Overview of Enterprise Architecture work in 15 countries - Heikkilä, Jukka; Penttinen, Katja (2016)
This research report is an overview of enterprise architec- ture work in 15 countries. The report supports the ongoing enterprise architecture work of Finnish government done by the Ministry of Finance in the Interoperability Development Programme, by Finnish Enterprise Architecture Research -project.
Keywords: Final_citation

Promoting Effective Education in Electromagnetics: Taiwan's School of Accessible and Visualized Electromagnetics Formed [Education Corner] - Liao, W. J.; Wu, R. B.; Wu, T. L.; Ma, T. G.; Pang, Y. H.; Tsai, Z. M.; Yu, H. H.; Tu, K. M.; Lin, H. C.; Peng, S. T. (IEEE Antennas and Propagation Magazine, 2016)
The School of Accessible and Visualized Electromagnetics (SAVE), a teaching and learning resource management consortium in Taiwan, has been formed to coordinate teachers from the field of electromagnetics (EM) to develop and share innovative teaching materials. Based on the cloud concept and following the simplicity, accessibility, visualization, and edutainment (S.A.V.E.) principles, various types of teaching resources, such as slides, problem sets, video clips, and interactive online laboratories, are available on the SAVE website for online learning. Teachers are able to customize a distinctive learning path to address the needs of a specific student group. To provide students with a means of evaluating their competence in EM, a large-scale online proficiency test was conducted concurrently at multiple sites. Analyses of test results and website uses are provided to assess the SAVE program performance and to draw future work topics.
Keywords: Computer science; Electromagnetics; Engineering education; Market research; Radio frequency; Resource management; SAVE Website; Web sites; __C:filed:1; computational electromagnetics; computer aided instruction; innovative teaching materials; large-scale online proficiency test; learning resource management consortium; online learning; school of accessible and visualized electromagnetics

Expanding Access to Early Childhood Development Using Interactive Audio Instruction - World Bank (World Bank Group, Education Development Center, 2016)

EVALUATION OF GROUNDWATER POTENTIAL OF CHANCHAGA AREA, MINNA, NORTH-CENTRAL NIGERIA - Akande, Waheed Gbenga; Abdullahi, Idris-Nda; Amadi, Nwanosike Amadi; Abdulfatai, Ibrahim Asema; Alabi, Adekola Amos; Yahaya, Tauheed (2016)
Inadequate potable water supply remains one of the challenges of residents of Minna Metropolis, Niger State, Nigeria owing to the basement complex terrain underlying the area. The rapid increase in population in the area, which is due to its proximity to the nation’s capital city (Abuja) among others, has led to a corresponding increase in the demand for potable water for domestic, irrigational and industrial uses which public water by government could not meet. Consequently, the inhabitants resort to seeking alternative arrangements for water through hand dug wells and surface water sources which are often of uncertain quality. Objectives: Thus, this study investigates the groundwater potential of Chanchaga area, Minna, North-central Nigeria with a view to delineating the suitable aquifer for groundwater development. Material and Methods: The technique employed for this study was Vertical Electrical Sounding (VES) of the Electrical Resistivity (ER) method. A total number of twenty-three (23) Vertical Electrical Sounding (VES) points were investigated using Schlumberger array configuration and the data obtained were analyzed using partial curve matching and computer iteration techniques. The data were interpreted to reveal various geoeletric layers that characterize the area. Results: The results revealed predominantly H-type curve typical of the basement complex system with three geoelectric layers: the top soil, weathered/fractured basement and fresh basement. The apparent resistivity of the first layer ranged from 25 Ωm – 928 Ωm with a corresponding thickness of 0.5 m – 3.1 m, second layer has apparent resistivity values of 8.3 Ωm – 41.3 Ωm with a corresponding thickness of 2.1 m – 33.0 m and the third geoelectric layer has apparent resistivity values ranging from 74 Ωm – 4173.5 Ωm with an infinite thickness. A careful examination and integration of the isopach map with the isoresistivity maps (at 30 and 40 metres depths) indicated that the central and northern parts of the study area have very low to low apparent resistivity values and shallow overburden which is capable of constituting shallow aquifer units. Conclusions: It is concluded that the central and northern parts of the study area have poor to marginal groundwater potential, and this is supported by the occurrences and concentration of fractures which can constitute weathered/fractured aquifers around these regions. It is recommended that water wells be drilled to an effective depth of 40 to 50 m for optimum groundwater yields, and that pumping test be carried out on the drilled wells in order to further determine the aquifer efficiency and productivity in the area.
Keywords: ⛔ No DOI found

Academics who tweet: “messy” identities in academia - Budge, Kylie; Lemon, Narelle; McPherson, Megan (Journal of Applied Research in Higher Education, 2016)
Purpose The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment. Design/methodology/approach The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter. Findings Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter. Research limitations/implications Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours. Practical implications In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible. Originality/value The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist.
Keywords: Academics; Artists; Identity; Narrative inquiry; Social media; Twitter

Do boys and girls use computers differently, and does it contribute to why boys do worse in school than girls? - Fairlie, Robert W. (The BE Journal of Economic Analysis & Policy, 2016)
Boys are doing worse in school than are girls, which has been dubbed “the Boy Crisis.” An analysis of the latest data on educational outcomes among boys and girls reveals extensive disparities in grades, reading and writing test scores, and other measurable educational outcomes, and these disparities exist across family resources and race. Focusing on disadvantaged schoolchildren, I then examine whether time investments made by boys and girls related to computer use contribute to the gender gap in academic achievement. Data from several sources indicate that boys are less likely to use computers for schoolwork and are more likely to use computers for playing games, but are less likely to use computers for social networking and email than are girls. Using data from a large field experiment randomly providing free personal computers to schoolchildren for home use, I also test whether these differential patterns of computer use displace homework time and ultimately translate into worse educational outcomes among boys. No evidence is found indicating that personal computers crowd out homework time and effort for disadvantaged boys relative to girls. Home computers also do not have negative effects on educational outcomes such as grades, test scores, courses completed, and tardies for disadvantaged boys relative to girls.

Chapter 10 - Improving Education Outcomes in Developing Countries: Evidence, Knowledge Gaps, and Policy Implications - Glewwe, P.; Muralidharan, K. (Handbook of the Economics of Education, 2016)
Improvements in empirical research standards for credible identification of the causal impact of education policies on education outcomes have led to a significant increase in the body of evidence available on improving education outcomes in developing countries. This chapter aims to synthesize this evidence, interpret their results, and discuss the reasons why some interventions appear to be effective and others do not, with the ultimate goal of drawing implications for both research and policy. Interpreting the evidence for generalizable lessons is challenging because of variation across contexts, duration and quality of studies, and the details of specific interventions studied. Nevertheless, some broad patterns do emerge. Demand-side interventions that increase the immediate returns to (or reduce household costs of) school enrollment, or that increase students’ returns to effort, are broadly effective at increasing time in school and learning outcomes, but vary considerably in cost-effectiveness. Many expensive “standard” school inputs are often not very effective at improving outcomes, though some specific inputs (which are often less expensive) are. Interventions that focus on improved pedagogy (especially supplemental instruction to children lagging behind grade level competencies) are particularly effective, and so are interventions that improve school governance and teacher accountability. Our broad policy message is that the evidence points to several promising ways in which the efficiency of education spending in developing countries can be improved by pivoting public expenditure from less cost-effective to more cost-effective ways of achieving the same objectives. We conclude by documenting areas where more research is needed, and offer suggestions on the public goods and standards needed to make it easier for decentralized and uncoordinated research studies to be compared across contexts.
Keywords: Cost effectiveness; Demand for education; Education in developing countries; Learning outcomes; Pedagogy; Policy evaluation; School enrollment and attendance; School governance; School inputs

Reconstructing education in post-conflict Sierra Leone - Pai, Grace (Security, Education and Development in Contemporary Africa, 2016)
Keywords: _C:Sierra Leone SLE

Youth unemployment in resource-rich Sub-Saharan Africa: A critical review - Ackah-Baidoo, Patricia (The Extractive Industries and Society, 2016)
This paper critically reviews the youth unemployment crisis in resource-rich Sub-Saharan Africa. Although the region has experienced continuous and a seemingly limitless ﬂow of investment in all types of extractive industries in recent decades, this growth has not directly translated into signiﬁcant poverty reduction. Its overdependence on natural resources economically seems to have had a negative impact on socioeconomic development overall, generating very few jobs for youth and exacerbating existing unemployment crises. The paper uses Ghana, one the region’s top mineral-rich countries, as a case study to explore these issues further.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; _C:Ghana GHA; __C:filed:1; publicImportV1

