption rates rose immediately after the training, those of the non-trained ordinary farmers caught up belatedly. As the technologies disseminated, the paddy yield of the key farmers increased from 3.1 to 5.3 tons per hectare, while the yield of the ordinary farmers increased from 2.6 to 3.7 tons per hectare. Our results suggest the effectiveness and practical potential of farmer-to-farmer extension programs for smallholders in SSA as a cost effective alternative to the conventional farmer training approach.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CCZ:Tanzania; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; P:agricultural; P:economy; P:measurement; P:social; P:technology; R:impact; T:Training; T:trainee; Z:Agricultural training; Z:Rice cultivation; Z:Social learning; Z:Sub-Saharan Africa; Z:Technology adoption; publicImportV1

A Framework for Evaluating Tablet-based Educational Applications for Primary School Levels in Thailand - Nang, Hsu Mon Pyae; Harfield, Antony (International Journal of Interactive Mobile Technologies (iJIM), 2018)
Keywords: _C:Denmark DNK; _C:Korea XKOR; _C:Thailand THA; __C:filed:1; __C:scheme:1

The Importance of Educating Girls in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan: Policy Paper - Naveed, Sumbal (Center for Universal Education at The Brookings Institution, 2018)
The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life.
Keywords: Access to Education; Attitude Change; Barriers; Community Involvement; Cultural Influences; Educational Finance; Educational Planning; Educational Quality; Equal Education; Equal Opportunities (Jobs); Females; Foreign Countries; Gender Bias; Governance; Government Role; Males; Political Issues; Single Sex Schools; Social Attitudes; Teacher Competencies; Transportation; War; Women Faculty

Themes in mathematics teacher professional learning research in South Africa: A review of the period 2006–2015 - Ndlovu, Mdutshekelwa (Springer, Cham, 2018)

Towards an inclusive digital literacy framework for digital India - Nedungandi, Prema; Menon, Rajani; Gutjahr, Georg; Erickson, Lynnea; Raman, Raghu (Emerald Publishing, 2018)

Impact Evaluation of Tayari School Readiness Program in Kenya. - Ngware, Moses W.; Hungi, Njora; Wekulo, Patricia; Mutisya, Maurice; Njagi, Joan; Muhia, Nelson; Wambiya, Elvis; Donfouet, Hermann; Gathoni, Grace; Mambe, Shem (African Population and Health Research Center, RTI International, 2018)
Keywords: ⛔ No DOI found

Barns och lärares aktiviteter med datorplattor och appar i förskolan - Nilsen, Malin (2018)
Keywords: __C:filed:1; ⛔ No DOI found

Recursos educativos abiertos: oportunidades y barreras - Nincehelser, García; Elena, María (2018)
Keywords: __C:filed:1; ⛔ No DOI found

Lagu Nusantara: Android Role Playing Game for Elementary School Music Learning - Nugraha, R. Gita Ardhy; Florentinus, Totok Sumaryanto; Utomo, Kamsidjo Budi (Journal of Primary Education, 2018)
Keywords: _C:Indonesia IDN; _C:Korea XKOR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Developing Android Role Playing Game for Elementary Music Learning - Nugraha, R. Gita Ardhy; Sumaryanto, Totok; Utomo, Kamsijo Budi (Harmonia: Journal of Arts Research and Education, 2018)
Keywords: _C:Indonesia IDN; __C:filed:1; __C:scheme:1

Entrepreneurship education in Ghana – the case of the KNUST entrepreneurship clinic - Nyadu-Addo, Ralph; Mensah, Mavis Serwah Benneh (Journal of Small Business and Enterprise Development, 2018)
© 2018, Emerald Publishing Limited. Purpose: Entrepreneurship education thrives on the pillars of experiential education. Using the case of the Kwame Nkrumah University of Science and Technology in Ghana, the purpose of this paper is to examine the entrepreneurship clinic (EC) as a viable pedagogy for the promotion of experiential education in entrepreneurship. Design/methodology/approach: The paper relies on insider action research to analyse, within Joplin’s five-step model, the case of the EC at the Kwame Nkrumah University of Science and Technology (KNUST), Ghana. Findings: The analysis showed that the KNUST clinic comprises five main activities including preparation, orientation, selection and matching, coaching and monitoring and evaluation. In relation to Joplin’s five-step model, the first three stages of the clinic provide focus for the clinic while the remaining two stages – coaching and monitoring and evaluation – entail activities that are geared towards action, support, feedback and debrief. Through the clinic, thousands of tertiary students have been trained in entrepreneurship and new venture creation; some selected participants have been coached while others have had the opportunity to qualify for business incubation. Research limitations/implications: Although the paper discusses some achievements of the clinic in relation to enrolment and fundraising, it does not assess the impact of the clinic on the entrepreneurial competencies, intentions and initiatives of participants, hence, these issues are recommended for future research. Practical implications: The paper demonstrates that it is feasible to implement the EC methodology, irrespective of the cost and time implications that are often associated with experiential educational methodologies. However, support from university management, funding raising from internal and external sources and technical support from industry and government agencies are key to the sustainability of clinics. Originality/value: The paper adds novelty to the entrepreneurship education literature by bringing to the fore how a university in an emerging African economy is implementing and managing the EC pedagogy.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:achievement; F:pedagogy; P:economy; P:measurement; P:technology; R:evaluation; R:impact; T:entrepreneurship education; T:trainee; Z:Clinic; Z:Development; Z:Education; Z:Entrepreneurship; Z:Experiential; _C:Ghana GHA; publicImportV1

Using Machine Learning to Parameterize Moist Convection: Potential for Modeling of Climate, Climate Change, and Extreme Events - O'Gorman, Paul A.; Dwyer, John G. (Journal of Advances in Modeling Earth Systems, 2018)
Abstract The parameterization of moist convection contributes to uncertainty in climate modeling and numerical weather prediction. Machine learning (ML) can be used to learn new parameterizations directly from high‐resolution model output, but it remains poorly understood how such parameterizations behave when fully coupled in a general circulation model (GCM) and whether they are useful for simulations of climate change or extreme events. Here we focus on these issues using idealized tests in which an ML‐based parameterization is trained on output from a conventional parameterization and its performance is assessed in simulations with a GCM. We use an ensemble of decision trees (random forest) as the ML algorithm, and this has the advantage that it automatically ensures conservation of energy and nonnegativity of surface precipitation. The GCM with the ML convective parameterization runs stably and accurately captures important climate statistics including precipitation extremes without the need for special training on extremes. Climate change between a control climate and a warm climate is not captured if the ML parameterization is only trained on the control climate, but it is captured if the training includes samples from both climates. Remarkably, climate change is also captured when training only on the warm climate, and this is because the extratropics of the warm climate provides training samples for the tropics of the control climate. In addition to being potentially useful for the simulation of climate, we show that ML parameterizations can be interrogated to provide diagnostics of the interaction between convection and the large‐scale environment. , Plain Language Summary Small‐scale features such as clouds are typically represented in climate models by simplified physical models, and these simplified models introduce errors and uncertainties. A promising alternative approach is to use machine learning to train a statistical model to represent small‐scale processes based on output from expensive physics‐based models that better represent the small‐scale processes. Here we use idealized tests to explore the implications of incorporating a machine‐learning model of atmospheric convection in a climate model. We find that such an approach can give accurate simulations of mean climate and heavy rainfall events. The machine‐learning model does not work well for global warming if it is only trained on the current climate. However, it does work well for global warming if trained on both the current and warmer climates, and it works surprisingly well if only trained on the warmer climate. We also show that the machine‐learning model can be used to better understand the underlying physical processes. , Key Points Random‐forest parameterization of convection gives accurate GCM simulations of climate and precipitation extremes in idealized tests Climate change captured when trained on control and warm climate, or only on warm climate, but not when trained only on control climate Machine‐learning parameterizations can also be interrogated to generate diagnostics of interaction of convection with the environment

Re-visioning Technical Vocational Education and Training (TVET) for the Youth in Sub-Saharan Africa (SSA) and the Sustainable Development Goals (SDGs): Prospects and Promises Within the Framework of the Ubuntu Paradigm - Ogwo, Benjamin A. (Re-Visioning Education in Africa: Ubuntu-Inspired Education for Humanity, 2018)
Ogwo explains the concept of Ubuntu paradigm and analyses how its precepts could be adopted in designing and implementing technical vocational education and training (TVET) programmes that can enhance the attainment of the sustainable development goals (SDGs) in sub-Saharan African countries. The chapter adopts the conceptual approach of using the Ubuntu lens to re-vision technical vocational education and training (TVET), which is the fundamental means for technically acculturating the youth who will steer the sustainable development goals (SDGs) programmes towards eradicating poverty, enhancing food security, encouraging gender empowerment, improving quality of life, and sustainable progress of sub-Saharan Africa. It also examines Ubuntu-based soft skills, affective competencies, and ethical re-engineering of TVET programmes for environmentally friendly, justice-driven, people oriented and communally derived sustainable development of sub-Saharan Africa.

Yearbook of Educational Data - Oliveira, Andre Correa de (State Department of Education of Minas Gerais, 2018)
Keywords: Author:OpenDevEd

Contract of Apprenticeship and Employment Generation in Nigeria - Olulu, Robinson Monday; Udeorah, Sylvester Alor F. (International Journal of Scientific Research in Education, 2018)
Keywords: ⛔ No DOI found

What would make Global Skills Partnerships work in practice? - Organization for Economic Cooperation Development (OECD) (OECD Paris, 2018)

New product development process: The case of selected technical and vocational colleges in Nigeria - Oyebola, Abiodun Isaac; Olaposi, Titilayo Olubunmi; Adejuwon, Olawale Oladapo; Akarakiri, Joshua Babatunde (African Journal of Science, Technology, Innovation and Development, 2018)
© 2017 African Journal of Science, Technology, Innovation and Development. An examination of the literature reveals that studies on new product development processes have been carried out mostly in western contexts using sequential models. This study was conducted using the innovation systems approach and a sequential model to analyze new product development processes in selected technical and vocational colleges in Nigeria. Using a questionnaire survey method, the sequential model revealed that most of the respondents (91%) conceived of their products through job experience and only 4.9% conceived of product ideas through R&D, showing a weakness in science-based enquiries in the invention stages. In addition, 73.9% developed prototypes while 82.2%, 80.4%, and 69.2% conducted feasibly studies, business analyses and market surveys, respectively. These results imply capability in the commercialization stages of the sequential model. The systems of innovation approach however revealed very weak linkages with universities and R&D institutes which could have complemented lack of R&D activities in the technical and vocational colleges. While some useful and beneficial technological products have been developed in the colleges, we conclude that the use of sequential models and systems of innovation approach may bring a fresh perspective to the product development process.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:measurement; P:technology; R:questionnaire; R:survey; T:TVET; T:vocational college; Z:innovation; Z:process; Z:product development; Z:technical and vocational education; Z:technological products; publicImportV1

Looking back, moving forward: Impact and measurability of the use of educational technology - Pachler, Norbert; Turvey, Keith (Second Handbook of Information Technology in Primary and Secondary Education, 2018)
Keywords: __C:filed:1

Practical considerations informing teachers’ technology integration decisions: the case of tablet PCs - Pareja Roblin, Natalie; Tondeur, Jo; Voogt, Joke; Bruggeman, Bram; Mathieu, Griet; van Braak, Johan (Technology, Pedagogy and Education, 2018)
Keywords: __C:filed:1

Scaling Up Successfully: Lessons from Kenya’s Tusome National Literacy Program. - Piper, B.; Destefano, J.; Kinyanjui, E.M. (Journal of Educational Change, 2018)

Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides - Piper, Benjamin; Simmons Zuilkowski, Stephanie; Dubeck, Margaret; Jepkemei, Evelyn; King, Simon J. (World Development, 2018)
Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or technology are required for program impact. The Kenya Primary Math and Reading Initiative was a randomized controlled trial that compared three treatment groups with speciﬁc ingredients and a control group. Using literacy and numeracy outcome measures for grades 1 and 2, we evaluated the beneﬁts of the following ingredients: (1) teacher PD and teacher instructional support and coaching; (2) revised student books in literacy and numeracy, at a 1:1 ratio, added to PD and instructional support; and (3) structured teacher lesson plans added to student books, PD, and instructional support. We found that two of the three combinations of ingredients had statistically signiﬁcant positive impacts on learning outcomes. The results showed that the third combination—PD, teacher instructional support and coaching, 1:1 student books, and structured teacher lesson plans—was most effective. A cost-effectiveness analysis on the ingredients showed that the option of PD and instructional support, 1:1 revised books, and teachers’ guides was the most expensive, but that the additional impact on learning made this the most cost-effective intervention. This study rigorously analyzes which ingredients for literacy and numeracy improvement would be most effective for overall impact, and suggests to policy makers that careful decisions regarding program ingredients will lead to more effectively designed and implemented interventions to improve learning in developing countries.
Keywords: Africa; C:Kenya; Literacy; Numeracy; Program Evaluation; Program evaluation; Quantitative; Randomized controlled trial; Reading; Teacher Professional Development; __C:filed:1; ___duplicate_item; ___working_potential_duplicate; _genre:PR-primary_research; _yl:a; interesting; numeracy; randomized control trial