Study on Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries - Walker, Katharina; Hofstetter, Sonja (Swiss Agency for Development and Cooperation, 2016)

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

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

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

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

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

T-TEL school partnership innovation (2016)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Department of Education Statistical Digest - Department of Education (Government of St. Lucia, 2016)

Global school feeding sourcebook: lessons from 14 countries - Drake, Lesley; Woolnough, Alice; Bundy, Donald; Burbano, Carmen (world scientific, 2016)

Moving in circles along a straight path: The elusiveness of inclusive education in early childhood development in Uganda - Ejuu, G. (Journal of Childhood & Developmental Disorders, 2016)
Keywords: ⛔ No DOI found

The university in the twenty-first century: teaching the new enlightenment in the digital age - Elkana, Yehuda; Kl??pper, Hannes; Lazerson, Marvin (2016)

Berufsausbildung in einer Einwanderungsgesellschaft - Euler, Dieter; Eckart, Severing (2016)

What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews. World Bank Research Observer - Evans, D.K.; Popova, A. (Statistical Methods for Research Workers, 2016)
Keywords: ___duplicate_item

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [World Bank Research Observer] - Evans, David K.; Popova, Anna (The World Bank Research Observer, 2016)
Keywords: C:Low- and middle-income countries; STC-TLC; __C:filed:1; ___duplicate_item; _genre:LR-literature_review

How Useful Are They? - Fawcett, Liz (2016)
Keywords: _C:Canada CAN; _C:Ireland IRL; _C:Malaysia MYS; _C:Nepal NPL; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Education 3.0 and Internet Governance: A new global alliance for children and young people’s sustainable digital development - Frau-Meigs, Divina; Hibbard, Lee (2016)
Keywords: Final_citation; ⛔ No DOI found

The Impact of Information Provision on Human Capital Accumulation and Child Labor in Peru. - Gallego, Francisco; Neilson, Christopher; Molina, Oswaldo (2016)
Keywords: ⛔ No DOI found

Improving education in developing countries: Lessons from rigorous impact evaluations - Ganimian, A.J.; Murnane, R.J. (Review of Educational Research, 2016)

Deep Learning, Adaptive Computation and Machine Learning Series - Goodfellow, I.; Bengio, Y; Courville, A. (MIT Press, 2016)

Core principles of agile - gov.uk (GOV.UK, 2016)
Focus on user needs, deliver iteratively, improve continuously, fail fast, learn quickly.
Keywords: Final_citation; cited; existing

National Credit and Qualifications Framework - Government of Botswana (2016)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; Qualification Framework; publicImportV1

Guidelines for Registration of Training Providers - Government of Kenya (2016)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

Gender in Education Policy - Government of Uganda (2016)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

An Outcomes Evaluation of the School Feeding Project Implemented By Caritas Zimbabwe at Chirongwe Primary School, Masvingo Province - Gozo, Shingiriro Persistance (Lupane State University, 2016)

IPDCTalks - Speaker Cable Green's full speech on SDG 4: Education (2016)
Up to two third of college and university students in the US can’t afford their school books,' says IPDC Talks speaker Cable Green (Director of Open Education at Creative Commons). In his presentation during the IPDC Talks, Cable Green elaborates on the importance of access to information for SDG4 Education. Watch presentations from other IPDC Talks speakers on https://www.facebook.com/netherlands....

Correction to: Mathematics Education in East Africa - Halai, Anjum; Tennant, Geoff (Mathematics Education in East Africa: Towards Harmonization and Enhancement of Education Quality, 2016)
All chapters in the book are licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Mathematics Education in East Africa: Towards Harmonization and Enhancement of Education Quality - Halai, Anjum; Tennant, Geoff (Springer Nature, 2016)
*THIS BOOK WILL SOON BE AVAILABLE AS OPEN ACCESS BOOK* This book is a valuable resource for policymakers and practitioners as it brings insights mainly from developing countries where relatively less research activity takes place. It is also a valuable resource for courses in mathematics education in the teacher education colleges, and departments of education in the sub-Saharan Africa region. In the increasingly global and technological world mathematics is seen as a significant gatekeeper of opportunities for social and economic advancement and mobility. Hence, countries and development agencies in the broader sub-Saharan Africa region are looking towards increasing access to relevant and high-quality secondary education as a lever towards economic development. Policy makers and other key decision makers in education look towards improvement in mathematics teaching and learning as a key focus in education reform. In the East Africa region also a number of initiatives have been taken at the national level in the respective countries to improve the quality of mathematics education. This book provides an in-depth comparative analysis of the developments and issues in mathematics education in Kenya, Tanzania, Rwanda and Uganda, and advances our understanding of the state of secondary mathematics education in East Africa.
Keywords: Central / national / federal government policies; Challenges in teaching and learning mathematics; Education; Education Policy; Harmonizing mathematics education in diverse settings; International and Comparative Education; Mathematics; Mathematics Education; Mathematics curriculum developmen; Mathematics education in sub-Saharan Africa; Pitfalls in sub-Saharan African math education; Potentials in sub-Saharan African math education; State of mathematics education in sub-Saharan Africa; Teaching of a specific subject; bic Book Industry Communication::J Society & social sciences::JN Education; bic Book Industry Communication::J Society & social sciences::JN Education::JNU Teaching of a specific subject; bic Book Industry Communication::J Society & social sciences::JP Politics & government::JPQ Central government::JPQB Central government policies

Developing a Framework for App Evaluation: Empowering Learning and Communication with iPads for Children and Young People with Communication Impairments - Hamshire, Claire; Lachkovic, Julie (Springer, 2016)
Keywords: __C:filed:1

Strategies for implementing implementation science: a methodological overview - Handley, Margaret A.; Gorukanti, Anuradha; Cattamanchi, Adithya (Emergency Medicine Journal, 2016)

E-Learning in nursing education in Rwanda: benefits and challenges. An exploration of participants' perspectives - Harerimana, A; Mtshali, NG; Hewing, H (Journal of Nursing and Health Science, 2016)
E-learning is a commonplace in nursing and healthcare professional education, and generally the importance of Information and Communication Technology (ICT) and the Internet in tertiary education is recognized. The entry visa for e-learning is a computer and an Internet connection [1]. The aim of this paper is to analyse the utilisation of e-learning in selected nursing campus in Rwanda. A convergence parallel mixed method was use as recommended by Creswell[2]. For quantitative survey, a total of 275 participants responded to the questionnaires, and for qualitative approach, a total number of 40 participants were purposively selected. Quantitative data was analysed using SPSS 23, and for qualitative data, thematic analysis was used. The finding from this study indicated that participants were ready and eager to embrace e-learning in nursing education due to a number of benefits they reported such e-learning being a student centred approach, being a blended learning method, and fast track for the production of nursing workforce taking into consideration the history of Rwanda. However it was found that a number of challenges were hindering a proper implementation such as: resource constraints, insufficient teachers and students training in ICT, language barrier, lack of policies regarding e-learning, resistance to change, issues related to Moodle accessibility.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:nurse; Q:e-learning; T:Training; T:continuing education; publicImportV1; ⛔ No DOI found

Theme 1: Creative Approaches (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 2: Questioning (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 3: Talk for Learning (Facilitators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Facilitators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 3: Talk for Learning (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 4: Group Work (Facilitators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Facilitators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 4: Group Work (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 5: Teaching and Learning Materials (Facilitators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Facilitators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 5: Teaching and Learning Materials (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 6: Leadership for Learning Materials (Facilitators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Facilitators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 6: Leadership for Learning (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

COMET South Africa: Final Report and Documentation of Test Results of Electricians, Mechatronics, Motor Mechanics, and Welders - Hauschildt, Ursel (2016)

Comparing traditional and digital learning methods to improve the learning outcomes of young children - Hendriks, Daniëlle (2016)
Keywords: __C:filed:1; ⛔ No DOI found

Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia - Hennessy, Sara; Haßler, Björn; Mwewa, G (2016)
This chapter describes a study which explored the feasibility of using information and communications technologies (ICTs) to support more interactive forms of subject teaching and learning in Sub-Saharan Africa. Specifically, we: • provided open educational resources (OER) to three ICT-and Internetequipped primary schools in Zambia, all serving disadvantaged communities; • worked with partners to identify the needs of school-based continuing professional development (CPD) adapted to the local context; • responded to those needs by designing an appropriate intervention – focusing on participatory, collaborative and interactive pedagogies supported by ICTs and OER, both within the classroom and for teacher development.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; F:teaching; P:teacher education; P:teachers; Q:ICT; Q:OER; Q:digital technology; Q:interactive; Q:interactive pedagogy; Q:open educational resources; Q:primary education; R:evaluation; T:Classroom teaching; Z:ICT in education; Z:Intervention evaluation; Z:Primary education; Z:Teacher education; publicImportV1

Leading professional change through research (ing): Conceptual tools for professional practice and research - Hofmann, Riikka (Transformative Doctoral Research Practices for Professionals, 2016)
Keywords: __C:filed:1

Education Technology Map: Guidance Document - Hollow, D.; Muyoya, C.; Brugha, M. (Jigsaw Consult, 2016)
Keywords: Final_citation; cited; existing

Interactive machine learning for health informatics: when do we need the human-in-the-loop? - Holzinger, A. (Brain Informatics, 2016)

African political economy: contemporary issues in development - Hope, Kempe Ronald (2016)

Mathematical Thinking in the lower secondary school - Hopkins, C; Mostert, I; Anghileri,, J.; AIMSSEC (Cambridge University Press, 2016)
This book is for teachers and educators who want to develop their maths teaching skills where English is the language of instruction. It has been written by the international group of educators based at AIMSSEC, The African Institute for Mathematical Sciences Schools Enrichment Centre. The book provides practical classroom activities underpinned by sound pedagogy and recent research findings. The activities are designed for teachers working alone or in ‘self-help’ teachers’ workshops. They are designed to develop mathematical thinking and offer immediate practical tools to help deliver this approach. All of the content in the book has been trialled by teachers around the world and is written by experienced maths teachers and subject matter experts, so you can be confident that the tools can be used to help deliver successful teaching and learning in your classroom, wherever you might be in the world. This book: provides practical support for mathematics teachers in the 11-15 lower secondary classroom, includes activities that exemplify ways of teaching and learning the most important parts of any national curriculum, and offer material that is universally relevant is written by an experienced international writing team, all of whom have worked as teacher educators in more than one country. Focuses on problem solving activities and identifying powerful ways of approaching the curriculum. Offers teachers ideas for introducing mathematical concepts through enquiry based learning draws on the activities on the NRICH website (www.nrich.maths.org) which has been built up over the last eighteen years.

Research on the Novel Education Pattern for Science and Engineering Classes Based on Experiment and Interactive Teaching Method - Huang, Wenzhun; Xie, Xinxin; Bian, Wei; Zhang, Hui (Atlantis Press, 2016)
Keywords: _C:China CHN; _C:Switzerland CHE; _C:Turkey TUR; __C:filed:1; __C:scheme:1

Should touch screen tablets be used to improve educational outcomes in primary school children in developing countries? - Hubber, Paula J.; Outhwaite, Laura A.; Chigeda, Antonie; McGrath, Simon; Hodgen, Jeremy; Pitchford, Nicola J. (Frontiers in psychology, 2016)
Keywords: __C:filed:1

Technology and Teacher Professional Development (TPD): the process and content of microlearning in a school-based integrated in-service teacher education (INSET) project - Ibn Junaid, Muhammad; Ogange, Betty; Allela, Melissa (2016)

In-service Teachers' Sense of Agency after Participation in a Research Master Course - Impedovo, Maria Antonietta (International Journal of Educational Psychology, 2016)
Keywords: __C:filed:1

Participating in an international master’s programme: impact on agency for African in-service teachers - Impedovo, Maria Antonietta; Ligorio, Maria Beatrice (Professional Development in Education, 2016)
Keywords: __C:filed:1

Cost efficiency analysis: teacher professional development - International Rescue Committee (IRC) (2016)
This brief explores the relative costs of running these different professional development activities across nine programs in Afghanistan, Iraq, Lebanon, and Pakistan.
Keywords: __C:filed:1

A child-to-child approach to improve literacy: Design of the Buddy Reading program - Jasti, C.; Jukes, M.C.; Dubeck, M.M.; Elliott; Inyega, H.N. (2016)
Keywords: ⛔ No DOI found

The impact of child-to-child reading on reading skills and motivation - Jukes, M.C.H.; Dubeck, M.M.; Adelman, E.; Sheppard, M.; Jasti, C.; Turner, E. (2016)
Keywords: ⛔ No DOI found

Technology and Teacher Professional Development (TPD): the process and content of microlearning in a school-based integrated in-service teacher education (INSET) project - Junaid, Muhammad Ibn; Ogange, Betty; Allela, Melissa (2016)

Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone - Kamanda, Mamusu; Madise, Nyovani; Schnepf, Sylke (International Journal of Educational Development, 2016)
In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages.
Keywords: Girls’ education; Mothers’ education; School attendance; Sierra Leone; _C:Sierra Leone SLE

Lecturer Based Supportive Tool Development and Approaches for Learning Material Sharing under Bandwidth Limitation - Kautsar, Irwan Alnarus; Kubota, Shinichiro; Musashi, Yasuo; Sugitani, Kenichi (Journal of Information Processing, 2016)
総合学術電子ジャーナルサイト「J-STAGE」－国内で発行された学術論文全文を読むことのできる、日本最大級の総合電子ジャーナルプラットフォームです。
Keywords: __C:filed:1

Information Quality: The Potential of Data and Analytics to Generate Knowledge - Kenett, RS; Shmueli, G (John Wiley & Sons, 2016)

How does professional development improve teaching? - Kennedy, Mary M. (Review of Educational Research, 2016)
Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.

Influence of Trainee Teacher Philosophy about Teaching and Learning on Integration of Computer Technology into Future Teaching Practices - Kimaiyo, Lilian C; Kitainge, Kisilu M; Too, Jackson (American Journal of Applied Psychology, 2016)
The study sought to establish the influence of trainee teacher philosophy about teaching and learning on integration of computer technology into future teaching practices. This was done in the light of the fact that the Kenya government has launched the national laptop project in public primary schools which is expected to run from July, 2016.It is expected that the teachers who are undertaking training in Primary school Teacher Training colleges are key to effective implementation of computer use. The study was carried out in five public Teacher Training Colleges in the Rift Valley Province, Kenya. This study employed a correlational research design. The research population for the study was all teacher trainees in pubic teacher training colleges in Rift Valley. The colleges have a total population of 5,075 student teachers. Using a table of random numbers, the researcher then selected proportional samples from each stratum in every Teacher Training College to ensure that there was uniform representation of the different groups. The total sample from the five TTCs was 357 trainee teachers. The primary data was collected using a questionnaire consisting of two scales. The study established that there was a statistically significant influence of trainee teachers’ philosophy about teaching and learning on prospective ICT integration. Trainee teachers who believed that learners construct their own knowledge with the teacher as a guide scored highly on intentions to integrate ICT in the classroom than those who believed that the teacher is the source of knowledge. Trainee teachers who intended to use child-centered teaching practices viewed ICT integration positively. It is therefore important that teacher trainers in TTCs emphasize learner-centered teaching methods in order to promote ICT integration.
Keywords: ⛔ No DOI found