Interactive apps promote learning of basic mathematics in children with special educational needs and disabilities - Pitchford, Nicola J.; Kamchedzera, Elizabeth; Hubber, Paula J.; Chigeda, Antonie L. (Frontiers in psychology, 2018)
Keywords: _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Malawi MWI; _C:Spain ESP; _C:United Kingdom GBR; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Global Landscape of Teacher Professional Development Programs: The Gap between Evidence and Practice - Popova, Anna; Evans, David K.; Breeding, Mary E.; Arancibia, Violeta (Population and Development Review, 2018)
Keywords: ⛔ No DOI found

Reducing classroom temperature in a tropical climate improved the thermal comfort and the performance of elementary school pupils - Porras-Salazar, Jose Ali; Wyon, David P.; Piderit-Moreno, Beatriz; Contreras-Espinoza, Sergio; Wargocki, Pawel (Indoor Air, 2018)
A two-week-long intervention study was performed in two classrooms in an elementary school in Costa Rica. Split-cooling air-conditioning (AC) units were installed in both classrooms. During the first week, the air temperature was reduced in one classroom while in the other (placebo) classroom the fans were operated but no cooling was provided. During the second week, the conditions were exchanged to create a 2 × 2 crossover design in which each pupil was their own control. A total of 37 children performed tasks similar to school work and completed questionnaires reporting their thermal sensation and perceptions. Operating the AC units reduced classroom temperature by about 5 K, from about 30 to 25°C. Thermal sensations changed from hot to neutral and slightly cold, and the percentage of children rating the thermal conditions as acceptable increased significantly. Neutral temperature was estimated to be about 27°C. The 11-year-old children performed the language and logical- thinking tasks significantly better in terms of speed at the lower temperature, while the less able pupils performed better on all tasks at the lower temperature. There were no significant effects on accuracy. These results confirm published findings from moderate climates and extend their validity to the tropics. They indicate that acclimatization can increase the optimal temperature for learning.
Keywords: BE:RELEVANT; children; performance; school; thermal environment; tropical climates

Teachers’ professional development in school: A review study - Postholm, May Britt (Cogent education, 2018)
Keywords: __C:filed:1

Globalization, Mass Education and Technical and Vocational Education and Training: the influence of UNESCO in Botswana and Namibia - Preckler Galguera, Miriam (2018)

The Risks of Dangerous Dashboards in Basic Education - Pritchett, Lant (Research on Improving Systems of Education (RISE), 2018)
Keywords: Final_citation; cited; existing

A Qualitative Study: Perception of Preschool Teachers Use of Technology in Preparing for School Readiness - Ramsey, Lesley C. (Northcentral University, 2018)
Keywords: __C:filed:1

A shift from traditional pedagogy in Nepali rural primary schools? Rural teachers' capacity to reflect ICT policy in their practice - Rana, Karna; Greenwood, Janinka; Fox-Turnbull, Wendy; Wise, Stuart (International Journal of Education and Development using Information and Communication Technology, 2018)
Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can access and the training they received. Teachers' accounts of their experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). The article argues that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.
Keywords: Computer Uses in Education; Conventional Instruction; Curricula; ERIC, Current Index to Journals in Education (CIJE); Education; Educational Change; Educational technology; Elementary Education; Elementary School Teachers; Elementary Schools; Elementary schools; Foreign Countries; Learning; Nepal; Pedagogy; Rural Schools; Rural areas; Rural schools; School environment; Teacher Attitudes; Teacher education; Teaching; Teaching Experience; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095916; __finaldtb; ⛔ No DOI found

The struggle of translating science into action: foundational concepts of implementation science - Rapport, Frances; Clay-Williams, Robyn; Churruca, Kate; Shih, Patti; Hogden, Anne; Braithwaite, Jeffrey (Journal of evaluation in clinical practice, 2018)

Teacher practices during Y ear 4 of a one-to-one mobile learning initiative - Reichert, Michael; Mouza, Chrystalla (Journal of Computer Assisted Learning, 2018)
Keywords: __C:filed:1

Issues and challenges related to digital equity: an overview - Resta, P.; Laferriere, T.; McLaughlin, R.; Kouraogo, A. (Second handbook of information technology in primary and secondary education, 2018)

Leveraging the 1: 1 iPad approach for enhanced learning in the classroom - Retalis, Symeon; Paraskeva, Fotini; Alexiou, Aikaterini; Litou, Zoi; Sbrini, Theofili; Limperaki, Youla (Educational Media International, 2018)
Keywords: __C:filed:1

Teachers of Refugees: A Review of the Literature - Richardson, Emily (Education Development Trust, 2018)
The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers -- that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.]
Keywords: Access to Education; Civil Rights; Compensation (Remuneration); Faculty Development; Financial Support; Foreign Countries; Incentives; Refugees; Research Needs; Teacher Certification; Teacher Education; Teacher Persistence; Teacher Recruitment; Teacher Role; Teacher Selection; _C:Afghanistan AFG; _C:Algeria DZA; _C:Bangladesh BGD; _C:Bhutan BTN; _C:Bosnia and Herzegovina BIH; _C:Burkina Faso BFA; _C:Cameroon CMR; _C:Chad TCD; _C:Congo XCO; _C:Croatia HRV; _C:Egypt EGY; _C:Ethiopia ETH; _C:Greece GRC; _C:Guinea GIN; _C:Iraq IRQ; _C:Jordan JOR; _C:Kenya KEN; _C:Lebanon LBN; _C:Liberia LBR; _C:Malaysia MYS; _C:Nepal NPL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Somalia SOM; _C:South Africa ZAF; _C:South Sudan SSD; _C:State of Palestine PSE; _C:Sudan SDN; _C:Sweden SWE; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

Teachers of Refugees: A Review of the Literature. - Richardson, Emily (ERIC, 2018)

Tablet u školskom i obiteljskom okruženju - Ricoy, María-Carmen; Sánchez-Martínez, Cristina; Feliz-Murias, Tiberio (Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 2018)
Keywords: __C:filed:1; ⛔ No DOI found

The meaning of “capacity building” for the nurse workforce in sub-Saharan Africa: An integrative review - Ridge, Laura Jean; Klar, Robin Toft; Stimpfel, Amy Witkoski; Squires, Allison (International Journal of Nursing Studies, 2018)
Background: “Capacity building” is an international development strategy which receives billions of dollars of investment annually and is utilized by major development agencies globally. However, there is a lack of consensus around what “capacity building” or even “capacity” itself, means. Nurses are the frequent target of capacity building programming in sub-Saharan Africa as they provide the majority of healthcare in that region. Objectives: This study explored how “capacity” was conceptualized and operationalized by capacity building practitioners working in sub-Saharan Africa to develop its nursing workforce, and to assess Hilderband and Grindle's (1996) “Dimensions of Capacity” model was for fit with “capacity's” definition in the field. Design: An integrative review of the literature using systematic search criteria. Data sources searched included: PubMed, the Cumulative Index for Nursing and Allied Health Literature Plus, the Excerpt Medica Database, and Web of Science. Review methods: This review utilized conventional content analysis to assess how capacity building practitioners working in sub-Saharan Africa utilize the term “capacity” in the nursing context. Content analysis was conducted separately for how capacity building practitioners described “capacity” versus how their programs operationalized it. Identified themes were then assessed for fit with Hilderband and Grindle's (1996) “Dimensions of Capacity” model. Results: Analysis showed primary themes for conceptualization of capacity building of nurses by practitioners included: human resources for health, particularly pre- and post- nursing licensure training, and human (nursing) resource retention. Other themes included: management, health expenditure, and physical resources. There are several commonly used metrics for human resources for health, and a few for health expenditures, but none for management or physical resources. Overlapping themes of operationalization include: number of healthcare workers, post-licensure training, and physical resources. The Hilderband and Grindle (1996) model was a strong fit with how capacity is defined by practitioners working on nursing workforce issues in sub-Saharan Africa. If overall significant differences between conceptualization and operationalization emerged, as the reader I want to know what these differences were. Conclusions: This review indicates there is significant informal consensus on the definition of “capacity” and that the Hilderbrand and Grindle (1996) framework is a good representation of that consensus. This framework could be utilized by capacity building practitioners and researchers as those groups plan, execute, and evaluate nursing capacity building programming.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; AAZ:Africa South of the Sahara; C:Rwanda; C:South Africa; CA:AandC; CCZ:Rwanda; CCZ:South Africa; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:P; CT:T; D:developing country; P:health; P:media; P:nurse; T:Training; Z:Capacity building/methods; Z:Developing countries; Z:Education; Z:Health manpower; Z:Nursing; Z:Staff; _C:Uganda UGA; publicImportV1

An examination of the digital divide and its dividing factors in formal educational settings - Ritzhaupt, Albert D.; Hohlfeld, Tina N. (Crossing the bridge of the digital divide: A walk with global leaders, 2018)
Keywords: Final_citation; ⛔ No DOI found

Annual Report - Roger Federer Foundation (Roger Federer Foundation -, 2018)

Launch of the African Education Research Database - Rose, Pauline; Mitchell, Rafael; Asare, Samuel (2018)
Keywords: ⛔ No DOI found

Identifying Disability In Household Surveys: Evidence On Education Access And Learning For Children With Disabilities In Pakistan - Rose, Pauline; Singal, Nidhi; Bari, Faisal; Malik, Rabea; Kamran, Sahar (REAL Centre, Faculty of Education, University of Cambridge, 2018)
This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan.
Keywords: _zenodoOTHER

The political economy of teacher management reform in Indonesia - Rosser, Andrew; Fahmi, Mohamad (International Journal of Educational Development, 2018)
Indonesia faces serious problems in the number, cost, quality and distribution of teachers. In recent years, its central government has introduced a range of reforms to address these problems but they have produced modest results. This paper suggests that this outcome reﬂects the way in which predatory political and bureaucratic elites have used the school system for decades to accumulate resources, distribute patronage, mobilize political support, and exercise political control rather than promote improved learning outcomes. Eﬀorts to reduce teacher numbers, enhance teacher quality, and improve teacher distribution have accordingly constituted an assault on the interests of these elites, provoking powerful, if often subterranean, resistance. Broadly, reform has only occurred where the central government has employed policy instruments that have disciplined local governments and maintained a commitment to these instruments in the face of resistance. The paper concludes by assessing the implications for Indonesian education.
Keywords: _C:Australia AUS; _C:Indonesia IDN; _C:Netherlands NLD; _C:Singapore SGP; _C:Thailand THA; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

Automated vulnerability detection in source code using deep representation learning - Russell, Rebecca; Kim, Louis; Hamilton, Lei; Lazovich, Tomo; Harer, Jacob; Ozdemir, Onur; Ellingwood, Paul; McConley, Marc (IEEE, 2018)
Keywords: Final_citation

The educational perception on artificial intelligence by elementary school teachers - Ryu, Miyoung; Han, Seonkwan (Journal of The Korean Association of Information Education, 2018)

Cost-effectiveness with equity: Raising learning for marginalised girls through Camfed's programme in Tanzania - Sabates, Ricardo; Rose, Pauline; Delprato, Marcos; Alcott, Benjamin (Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018), 2018)
This policy paper provides a cost-effectiveness analysis of Camfed’s programme in Tanzania. Camfed’s programme adopts a multidimensional approach that is aimed at reaching marginalised girls at risk of dropping out from secondary schools by using interventions that are aimed at both increasing their chances of staying in school and learning.