VLIV POUŽITÍ MOBILNÍHO DOTYKOVÉHO ZAŘÍZENÍ PŘI PROCVIČOVÁNÍ UČIVA - Klubal, Libor (Klára Rybenská Experimentální ověření efektivity vỳuky anglického jazyka s využitím myenglishlab........... 128 Danuše Vymetálková, 2016)
Keywords: _C:Australia AUS; _C:Bulgaria BGR; _C:Chile CHL; _C:China CHN; _C:Czech Republic CZE; _C:Ethiopia ETH; _C:Greece GRC; _C:Luxembourg LUX; _C:Norway NOR; _C:Poland POL; _C:Romania ROU; _C:Singapore SGP; _C:Spain ESP; _C:Sweden SWE; _C:Tunisia TUN; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Do youth employment programs improve labor market outcomes? A systematic review - Kluve, Jochen; Puerto, Susana; Robalino, David A.; Romero, Jose Manuel; Rother, Friederike; Stöterau, Jonathan; Weidenkaff, Felix; Witte, Marc (Ruhr Economic Papers, 2016)
This study reviews the evidence on the labor market impact of youth employment programs. We analyze the effectiveness of interventions, and factors that influence program performance including country context, target beneficiaries, program design, implementation, and evaluation type. We identify 113 impact evaluations covering a wide range of methodologies, interventions, and countries. The meta-analysis synthesizes the evidence based on 2,259 effect sizes (Standardized Mean Differences) and the statistical significance of 3,105 impact estimates (Positive and Statistically Significant). Just more than one-third of youth employment program evaluations worldwide show a significant positive impact on labor market outcomes - either employment rates or earnings. In general, programs have been more successful in middle- and low-income countries; this may be because programs' investments are especially helpful for the most vulnerable population groups that they target. We conjecture that recent programs might have benefited from innovations in design and implementation. In middle-low income countries, skills training and entrepreneurship programs have had a higher impact. In high-income countries, the role of intervention type is less decisive - much depends on context and how services are chosen and delivered, a result that holds across country types. We find evidence that programs integrating multiple interventions more likely succeed because they respond better to different needs of beneficiaries. Results also point to the importance of profiling and follow-up systems in determining program performance, as well as to incentive systems for services provider
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Ethiopia; C:Kenya; C:Liberia; C:Malawi; C:South Africa; CLL:en; Employment; _C:Uganda UGA; publicImportV1

A school mental health literacy curriculum resource training approach: Effects on Tanzanian teachers' mental health knowledge, stigma and help-seeking efficacy - Kutcher, Stan; Wei, Yifeng; Gilberds, Heather; Ubuguyu, Omary; Njau, Tasiana; Brown, Adena; Sabuni, Norman; Magimba, Ayoub; Perkins, Kevin (International Journal of Mental Health Systems, 2016)
© 2016 The Author(s). Background: Mental health literacy (MHL) is foundational for mental health promotion, prevention, stigma reduction, and care; School supported information pertaining to MHL in sub-Saharan Africa is extremely limited, including in Tanzania. Successful application of a school MHL curriculum resource may be an effective way to increase teacher MHL and therefore help to improve mental health outcomes for students. Methods: Secondary school teachers in Tanzania were trained on the African Guide (AG) a school MHL curriculum resource culturally adapted from a Canadian MHL resource (The Guide) for use in Africa. Teacher training workshops on the classroom application of the AG were used to evaluate its impact on mental health literacy in a sample of Tanzanian Secondary school teachers. Pre-post training assessment of participant knowledge and attitudes was conducted. Help-seeking efficacy for teachers themselves and their interventions for students, friends, family members and peers were determined. Results: Paired t test (n = 37) results demonstrate highly significant improvements in teacher's overall knowledge (p < 0.001; d = 1.14), including mental health knowledge, (p < 0.001; d = 1.14) and curriculum specific knowledge (p < 0.01; d = 0.63). Teachers' stigma against mental illness decreased significantly following the training (p < 0.001; d = 0.61). Independent t tests comparing the paired sample against unpaired sample also demonstrated significant differences between the groups for teacher's overall knowledge (p < 0.001). Teachers also reported high rates (greater than 3/4 of the sample) of positive help-seeking efficacy for themselves as well as for their students, friends, family members and peers. As a result of the training, the number of students teachers identified for potential mental health care totaled over 200. Conclusions: These positive results, when taken together with other research, suggest that the use of a classroom-based resource (the AG) that integrates MHL into existing school curriculum through training teachers may be an effective and sustainable way to increase the MHL (improved knowledge, decreased stigma and positive help-seeking efficacy) of teachers in Tanzania. As this study replicated the results of a previous intervention in Malawi, consideration could be given to scaling up this intervention in both countries and applying this resource and approach in other countries in East Africa.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; AA:Africa; C:Malawi; C:Tanzania; CA:AandC; CCZ:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:Improvement; F:assessment; F:attitude; F:curriculum; F:outcomes; P:culture; P:health; P:teachers; R:impact; T:Ausbildung; T:Lehrwerkstatt; T:Training; T:trainee; Z:Adolescents; Z:Knowledge; Z:Mental health; Z:Mental health literacy; Z:School-based intervention; Z:Stigma; Z:Teachers; _C:Canada CAN; _C:Malawi MWI; _C:South Africa ZAF; _C:Tanzania TZA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; publicImportV1

Children can learn new facts equally well from interactive media versus face to face instruction - Kwok, Kristine; Ghrear, Siba; Li, Vivian; Haddock, Taeh; Coleman, Patrick; Birch, Susan AJ (Frontiers in psychology, 2016)
Keywords: __C:filed:1

Achieving teaching quality in sub-Saharan Africa: Empirical results from cascade training - Lange, Sarah; Benavot, Aaron (Springer VS, Wiesbaden, 2016)
© Springer Fachmedien Wiesbaden 2016. Sarah Lange examines the effectiveness of cascade training, which constitutes a cost-effective training model in teacher training. In development cooperation countries, teaching quality is expected to improve with teacher professional development; for this purpose, she explores the effectiveness of training multipliers in schools in Cameroon. This research question is analysed with a design, which encompasses a questionnaire survey provided to teachers, students and principals as well as a teacher video survey and a student achievement test. The empirical results show the effects of cascade training on the learner-oriented teaching practice, if the trained teachers are supported in their role as change agents. Among the conditions for the conceptual quality and the implementation of cascade training, the continuity of school-based professional development is particularly emphasized in light of the results.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Cameroon; 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:teaching; P:measurement; P:teacher training; P:teachers; R:questionnaire; R:survey; T:Training; T:trainee; publicImportV1; type:book

The Use of Manipulatives in Mathematics Education - Larbi, Ernest; Mavis, Okyere (Journal of Education and Practice, 2016)
The study was designed to investigate the efficacy of using algebra tile manipulatives in junior high school students' performance. The study sample comprised 56 students from two schools purposely selected from two towns within the Komenda Edina Eguafo Abirem municipality. The students were made up of two groups; the experimental and the control group. Each group was taught the same algebra units over a period of four weeks. However, the experimental group was taught using algebra tile manipulatives whilst the control group was taught using the conventional "talk and chalk" method. The instruments used for data collection were mathematics achievement pretest and posttest. Students' achievements on the posttest were analysed using percentages, mean, standard deviation and the independent t-test. The findings of the study were that, those who were taught through extensive use of algebra tiles performed significantly better. Thus the use of the algebra tiles proved very effective and promising approach to teaching and learning algebra, and that the tiles also improved students' thinking process as they solved problems in algebra. On the basis of these findings, it is recommended that algebra tiles should be used as a tool to introducing students to algebraic concepts.
Keywords: Algebra; Comparative Analysis; Control Groups; Conventional Instruction; Experimental Groups; Foreign Countries; Junior High School Students; Manipulative Materials; Mathematics Achievement; Mathematics Education; Pretests Posttests; Teaching Methods; ⛔ No DOI found

A tool for addressing construct identity in literature reviews and meta-analyses - Larsen, K.R.; Bong, C.H. (MIS Quarterly, 2016)
Keywords: _z:no_pdf

ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region​ - Lewis, K.; Thacker, K. (Technical Paper Series (World Bank), 2016)

ICT and the Education of Refugees - Lewis, Kent; Thacker, Simon (2016)
Keywords: _C:Afghanistan AFG; _C:Algeria DZA; _C:Armenia ARM; _C:Australia AUS; _C:Canada CAN; _C:Chile CHL; _C:Congo XCO; _C:Costa Rica CRI; _C:Egypt EGY; _C:Ethiopia ETH; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Kuwait KWT; _C:Lebanon LBN; _C:Libya LBY; _C:Luxembourg LUX; _C:Malawi MWI; _C:Malaysia MYS; _C:Morocco MAR; _C:Netherlands NLD; _C:Norway NOR; _C:Oman OMN; _C:Pakistan PAK; _C:Philippines PHL; _C:Qatar QAT; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:South Sudan SSD; _C:Spain ESP; _C:State of Palestine PSE; _C:Sudan SDN; _C:Sweden SWE; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Yemen YEM; __C:filed:1; __C:scheme:1

ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region - Lewis, Kent; Thacker, Simon (World Bank, 2016)