PDIA toolkit: A DIY Approach to Solving Complex Problems - Samji, Salimah; Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Center for International Development at Harvard University, 2018)
Keywords: Final_citation; cited; existing

PDIA toolkit: A DIY Approach to Solving Complex Problems - Samji, Salimah; Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Center for International Development at Harvard University, 2018)

Elementary Teachers’ Uses and Perceptions of Interactive Whiteboards for Instruction - Samsonova, Olga (International Journal of Learning, Teaching and Educational Research, 2018)
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:France FRA; _C:Malaysia MYS; _C:Netherlands NLD; _C:North Cyprus XNCYP; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Actividades y dinámicas implementadas con la tableta en un centro de educación básica de España - Sánchez-Martínez, Cristina; Ricoy, María-Carmen; Feliz-Murias, Tiberio (Educação e Pesquisa, 2018)
The permanent evolution of Information and Communication Technologies (ICT) goes hand in hand with the generalization, relocation and globalization of the worldwide movement, as well as in favor of using these resources in different areas, including education. However, the development of experiences and researches about the use of tablets in classroom continues to be scarce in contexts where, in addition to other factors, there are difficulties to access or obtain the technology. Therefore, this case study aims to know the typology of activities related to the use of tablets, in the context of Elementary School and the resulting dynamics with the pupils of three classes of 1st, 3rd, and 5th grades (aged 6 through 11 years old) of an educational center located in Northwest Spain. This work is part of a qualitative research based on ethnographic-narrative approach; data collection utilized the observation technique and discussion groups. The results and conclusions show that the practices with tablets are episodic and influenced by the activities associated with traditional teaching. However, the researchers were able to detect some innovative dynamics based on the very tools provided by such devices, originating different indagating, ludic activities. On the other hand, the results point to small group work pattern (mainly in pairs) as the one mostly used when tablets are employed in the classroom.
Keywords: __C:filed:1

Activities and dynamics with tablets in an Elementary School in Spain - SÁNCHEZ-MARTÍNEZ, Cristina; RICOY, María-Carmen; FELIZ-MURIAS, Tiberio (Educação e Pesquisa, 2018)
Keywords: __C:filed:1; ⛔ No DOI found

Enseñar y aprender con eScholarium: un estudio de caso sobre la implementación del proyecto en un CEIP de Comunidad de Extremadura - Sánchez Miranda, Sofía; Torres Carvalho, José Luis (2018)
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Cuba CUB; _C:Germany DEU; _C:Israel ISR; _C:Portugal PRT; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Design and Implementation of a Chatbot in Online Higher Education Settings. - Sandoval, Zoroayka V. (Issues in Information Systems, 2018)
Keywords: ⛔ No DOI found

Zoom Around the World: Using Videoconferencing Technology for International Trainings - Scanga, Lauren Hrncirik; Deen, Mary Katherine Y.; Smith, Suzanne R.; Wright, Kevin (Journal of Extension, 2018)
This article describes an innovative model of educational programming used by our team of U.S. Extension educators for an international development project in Burundi, Africa. Our team designed a model to provide ongoing professional development trainings at a distance using Zoom, a videoconferencing platform. Over a 2-year period, we conducted 18 Zoom trainings with Burundian educators. On the basis of participant evaluation data and the literature, we present key principles for using distance technology in international development projects. Given the current economy and budget cuts in Extension, videoconferencing provides an opportunity for Extension to remain engaged internationally.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:Burundi; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:economy; P:technology; R:evaluation; T:Ausbildung; Z:international development; Z:professional development; Z:school gardens; Z:videoconferencing; publicImportV1; ⛔ No DOI found

Schools in the Digital Age: How might things be otherwise? - Selwyn, Neil; Nemorin, Selena; Bulfin, Scott; Johnson, Nicola F. (Everyday Schooling in the Digital Age: High School, High Tech?, 2018)
Keywords: __C:filed:1

Design of telegram bots for campus information sharing - Setiaji, Hari; Paputungan, Irving V. (IOP Publishing, 2018)

Middle Eastern post-conflict futures in education: Iraq, Syria and Yemen - Sherif, Yasmine (International Journal of Comparative Education and Development, 2018)

Characteristics of effective teacher professional development: what we know, what we don’t, how we can find out - Sims, Sam; Fletcher-Wood, Harry (2018)
Several influential reviews and one meta-review have converged on the position that teacher professional development (PD) is more effective when it is: sustained, collaborative, subjectspecific, draws on external expertise, has buy-in from teachers and is practice-based. This consensus view has now been incorporated in government policy and official guidance in several countries. Despite this, several recent PD programmes incorporating these characteristics have failed to have any detectable impact on pupil attainment. This article reviews the evidence underpinning the consensus, arguing that the reviews on which it based are methodologically flawed because they employ inappropriate exclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. Researchers would make more progress on identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously-evaluated PD interventions.
Keywords: C:International; __C:filed:1; ⛔ No DOI found

Short message service (SMS)–based remote support and teacher retention of training gains in Malawi - Slade, Timothy S.; Kipp, Scott; Cummings, Stirling; Nyirongo, Kondwani; Pouezevara, Sarah (Cultivating dynamic educators: case studies in teacher behavior change in Africa and Asia, 2018)
Keywords: Final_citation; cited; existing

The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response - Sphere (Sphere, 2018)

Preverovaní vedomostí žiakov vo vybranom učive predmetu technika pomocou PC - Stadtrucker, Roman (2018)
Keywords: _C:Australia AUS; _C:Luxembourg LUX; _C:Mali MLI; _C:Singapore SGP; _C:Slovenia SVN; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Sierra Leone Multiple Indicator Cluster Survey 2017 - Statistics Sierra Leone (Statistics Sierra Leone, 2018)
Keywords: _C:Sierra Leone SLE

Urban Education Technological Disparities: The Debilitating Impact on Our Students for Twenty-First Century Employment - Swinton, Angelia K.; Williams, Lauren Ashley (Computer-Mediated Learning for Workforce Development, 2018)
Keywords: _C:Saudi Arabia SAU; __C:filed:1; __C:scheme:1

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
Keywords: _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Education management; _THEME: Open systems; _THEME: School management; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2426091; ___working_potential_duplicate; __finaldtb

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Tauson and Stannard (Resource Centre, 2018)

EdTech for learning in emergencies and displaced settings: a rigorous review and narrative synthesis​ - Tauson, M.; Stannard, L. (Save the Children, 2018)

EdTech for learning in emergencies and displaced settings - Tauson, Michaelle; Stannard, Luke (London: Save the Children UK, 2018)
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Belgium BEL; _C:Botswana BWA; _C:Brazil BRA; _C:China CHN; _C:Egypt EGY; _C:Ethiopia ETH; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Holy See VAT; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Israel ISR; _C:Jordan JOR; _C:Kenya KEN; _C:Lebanon LBN; _C:Malawi MWI; _C:Mexico MEX; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Qatar QAT; _C:Seychelles SYC; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Sudan SDN; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Uruguay URY; _C:Yemen YEM; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Tauson, Michaelle; Stannard, Luke (Save The Children, 2018)

EdTech for learning in emergencies and displaced settings — a rigorous review and narrative synthesis - Tauson, Michaelle; Stannard, Luke (Save the Children, 2018)
Keywords: IMPORT_FROM_DFID_RITE; Important; Read; _THEME: Teacher Professional Development; ___working_potential_duplicate

Digital learning innovations for Syrian refugees and host communities external evaluation report - Tawileh, Anas (2018)

Responsibility Report 2018 - The LEGO Group (2018)
Keywords: Final_citation; existing; ⛔ No DOI found

World Development Report 2018: Learning to realize education’s promise - The World Bank (2018)
Keywords: Final_citation; cited; existing

Distance to School and the educational consequences - Theunynck, Serge (World Bank, 2018)

School buildings and indoor environmental quality in Nigerian elementary schools and their potential health effects on students - Toyinbo, Oluyemi (Itä-Suomen yliopisto, 2018)
Keywords: BE:LMIC; BE:RELEVANT

The effects of the quantification of faculty productivity: perspectives from the design science research community - Tremblay, M.C.; Meer, D; Beck, R. (Communications of the Association for Information Systems, 2018)

ASSESSMENT-AS-LEARNING FOR COGNITIVE ACTIVATION. ISSUES FOR EFFECTIVE USE OF LEARNING TECHNOLOGIES IN THE CLASSROOM - Trinchero, Roberto (Italian Journal of Educational Technology, 2018)
Keywords: __C:filed:1; ⛔ No DOI found

Valutazione formante per l’attivazione cognitiva. Spunti per un uso efficace delle tecnologie per apprendere in classe - Trinchero, Roberto (Italian Journal of Educational Technology, 2018)
Keywords: _C:Australia AUS; _C:Italy ITA; _C:New Zealand NZL; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Mapping of Lineaments for Sustainable Groundwater Prospecting In Kano Metropolis, Kano State Nigeria - Tudnwada, I.Y.; Badamasi, M.M.; Atakpa, A. (Techno Science Africana Journal, 2018)
Keywords: ⛔ No DOI found

Farmers’ Characteristics and Cropping Diversity in Smallholder Farms in a Rural Community of Kano Close – Settled Zone, Nigeria - Tudunwada, I.Y.; Momale, S.B.Badamasi; M.M., Jibrin; J.M.; Ajeigbe, H.A. (The Nigerian Journal of Agricultural Extension, 2018)
Keywords: ⛔ No DOI found

Tablet devices in education-beyond face value - Turvey, Keith; Pachler, Norbert (2018)
Keywords: _C:Germany DEU; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Teacher Professional Development at a Tsunami-Affected School in Banda Aceh - Ubit, Fadliadi; Bartholomaeus, Pam (International Education Journal: Comparative Perspectives, 2018)
The 2004 tsunami in Aceh resulted in significant post-disaster problems which extended far beyond the loss of possessions and infrastructure destruction. In addition to having to deal with their own problems as a consequence of the tsunami, teachers were faced with the additional problems arising from working with children who had been exposed to the traumatic event. Teacher professional development was regarded as an important support mechanism to help teachers in this period. Findings from a qualitative study conducted in one school affected by the tsunami in Banda Aceh provided evidence that teachers indeed needed professional development that went beyond enhancing their knowledge and skills to teach their subjects to working with young people affected by the traumatic event. This paper discusses teacher professional development, focusing on the five criteria for effective professional development proposed by Desimone.
Keywords: Case Studies; Evaluation Criteria; Faculty Development; Foreign Countries; Interviews; Junior High School Students; Junior High Schools; Natural Disasters; Program Effectiveness; Public School Teachers; Qualitative Research; Secondary School Teachers; Trauma; _C:Australia AUS; _C:Bangladesh BGD; _C:India IND; _C:Indonesia IDN; _C:Jordan JOR; _C:Malaysia MYS; _C:Maldives MDV; _C:Myanmar MMR; _C:Seychelles SYC; _C:Singapore SGP; _C:Somalia SOM; _C:Sri Lanka LKA; _C:Tanzania TZA; _C:Thailand THA; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

UIS Statistics | Percentage of Qualified Teachers by Education Level - UIS (2018)

A lifeline to learning? Leveraging technology to support education for refugees - UNESCO (UNESCO, 2018)

GEM Report summary on disabilities and education - UNESCO (2018)

International technical guidance on sexuality education - UNESCO (2018)

Report of the Southern Africa Regional Workshop on Work-based Learning - UNESCO (UNESCO, 2018)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CC:Botswana; CC:Lesotho; CC:Malawi; CC:Mozambique; CC:Namibia; CC:South Africa; CC:Zambia; CC:Zimbabwe; CC:eSwatini (Swaziland); CLL:en; publicImportV1

Situational analysis on the status of sexual and reproductive health of students and gender-based violence in technical and vocational colleges in Malawi - UNESCO (UNESCO, 2018)

UNEVOC World TVET Database: Kenya - UNESCO-UNEVOC (2018)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

A lifeline to learning: leveraging technology to support education for refugees - UNESCO, Education Sector (2018)

Acceso, uso y actitud de la tecnología en las escuelas de Educación Primaria - Ventura, Raúl Céspedes; Pagán, Javier Ballesta (Aula Abierta, 2018)
Keywords: __C:filed:1; ❓ Multiple DOI

Students' acceptance of tablet PCs in Italian high schools: Profiles and differences - Villani, Daniela; Morganti, Laura; Carissoli, Claudia; Gatti, Elena; Bonanomi, Andrea; Cacciamani, Stefano; Confalonieri, Emanuela; Riva, Giuseppe (British Journal of Educational Technology, 2018)
Keywords: _C:France FRA; _C:Italy ITA; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

PROFESSIONAL DEVELOPMENT GUIDELINES FOR OER: A CASE STUDY OF BRAZILIAN FUNDAMENTAL EDUCATION PUBLIC SCHOOL TEACHERS - Vladimirschi, Viviane (2018)
Keywords: __C:filed:1; ⛔ No DOI found