The Impact of Vocational Schooling on Human Capital Development in Developing Countries: Evidence from China. - Loyalka, P.; Huang, X.; Zhang, L.; Wei, J.; Yi, H.; Song, Y.; Shi, Y.; Chu, J. (World Bank Economic Review, 2016)
Keywords: ⛔ No DOI found

Blended Learning in the Vocational Education and Training System in Tanzania: Understanding Vocational Educators' Perceptions - Machumu, HJ; Zhu, C; Sesabo, JK (International Journal of Multicultural and Multireligious Understanding, 2016)
In a constructivist world of teaching and learning, opportunities to acquire and develop the knowledge and practical skills necessary to design, establish, and deploy blended learning in vocational education and training (VET) programs delivery is a labour-market-driven. The paper examines VET educator’s pleas about the need for the design, adoption and deployment of blended learning in VET programs delivery in Tanzania. A single case study design with an in-depth interview and focus group discussion was conducted with 15 VET educators in three VET colleges in both Morogoro and Dar es Salaam regions. Snowball and purposive sampling were used to obtain sample respondents. For the data analysis, content analysis was employed to condense data obtained from interviews and focus group discussion. It was found that continuous professional development, institutional arrangements, and support should be provided online to facilitate the design, adoption and use of blended learning in VET. We recommend that locally designed blended learning should be relevant to the environment of both students and teachers. In reality, the interplay between blended learning, imparting knowledge and practical skills remain the key focus of future research.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:teaching; HDR25; P:technology; Q:e-learning; Q:mobile learning; Q:open education; T:Ausbildung; T:TVET; publicImportV1

Enhancing access to education and training for persons with disabilities in Somalia and Somaliland - Maina, L., (2016)
Ongoing civil war and extreme poverty has substantially increased the prevalence of disability in Somalia. Estimates suggest that 15-20% of the population have disabilities, with the average family having at least one member with disabilities. However, support for people with disabilities in Somalia remains low. Widespread discrimination leaves people with disabilities excluded from education and employment, and vulnerable to violence and abuse. This impacts on their participation in decision making and advocacy for their rights. In this article, Lucy introduces the work of the Africa Educational Trust (AET) project ‘Enhancing access to education and training for people with disabilities’, funded by the EU between 2012 and 2015.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Somalia; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; F:disability; F:policy; R:impact; T:Training; Z:Access to education; Z:Conflict; Z:Disability; Z:Education policy; Z:Employment skills; Z:Inclusive education; Z:Student financial support; publicImportV1; ⛔ No DOI found

Inclusiveness in the Vocational Education Policy and Legal Frameworks of Kenya and Tanzania - Malle, Abebe Yehualawork (Journal of Education and Learning, 2016)
This study examines the status of inclusiveness in the education and training policies of Ethiopia in comparison to those of selected East African countries. The focus is on vocational education in terms of the special educational and training needs of students with disabilities. Focus group discussions and interviews conducted in Kenya and Tanzania, relevant policy document analysis and the findings of Article 1 of the study were used as primary sources for the research. A total of 18 representatives of DPOs from Kenya and Tanzania participated in two sessions of focus group discussions, and 15 high-profile figures and experts from concerned government bodies of these study countries were interviewed. Most of the study participants agreed that the issue of disability was not adequately addressed in the education and training policies or the legal and implementation instruments of the study countries. The participants also proposed valuable recommendations.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Ethiopia; C:Kenya; C:Tanzania; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:disability; F:inclusion; F:policy; P:measurement; R:focus groups; R:interview; T:TVET; T:Training; T:training needs; Z:Comparative Education; Z:Disabilities; Z:Educational Legislation; Z:Educational Needs; Z:Educational Policy; Z:Focus Groups; Z:Foreign Countries; Z:Inclusion; Z:Interviews; Z:Special Education; Z:Specialists; Z:Vocational Education; publicImportV1; ⛔ No DOI found

A two-sided academic landscape: portrait of highly-cited documents in Google Scholar (1950-2013) - Martín-Martín, Alberto; Orduna-Malea, Enrique; Ayllón, Juan M.; López-Cózar, Emilio Delgado (arXiv preprint arXiv:1607.02861, 2016)
Keywords: ⛔ No DOI found

The counting house: Measuring those who count. Presence of bibliometrics, scientometrics, informetrics, webometrics and altmetrics in the Google Scholar citations, Researcherid, ResearchGate, Mendeley & Twitter - Martín-Martín, Alberto; Orduña-Malea, Enrique; Ayllón, Juan M.; Lopez-Cozar, Emilio Delgado (arXiv preprint arXiv:1602.02412, 2016)
Keywords: ⛔ No DOI found

Exploring the impact of the design of the physical classroom environment on young children with autism spectrum disorder ( ASD ) - Martin, Caren S. (Journal of Research in Special Educational Needs, 2016)
In 2010, the C enters for D isease C ontrol ( CDC ) reported a 1600% increase in the number of individuals between the ages of 6 and 22 years with autism spectrum disorder ( ASD ). Knowledge about educational interventions for children with ASD is substantial; however, less is known about the design of supportive classroom environments where they learn. ASD experts believe that the early years in school, namely preschool through 6th grade, are critical in reaching children and establishing a foundation for their life‐long learning and general well‐being. In context of the human ecosystem theory that models the interaction between people and the natural, social and designed environments, this literature review of refereed sources (2000–2012) documented findings about interventions, that is, design criteria ( DC ) for incorporation into the physical classroom environment used by children with ASD . The majority of the studies was exploratory and presented DC that subsequently were not tested. Due to research method and/or sampling design, efficacy, reliability and validity of findings varied. Limited research (19 articles, 1 conference proceeding) addressing classroom DC leaves designers, teachers and school administrators substantially reliant on anecdotal information in terms of creating optimal learning environments to support inclusion of children with ASD . Additional research is needed to examine this critical design/human behaviour relationship via identification of evidence‐based DC to guide classroom design solutions that support learning by children with ASD .

A Framework for Evaluating Appropriateness of Educational Technology Use in Global Development Programs - Massachusetts Institute of Technology (2016)

Recognizing the Political in Implementation Research - McDonnell, Lorraine M.; Weatherford, M. Stephen (Educational Researcher, 2016)
The widely publicized opposition to the implementation of the Common Core State Standards (CCSS) is in marked contrast to its relatively uncontroversial development and adoption—a contrast that points to the importance of understanding how the politics of enactment differs from the politics of implementation. In this article, we draw on the research literatures on enactment, implementation, and policy feedback to outline the reasons that the politics of policy implementation may look quite different from the politics of enactment, and we argue that education researchers need to pay as much attention to the political sustainability of reforms as to their implementation into school-level practice. This essay is an exercise in retrieval and construction, looking back to early implementation studies that featured political factors as key components of their analytical frameworks but also building on the insights from newer research that uses policy feedback as its theoretical lens. In arguing why the analysis of a policy’s political sustainability should be more systematically integrated into implementation research, we draw illustrative examples from the CCSS.

Skills for sustainable development: Transforming vocational education and training beyond 2015 - McGrath, Simon; Powell, Lesley (International Journal of Educational Development, 2016)

Education Matters - MoEHRD (Ministry of Education and Human Resource Development - Education Matters, 2016)

Organizational culture and creativity in entrepreneurship education: A study of secondary education in Nigeria - Moses, Chinonye Love; Ayodele, Olokundun Maxwell; Mosunmola, Akinbode; Gbenga, Agboola Mayowa (Research Journal of Applied Sciences, 2016)
© Medwell Journals, 2016. This study was based on an ethnographic research of the culture of entrepreneurship teaching in 2nd Evangelical Church in West Africa (ECWA) Secondary School. Data was collated through the instrument of in depth interview and was analyzed through content analysis. The findings showed that there is positive relationship between organizational culture and creativity in entrepreneurship education. This is an indication that organizational culture impacts heavily on creativity in entrepreneurship teaching. The study concluded with the sections of recommendations for policy implications.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Nigeria; CA:AandC; CCZ:Nigeria; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:policy; F:teaching; P:culture; Q:secondary education; R:impact; R:interview; T:entrepreneurship education; Z:Creativity; Z:Entrepreneurship education; Z:Organizational culture; Z:Secondary education; publicImportV1; ⛔ No DOI found