Second handbook of information technology in primary and secondary education - Voogt, Joke (Springer Berlin Heidelberg, 2018)
Keywords: _C:Afghanistan AFG; _C:Albania ALB; _C:Algeria DZA; _C:Andorra AND; _C:Angola AGO; _C:Argentina ARG; _C:Australia AUS; _C:Austria AUT; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Belarus BLR; _C:Belgium BEL; _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:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Congo, Democratic Republic COD; _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: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:Guatemala GTM; _C:Guinea GIN; _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:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Kiribati KIR; _C:Korea XKOR; _C:Korea, Democratic People's Republic PRK; _C:Korea, Republic KOR; _C:Kosovo XKSVO; _C:Kuwait KWT; _C:Laos LAO; _C:Latvia LVA; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Libya LBY; _C:Lithuania LTU; _C:Luxembourg LUX; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Malta MLT; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mexico MEX; _C:Monaco MCO; _C:Mongolia MNG; _C:Montenegro MNE

The Teacher Scheme for Educational Dialogue Analysis (T-SEDA): Developing a research-based observation tool for supporting teacher inquiry into pupils' participation in classroom dialogue - Vrikki, M.; Kershner, R.; Calcagni, E.; Hennessy, S.; Lee, L.; Hernández, F.; Estrada, N.; Ahmed, F. (International Journal of Research and Methods in Education, 2018)
In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation.
Keywords: Analytic tool; CitedIn:eCubed; Classroom observation; Done:ReferenceFixed; Education; Teachers; classroom observation; eCubed; educational dialogue; equitable participation; reflective practice; teacher inquiry

A process pattern model for tackling and improving big data quality - Wahyudi, A.; Kuk, G; Janssen, M. (Information Systems Frontiers, 2018)

A Critical Investigation into How Year 8 Students’ Narrative Writing Skills are Developed Through the Medium of Oral Storytelling - Walker, Hannah (Journal of Classics Teaching, 2018)
This research project seeks to examine, using approaches drawn from a case study, how oral storytelling within the classroom can influence various aspects of narrative writing. Therefore, certain teaching strategies and oral activities were implemented in a sequence of lessons which aimed to develop the style and content base of students’ narrative writing.
Keywords: Author:OpenDevEd

Evaluating the impact of a tablet-based intervention on the mathematics attainment, receptive language and approaches to learning of preschool children - Walton, Jodie M. (University of Nottingham, 2018)
Keywords: _C:Australia AUS; _C:Brazil BRA; _C:China CHN; _C:France FRA; _C:India IND; _C:Ireland IRL; _C:Japan JPN; _C:Jordan JOR; _C:Korea, Republic KOR; _C:Malawi MWI; _C:Mexico MEX; _C:Netherlands NLD; _C:Singapore SGP; _C:Spain ESP; _C:Sudan SDN; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

Massive Open Online Courses (MOOCs) for Professional Teacher and Teacher Educator Development: A Case of TESSA MOOC in Kenya. - Wambugu, Patriciah W. (Universal Journal of Educational Research, 2018)
Keywords: _C:China CHN; _C:Kenya KEN; __C:filed:1; __C:scheme:1

MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC - Wang, Qiong; Chen, Bodong; Fan, Yizhou; Zhang, Guogang (Peking University, 2018)
Keywords: Final_citation; cited; existing

MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC - Wang, Qiong; Chen, Bodong; Fan, Yizhou; Zhang, Guogang (Peking University, 2018)
Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher-learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacher-learners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs.
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425977; __finaldtb; tpdsysrev_potential_duplicate; ⛔ No DOI found

Can the Kenyan Jua Kali Mechanic be Trusted in Servicing the New Technology Rich Vehicles? | African Journal of Education,Science and Technology - Wanyeki, Paul; Kitainge, Kisilu; Ferej, A (African Journal of Education,Science and Technology, 2018)
Mechanics in automotive garages need to keep pace with the ever evolving technological changes in the industry in order to provide relevant service to their clients. The formal garage mechanics have their training provided by vehicle suppliers on every critical technological innovation introduced in their automobiles. But the Jua Kali mechanics on the other hand do not have this symbiotic connection with suppliers. This paper tries to answer the question:  can the jua kali mechanic be trusted in servicing the new technology rich vehicles? The study used a descriptive survey research design. The study population consisted of Jua Kali practitioners who deal with repairs and servicing of automobiles within Eldoret town. Data was analyzed using the statistical package for social sciences (SPSS) software and content analysis techniques. The study found that the Jua Kali mechanics cannot be trusted in handling the new technology rich vehicle as they mostly relied on trial and error which more often than not leads to more damages.
Keywords: ⛔ No DOI found

Long-term impacts of alternative approaches to increase schooling : evidence from a scholarship program in Cambodia (English) - Washington, D.; Barrera-Osorio, Felipe; Barros, Andreas De; Filmer, Deon P. (World Bank Group, 2018)

The Research Capacity Strengthening Strategy For Evidence-Based Education Policy and Practice in Northern Nigeria: Year Two Report - Watts, Michael; Akogun, Oladele B (Education Data, Research and Evaluation in Nigeria (EDOREN, 2018)

Teaching the science of learning - Weinstein, Yana; Madan, Christopher R.; Sumeracki, Megan A. (Cognitive Research: Principles and Implications, 2018)
The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies.
Keywords: Education; Learning; Memory; Teaching

Listening to Children with Disabilities: Voices from Uganda and Malawi - Wickenden, Mary (Education and Disability in the Global South: New Perspectives from Africa and Asia, 2018)
Keywords: ⛔ No DOI found

Outcome Harvesting: Principles, Steps, and Evaluation Applications - Wilson-Grau, Ricardo (2018)
Keywords: Final_citation

Primary Teacher Education in Rural Cameroon: Can Informal Learning Compensate for the Deficiencies in Formal Training? - Wohlfahrt, Melanie U (Africa Education Review, 2018)
The objective of the research on which this article reports was to evaluate the training conditions of primary school teachers in rural Cameroon, so as to identify alternative paths towards their qualification through informal learning in the workplace and outside. Following Denzin's (2009) between-methods triangulation approach, quantitative techniques, including statistical analyses and standardised questionnaires, were applied in addition to qualitative techniques, such as face-to-face interviews and observations of practising teachers and experts. The article presents the most common learning strategies of teachers in rural areas of Cameroon and recommends seminal solutions for teacher education. It can be concluded that informal learning in the workplace corresponds to traditional ways of learning in collectivist-oriented, oral societies in rural areas. Therefore, the combination of informal methods with formal structures of teacher education could improve the current educational system of many African countries, and provide a solution to meet the high demand for qualified staff within restricted budgets.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Cameroon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:attitude; F:learning; F:qualification; F:standards; F:teaching; F:teaching method; P:media; P:school teacher; P:teacher education; P:teachers; Q:informal learning; R:interview; R:observation; R:qualitative; R:quantitative; R:questionnaire; R:trial; T:Ausbildung; T:Training; T:workplace education; Z:Elementary school teachers; Z:Learning; Z:Rural areas; Z:Rural schools; Z:Teacher education; publicImportV1

Impacts of Pre-Service Training and Coaching on Kindergarten Quality and Student Learning Outcomes in Ghana - Wolf, Sharon (Studies in Educational Evaluation, 2018)
Using a randomized-control trial, this study evaluates a program designed to support Ghanaian kindergarten student-teachers during pre-service training through mentorship and in-classroom training. Several potential barriers to improved teaching quality and learning outcomes are examined. Findings show that the program improved knowledge and implementation of the national curriculum for individuals both when they were student-teachers and, the following year, when they became newly qualified teachers (NQTs). There were mixed impacts on professional well-being, increasing personal accomplishment and motivation but decreasing job satisfaction for NQTs. There were mixed impacts on teaching quality, with increases in child-led learning but decreases in some other aspects of quality. There were no impacts on NQTs’ student learning outcomes. The findings highlight system level challenges with both the posting of NQTs and the absence of support in their first teaching year. Implications for global early childhood education policy and teacher education are discussed.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:learning; F:motivation; F:outcomes; F:policy; F:teaching; P:measurement; P:services; P:teacher education; P:teacher training; P:teachers; R:impact; R:trial; T:Training; Z:early childhood education; Z:kindergarten; Z:pre-service training; Z:sub-Saharan Africa; Z:teacher training; _C:Ghana GHA; publicImportV1

Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS) - Wolf, Sharon; Raza, Mahjabeen; Kim, Sharon; Aber, J. Lawrence; Behrman, Jere; Seidman, Edward (Early Childhood Research Quarterly, 2018)
© 2018 Elsevier Inc. In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System©(TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.
Keywords: -FullBiblioUHMLgen; -RRQ:LOW; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:middle-income country; F:access; F:learning; F:outcomes; F:policy; P:culture; P:measurement; P:nature; P:social; P:teacher education; P:teachers; R:observation; T:Training; Z:Pre-primary school; Z:Process quality; Z:School readiness; Z:Sub-Saharan Africa; Z:Teacher education; Z:Teacher-child interactions; _C:Ghana GHA; publicImportV1

Incidence of malaria (per 1,000 population at risk) - Sierra Leone, Sub-Saharan Africa (excluding high income) | Data - World Bank (2018)

OECS-Systematic-Regional-Diagnostic-P165001-1.pdf - World Bank (2018)

Sierra Leone: Human Capital Index - World Bank (2018)
Keywords: _C:Sierra Leone SLE

World Development Report 2018: Learning to Realize Education's Promise - World Bank (World Development Report, 2018)
World Development Report 2018: LEARNING to Realize Education’s Promise
Keywords: C:Low- and middle-income countries; CitedIn:PhD_Thesis; EDUCATION; EDUCATION SYSTEMS; HUMAN CAPITAL; LEARNING CRISIS; PRIMARY EDUCATION; SCHOOL MANAGEMENT; SECONDARY EDUCATION; SHARED PROSPERITY; SKILLS GAP; SOCIAL COHESION; SOCIOEMOTIONAL SKILLS

Assistive Technology in the African Region: Results of an Online Rapid Assistive Technology Capacity Survey - World Health Organization Regional Office for Africa (2018)

Sierra Leone population 2020 - WorldPop (2018)
RF-based gridded population distribution datasets produced in the framework of the Global Project - Funded by The Bill and Melinda Gates Foundation (OPP1134076)
Keywords: Population distribution, Population, Dasymetric disaggregation; _C:Sierra Leone SLE

Can Touchscreen Devices be Used to Facilitate Young Children’s Learning? A Meta-Analysis of Touchscreen Learning Effect - Xie, Heping; Zhou, Zongkui; Peng, Ji; Qin, Mengyuan; Huang, Xuzhe; Tian, Fei (Frontiers in psychology, 2018)
Keywords: __C:filed:1

Educational Resource Management System Based on JSP Technology - Xu, Qin; Zhou, Zhongli; Yang, Dexiang (Educational Sciences: Theory & Practice, 2018)
Keywords: __C:filed:1; ⛔ No DOI found

Disclosable Restructuring Paper-Support to Implementation of the Regional Education Strategy-P158836 - Yang, Hongyu (The World Bank, 2018)

Thinking Critically in Space: Toward a Mixed-Methods Geospatial Approach to Education Policy Analysis - Yoon, Ee-Seul; Lubienski, Christopher (Educational Researcher, 2018)
Keywords: Lebanon_event_2021; _C:Canada CAN; _C:China CHN; _C:New Zealand NZL; _C:Russian Federation RUS; _C:United States USA; __C:filed:1; __C:scheme:1

Mode of tele-communication and software used by children with hearing impairment - Zahra, Arjamand; Khan, Sikander Ghayas; Butt, Ayesha Kamal; Noreen, Hafsa; Saeed, Muhammad Imtiaz; Iftikhar, Nayab (Biomedical Research, 2018)
Objective: The study is being conducted to find out mode of tele-communication and software used by children with hearing impairment. Methodology: This cross-sectional study was done at special education centers and schools in Lahore and Sheikhupura. Data was collected from children with hearing impairment by using a questionnaire of 11 items about the modes of tele-communication and software used by children with hearing impairment. Sample size was 362 which was calculated by using online sample size calculator. The population includes male and female children with mild, moderate, severe and profound hearing impairment studying in special education schools of Lahore and Sheikhupura. All these children use hearing aid and have congenital bilateral hearing loss. Results: This study shows that almost 80% population of children with hearing impairment know about computer and mobile. They also have awareness about the use of computer, Facebook, e-mail etc. In addition, 40 to 50% children with hearing impairment use Skype, Facebook and e-mail as a communication tool. Conclusion: The conclusion from this study is that most of the children use computer and mobile on daily basis in schools and homes for communication. Mild to moderate hearing loss children benefit from these devices between the ages of 10 to 20 y.

A Systematic Review of Learning and Teaching with Tablets. - Zhang, Lechen; Nouri, Jalal (International Association for Development of the Information Society, 2018)
Keywords: __C:filed:1; literature / systematic review; ⛔ No DOI found