Developing learning diaries for action research on healthcare management in Ghana, Tanzania and Uganda - Mshelia, Comfort; Lê, Gillian; Mirzoev, Tolib; Amon, Samuel; Kessy, Ambrose; Baine, Sebastian Olikira; Huss, Reinhard (Action Research, 2016)
© 2016, © The Author(s) 2016. Action research (AR) can be an effective form of ‘on the job’ training. However, it is critical that AR cycles can be appropriately recorded in order to contribute to reflection and learning. One form of recording is for coresearchers to keep a diary. We found no previous literature describing the use of diaries in AR in sub-Saharan Africa. We therefore use this paper to reflect on how diaries were used by district health management teams in the PERFORM project. We share five lessons from our experience. First, it is important to foster ownership of the diary by the people who are responsible for filling it in. Second, the purpose of keeping a diary needs to be clear and shared between researchers and practitioners from the very beginning. Third, diaries should be allowed to evolve. Fourth, it is a challenge for busy practitioners to record the reflection and learning processes that they go through. Last, diaries on their own are not sufficient to capture reflection and learning. In conclusion, there is no best way for practitioners to keep a diary; rather the focus should be on ensuring that an AR recording process (whether diary or otherwise) is locally owned and complements the specific practice setting.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CCZ:Ghana; CCZ:Tanzania; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; P:health; T:Training; Z:Diaries; Z:action research; Z:district health management teams; _C:Ghana GHA; _C:Uganda UGA; publicImportV1

Rethinking the role of teacher education in Zambia: quality curriculum designing as a missing link in explaining teacher's pedagogical content knowledge. - Mulenga, Innocent Mutale (2016)
Keywords: ⛔ No DOI found

Understanding Students' and Teachers' Approaches to Tablet Use in Turkish Secondary Schools: A Model Based Approach - Mutlu, Tugba (University of Sheffield, 2016)
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:Guyana GUY; _C:Hungary HUN; _C:India IND; _C:Iran IRN; _C:Israel ISR; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kazakhstan KAZ; _C:Korea, Republic KOR; _C:Lebanon LBN; _C:Malta MLT; _C:Netherlands NLD; _C:New Zealand NZL; _C:Oman OMN; _C:Pakistan PAK; _C:Poland POL; _C:Russian Federation RUS; _C:Singapore SGP; _C:Sweden SWE; _C:Thailand THA; _C:Turkey TUR; _C:Turkmenistan TKM; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Education Technology Map: Guidance Document - Muyoya, Chisenga; Brugha, Meaghan; Hollow, David (Jigsaw Consult, 2016)

Using research evidence - A practice guide - Nesta (2016)

Integration of ICTs into the Curriculum of Cameroon Primary and Secondary Schools: A Review of Current Status, Barriers and Proposed Strategies for Effective Integration - Ngajie, Berty Nsolly; Ngo, Mback Marie Charlotte (International Journal of Education and Development using Information and Communication Technology, 2016)
Many sub-Saharan African countries are progressively integrating information and communication technologies (ICTs) into their education systems especially in primary and secondary schools. These efforts that are seen in both private and public schools to bring technologies into the classroom are just starting but are encountering a lot of difficulties. Cameroon, a Sub-Saharan African country, is not an exception to the situation in this group of countries. ICTs were officially introduced in schools in Cameroon since 2001 and since then many initiatives have been carried out but the difficulties supersede the progress. Based on available research, this study focuses on the current status of ICTs in Cameroon primary and secondary schools. It gives a brief description of the country's education system, and reviews major initiatives that have been carried out so far in the integration of ICTs in primary and secondary schools. It further identifies and analyzes some barriers that cause ICT integration into curriculum ineffective. Lastly, it recommends some strategies to overcome the barriers, and guidelines for a contextualized and effective ICT integration.
Keywords: Administrator Qualifications; Barriers; Change Strategies; Educational Administration; Educational History; Educational Technology; Elementary Secondary Education; Foreign Countries; Knowledge Level; Professional Development; Teacher Qualifications; Technology Integration; Technology Uses in Education; ⛔ No DOI found

Teachers as agents of sustainable peace, social cohesion and development: theory, practice & evidence - Novelli, Mario; Sayed, Yusuf (Education as Change, 2016)
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:India IND; _C:Lebanon LBN; _C:Myanmar MMR; _C:Nepal NPL; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

School in a Box in Low Resource Primary School in Mozambique: Practical Application of Zone of Proximal Development in Teacher Training with Mobile Technology - O'Sullivan, Linda; Seabra, N. Miguel (International Journal of Mobile and Blended Learning (IJMBL), 2016)
Keywords: __C:filed:1

2012 to 2026 OECS Education Sector Strategy - OECS (Organisation of Eastern Caribbean States, 2016)

Availability, Access and Utilization of E-Resources among Pre-Service Teacher Trainees by Distance - Olaniran, Sunday O.; Duma, M. A. N.; Nzima, D. R.; Kumar, V; Murthy, S; Kinshuk (IEEE 8TH International Conference on Technology for Education, 2016)
The study investigated accessibility to and utilization of electronic resources among pre-service teachers in the National Open University of Nigeria (NOUN). Survey research design was used to carry out the study. Two hundred and thirty eighty (238) undergraduate students studying to obtain Bachelor of Education (B. Ed.) by distance were purposively sampled from Ibadan Study Centre of the institution. The results from the survey revealed that electronic resources in different forms like radio broadcast, e-journals, e-books, and CD-ROM, among others, are available and accessible to the pre-service teacher trainees by distance. However, limited internet connectivity and inadequate access to electricity were shown as major factors constraining most of the participants from accessing and utilizing the available electronic resources. The study recommends for the distance learning providers in developing nations to partner with telecommunication firms and internet service providers with a view to providing constant and affordable internet services to their learners, especially those that are studying to become classroom teachers.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:Nigeria; 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 nation; F:access; P:electro; P:service industry; P:teachers; Q:ICT; Q:distance learning; Q:e-learning; R:research design; R:survey; T:trainee; Z:E-Learning; Z:E-Resources; Z:ICT; Z:ODL; Z:Pre-Service Teachers; publicImportV1; ⚠️ Invalid DOI

Alternate Academy: Investigating the Use of Open Educational Resources by Students at the University of Lagos in Nigeria - Onaifo, Daniel (2016)
Keywords: ⛔ No DOI found

ResearchGate como fuente de evaluación científica: desvelando sus aplicaciones bibliométricas - Orduña-Malea, Enrique; Martín-Martín, Alberto; Delgado-López-Cózar, Emilio (Profesional de la Información, 2016)

The next bibliometrics: ALMetrics (Author Level Metrics) and the multiple faces of author impact - Orduña-Malea, Enrique; Martín-Martín, Alberto; Delgado-López-Cózar, Emilio (El profesional de la información (EPI), 2016)

Contextualizing the twin concepts of systematicity and transparency in information systems literature reviews - Par‍‍‍é, G.; Tate, M.; Johnstone, D. (European Journal of Information Systems, 2016)

Making Sense of MOOCs A Guide for Policy-Makers in Developing Countries - Patru, M; Balaji, V (UNESCO, Commonwealth of Learning, 2016)

Práticas pedagógicas com o uso dos tablets no ensino médio técnico do IFRO - Pereira, Dauster Souza; Bueno, José Lucas Pedreira (2016)
Keywords: __C:filed:1; ⛔ No DOI found

(untitled) - Piper (2016)
Keywords: auto_merged

Improving procedural and conceptual mathematics outcomes: Evidence from a randomised controlled trial in Kenya - Piper, B.; Ralaingita, W.; Akach, L.; King, S. (Journal of Development Effectiveness, 2016)

Implementing mother tongue instruction in the real world: Results from a medium-scale randomized controlled trial in Kenya - Piper, B.; Zuilkowski, S.S.; Ong’ele, S. (Comparative Education Review, 2016)

The Emerging International Knowledge Exchange Barrier in Virtual Teacher Communities - Pirkkalainen, Henri; Jokinen, Jussi; Pawlowski, Jan (ACM, 2016)
Openness in education has sought its way to practice in schools as in universities. Many strategies and concepts have emerged: from openly shared resources to open practices to improve the access to and the quality of education. The knowledge exchange of educators has been seen a crucial activity in reaching and sustaining openness. This article analyses a typical knowledge exchange activity in schools: European teachers were engaged in virtual OER communities to exchange teaching resources as well as experiences about using OER and ICT in education. We applied technology acceptance framework and studied a potential barrier of international knowledge exchange. The findings of the study show surprising results: the willingness to exchange teaching materials within global virtual teacher communities decreases as schools mature in using OER and ICT. This study serves especially as a discussion opener for sustaining discourse and peer support in teacher virtual communities that strive for openness and international knowledge exchange. The findings have strong practical implications for the open education domain as well as for school / teacher development in general.
Keywords: knowledge exchange; open education; teacher networks; technology acceptance; virtual community

Fine motor skills predict maths ability better than they predict reading ability in the early primary school years - Pitchford, Nicola J.; Papini, Chiara; Outhwaite, Laura A.; Gulliford, Anthea (Frontiers in psychology, 2016)

Education Needs Assessment Report - Sierra Leone - Plan International (2016)
Keywords: _C:Sierra Leone SLE

Inside in-service teacher training: What works and how do we measure It? Working paper - Popova, Anna; Evans, David K.; Arancibia, Violeta (Washington, DC.: Rise Programme, 2016)
Keywords: _genre:LR-literature_review; ⛔ No DOI found

Editor’s comments: synergies between big data and theory - Rai, A. (MIS Quarterly, 2016)
Keywords: ⛔ No DOI found

Planning and governance for blended pedagogies and engagement of knowledge economy for South Africa's national development agenda - Ramoroka, Tlou Millicent (University of Limpopo, 2016)
Keywords: _C:Algeria DZA; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Congo XCO; _C:Dominican Republic DOM; _C:Egypt EGY; _C:Estonia EST; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Ireland IRL; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Latvia LVA; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:Nigeria NGA; _C:North Macedonia MKD; _C:Norway NOR; _C:Poland POL; _C:Romania ROU; _C:Serbia SRB; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sweden SWE; _C:Thailand THA; _C:Turkey TUR; _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

Need for more and better implementation science in global health - Ridde, Valéry (BMJ Specialist Journals, 2016)

Interactive Learning and Teaching (iACT): Zonal In-Service Coordinators Facilitation Guide - Roger Federer Founation (2016)

Oracy and Literacy in the Making: Collaborative Talk and Writing in Grade 6 Mexican Classrooms - Rojas-Drummond, Sylvia; María, Márquez Ana; Riikka, Hofmann; Fiona, Maine; Luisa, Rubio Ana; José, Hernández; Kissy, Guzmán (Open Spaces for Interactions and Learning Diversities, 2016)
Keywords: __C:filed:1

6. ORACY AND LITERACY IN THE MAKING - ROJAS-DRUMMOND, SYLVIA; MÁRQUEZ, ANA MARÍA; HOFMANN, RIIKKA; MAINE, FIONA; RUBIO, ANA LUISA; HERNÁNDEZ, JOSÉ; GUZMÁN, KISSY (Open Spaces for Interactions and Learning Diversities, 2016)
Keywords: __C:filed:1

Artificial Intelligence: A Modern Approach - Russell, SJ; Norvig, P (Pearson Education Limited, 2016)

Do extra hours of tutoring payoff? Evaluation of a community education programme in Bangladesh - Ruthbah, Ummul; Rabbani, Atonu; Hossain, Salim; Sarwar, Golam (Journal of Development Effectiveness, 2016)
Primary school dropout rate in Bangladesh is very high. Both the government and the NGOs have taken many initiatives to raise the quality of education and reduce the dropout rate. In this study we explore the impacts of supplementary tutoring provided to primary school students in different districts of Bangladesh. The goal of this programme is to reduce dropouts and to improve the class performance of the primary school students. We find that after-hour tutoring, offered to Grade 2 students, helped them to continue up to Grade 5. However, it did not exhibit any significant impact on test scores.
Keywords: _Added to LR; _G:reviewed

A continuum of teachers'e-learning practices - Sadeck, Osman (Academic Conferences International Limited, 2016)
Keywords: _C:South Africa ZAF; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Human Resources for Health Challenges in Nigeria and Nurse Migration - Salami, Bukola; Dada, Foluke O.; Adelakun, Folake E. (Policy, Politics, and Nursing Practice, 2016)
© 2016, © The Author(s) 2016. The emigration of sub-Saharan African health professionals to developed Western nations is an aspect of increasing global mobility. This article focuses on the human resources for health challenges in Nigeria and the emigration of nurses from Nigeria as the country faces mounting human resources for health challenges. Human resources for health issues in Nigeria contribute to poor population health in the country, alongside threats from terrorism, infectious disease outbreaks, and political corruption. Health inequities within Nigeria mirror the geographical disparities in human resources for health distribution and are worsened by the emigration of Nigerian nurses to developed countries such as the United States and the United Kingdom. Nigerian nurses are motivated to emigrate to work in healthier work environments, improve their economic prospects, and advance their careers. Like other migrant African nurses, they experience barriers to integration, including racism and discrimination, in receiving countries. We explore the factors and processes that shape this migration. Given the forces of globalization, source countries and destination countries must implement policies to more responsibly manage migration of nurses. This can be done by implementing measures to retain nurses, promote the return migration of expatriate nurses, and ensure the integration of migrant nurses upon arrival in destination countries.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:economy; P:environment; P:health; P:health professionals; P:nurse; T:career; T:trainee; Z:foreign-trained nurses; Z:human resources for health; Z:immigrant nurses; Z:internationally educated nurses; Z:migration; publicImportV1

Teacher governance reforms and social cohesion in South Africa: from intention to reality - Salmon, Thomas; Sayed, Yusuf (Education as Change, 2016)
Keywords: _C:Netherlands NLD; _C:Rwanda RWA; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sudan SDN; __C:filed:1; __C:scheme:1

Factors affecting youth entrepreneurship development within Kibera, Kenya: The perspective of entrepreneurship education - Sambo, Wise (Problems and Perspectives in Management, 2016)
© Wise Sambo, 2016. All over the world there has been an increased interest in entrepreneurship education and the society in general. Kenya was among the first countries in Africa to introduce aspects of entrepreneurship education in its education and training systems. Entrepreneurship and business creation are a growing alternative for young people in different economies whose age group often faces a labor market with double digit unemployment rates. This study seeks to investigate and report on the factors affecting youth entrepreneurship development with specific reference to entrepreneurship education in Kibera, a district of Kenya. Two objectives are identified, namely (i) to determine the government's provision and access to the entrepreneurship education and training among the Kenyan youth, and (ii) to determine whether there is a relationship between the level of education, training and development of youth entrepreneurship. A sample of three hundred entrepreneurs (aged 18-35) within the Kibera district in Kenya is drawn to participate in this study. Structured survey questionnaires are used to collect primary data from business owners in the Kibera district. Findings revealed a strong positive correlation between the provision of entrepreneurship education and development of youth entrepreneurship and the level of education has a very weak positive correlation to youth entrepreneurship development. This study concludes with recommendations on how youth entrepreneurship can be improved in Kibera and the rest of Kenya. A total of 300 questionnaires were administered via emails with a total response rate of 83.3% (250) returned for analysis.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; P:economy; R:questionnaire; R:survey; T:Training; T:entrepreneurship education; Z:Entrepreneurship education; Z:Kibera; Z:Unemployment; Z:Youth entrepreneurship; publicImportV1; ❓ Multiple DOI

Girls' Schooling is Good, Girls' Schooling with Learning is Better - Sandefur, Justin; Oye, Mari; Pritchett, Lant (Background paper for the International Commission on Financing Global Education Opportunity, 2016)

Context-driven entrepreneurial education in vocational schools - Sandirasegarane, S; Sutermaster, S; Gill, A (International Journal for Research in Vocational Education and Training, 2016)
Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Botswana; C:Guinea; C:Kenya; C:Mozambique; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:achievement; T:Lehrlingsausbildung; T:TVET; T:dual TVET; T:vocational school; _C:Uganda UGA; publicImportV1

Mobile learning bridging the gap in agricultural extension service delivery: Experiences from Sokoine University of Agriculture, Tanzania - Sanga, C; Mlozi, M; Haug, R; Tumbo, S (International Journal of Education and Development using Information and Communication Technology, 2016)
The ubiquitous nature of mobile phones offers a noble environment where farmers can learn informally anywhere, anytime and at any location. This is an innovative way to address some of the weakness of conventional agricultural extension service. Few empirical studies have reported on the development of mobile phone application to support blended learning for smallholder farming communities in developing countries. This study adopted a participatory action research method to develop innovative communication pathways in dissemination of agricultural information, agricultural knowledge and proven agricultural technologies from either extension agents or agricultural research centres or universities to farmers. The respondents who tested the system were selected random from 19 villages in Kilosa District, Tanzania. The developed systems support blended learning using mobile learning (m-learning) and electronic learning (e-learning). The findings from this study show that the systems can provide innovative mobile agricultural extension service to more than 380 smallholder farmers via web- and mobile-phone-based farmers’ advisory information systems.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:agricultural; P:agriculture; P:economy; P:services; Q:ICT; Q:mobile learning; T:Training; T:continuing education; publicImportV1; ⛔ No DOI found

Psychological Framework for Quality Technical and Vocational Education and Training in the Twenty-First Century - Sarfo, FK (Learning, Design, and Technology, 2016)
To cope with the rapid changes in the real world of work and to prepare the workforce to enter the twenty-first century, there is a paradigm shift in the modern Technical and Vocational Education and Training (TVET) toward competency-based training (CBT) or vocational pedagogy. However, there is the lack of literature/research in TVET education that reveals the fundamental understanding and roles of contemporary learning theories in instructional psychology for creating successful competency-based learning environments for quality TVET teaching and learning. To contribute to the solution, this paper argues that there are significant relationships between (1) knowledge and skills and their associated learning processes required of modern TVET and (2) learning outcomes and their associated learning processes of the contemporary learning theories. In accordance with this assertion, an integrated learning theories for quality TVET education is proposed. The logic is that, supported by consistent empirical evidence as discussed in this paper, the conditions and instructional methods of the learning theories could be successfully used to design powerful competency-based learning environments to promote the development of technical and vocational expertise in TVET teaching and learning for the twenty-first century.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:TVET; T:Training; _C:Ghana GHA; publicImportV1

Modernisation Of Vocational Education And Training – The International Consultancy Adopted By BIBB - Schwarz, Michael; Janssen, Bettina; Cáceres-Reebs, Diana; Medrikat, Ilona (2016)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; CC:Germany; CLL:en; publicImportV1

Modernisierung beruflicher Bildung: der internationale Beratungsansatz des BIBB - Schwarz, Michael; Janssen, Bettina; Cáceres-Reebs, Diana; Medrikat, Ilona (Bundesinstitut für Berufsbildung, 2016)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; CLL:de; publicImportV1

Is technology good for education? - Selwyn, Neil (Polity Press, 2016)
Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether.
Keywords: Social Science / Popular Culture; Social Science / Sociology / General; ___working_potential_duplicate

Apps Developed by Academics - Shing, Sophia; Yuan, Benjamin (Journal of Education and Practice, 2016)
In the days of the digital Wild West, developers from all backgrounds have joined in the gold rush trying to profit from the almost unbridled spending of well-to-do parents on educational products. In 2016, the Apple App Store had over 80,000 educational apps. The proliferation of educational apps has happened at a furious pace and more apps are being introduced constantly. Although apps are labeled as educational, they are not held to any science-based standards or subject to any certification (Hirsch-Pasek, et al. 2015). With the boom in new apps introduced every year, there is simply not enough time, money, or resources available to evaluate each app as it enters the market. As a result, “educational” apps are largely unregulated and untested. As a result, app users are misled and are spending money on products which are not actually educational. The real experts – researchers, teachers and educational specialists – need to take over the driver seat in this important and evolving realm of educational apps with the developers playing the supporting role instead of the leading role. With increasingly lowered cost and ease of development to produce an app, academics who do not have vast financial resources or substantial technical knowledge are able to create truly impactful, pedagogically-based apps either by themselves or outsourcing to development services. Although technology promises to be transformative, educational content must remain the main thrust of any educational mobile app development and not technology. Educational apps need to have the experts involved. It is time that education is put back in its rightful, central position.
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Accelerated Reader as a Literacy Catch-Up Intervention during Primary to Secondary School Transition Phase - Siddiqui, Nadia; Gorard, Stephen; See, Beng Huat (Educational Review, 2016)
This paper describes an evaluation of an internet-based reading programme called Accelerated Reader (AR), which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the habit of independent reading among primary and secondary age pupils. The evaluation involved 349 pupils in Year 7 who had not achieved secure National Curriculum Level 4 in their Key Stage 2 results for English, randomised to two groups. The intervention group of 166 pupils was exposed to AR for 20 weeks, after which they recorded higher literacy scores in the New Group Reading Test (NGRT) post-test than the control group of 183 pupils ("effect" size of +0.24). The schools led the organisation and implementation of the intervention, and also conducted most elements of the evaluation, with advice from an expert external evaluation team. The process evaluation suggests that these schools were very capable of conducting evaluations of their own practice, given appropriate guidance.
Keywords: _Added to LR; _G:reviewed

Recent research on geometry education: an ICME-13 survey team report - Sinclair, Nathalie; Bussi, Maria G. Bartolini; de Villiers, Michael; Jones, Keith; Kortenkamp, Ulrich; Leung, Allen; Owens, Kay (ZDM, 2016)
Keywords: _C:Argentina ARG; _C:Australia AUS; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Ethiopia ETH; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:Guinea GIN; _C:India IND; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Mauritius MUS; _C:Mexico MEX; _C:Nepal NPL; _C:Netherlands NLD; _C:Nigeria NGA; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

The impact of education programmes on learning and school participation in low- and middle-income countries - Snilstveit, Birte; Stevenson, Jennifer; Menon, Radhika; Phillips, Daniel; Gallagher, Emma; Geleen, Maisie; Maxwell Stamp; Jobse, Hannah; Schmidt, Tanja; Jimenez, Emmanuel; Maxwell Stamp; Jobse, Hannah; et al. (International Initiative for Impact Evaluation (3ie), 2016)
Keywords: _Added to LR; _G:reviewed

What are the 21st-century skills every student needs - Soffel, Jenny (2016)
Keywords: ⛔ No DOI found

Towards competence-based technical-vocational education and training in Ethiopia - Solomon, GH (2016)
In the human development effort, different countries are underscoring the role of TVET in providing relevant knowledge and skills to improve productivity, increase access to employment opportunities and raise the standard of living. It is in recognition of this that, in all Ethiopian educational development endeavors, TVET has been considered to play a key role to tackle the country’s socioeconomic underdevelopment through knowledgeable and skillful manpower. Since its introduction in 1941, TVET has been guided by different policies and strategies adopted by successive governments who came to power at different times. This thesis investigates how TVET has reached the current stage of its development in Ethiopia and the challenges encountered in implementing a competence-based system aimed at improving present and future TVET practices. This introduction opens with the general state of affairs in Ethiopia as a basis for considering TVET to be a pivotal component of its socio-economic development. Describing the context in which the different studies in this thesis were conducted, this introduction closes with an introduction of the research questions that guided the different studies presented as separate chapters
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:T; F:outcomes; F:standards; T:TVET; T:company-based training; publicImportV1; ⛔ No DOI found

Student perceptions of flipped learning in a high school math classroom - Strohmyer, Daniel A. (Walden University, 2016)
Keywords: _C:Australia AUS; _C:Cuba CUB; _C:Ireland IRL; _C:Pakistan PAK; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Teachers' Perceptions of the Digital Transformation of the Classroom through the Use of Tablets: A Study in Spain/Percepción docente sobre la transformación digital del aula a través de tabletas: un estudio en el contexto español - Suarez-Guerrero, Cristobal (Comunicar (English edition), 2016)
Keywords: __C:filed:1; ⛔ No DOI found

Percepción docente sobre la transformación digital del aula a través de tabletas: un estudio en el contexto español - Suárez-Guerrero, Cristóbal; Lloret-Catalá, Carmen; Mengual-Andrés, Santiago (Comunicar: Revista Científica de Comunicación y Educación, 2016)
Keywords: __C:filed:1

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yilmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.
Keywords: Computer Assisted Instruction; Computer Software; Computer assisted instruction--CAI; Computer-assisted instruction (CAI); ERIC, Current Index to Journals in Education (CIJE); Education--Computer Applications; Educational Technology; Foreign Countries; GeoGebra; Mathematics; Mathematics Education; Mathematics teachers; Mixed Methods Research; Program Effectiveness; Questionnaires; Secondary Education; Secondary School Mathematics; Student Attitudes; Teacher Education Programs; Turkey; Wilcoxon Matched Pairs Signed Ranks Test; __:import:01; __:match:final; __:study_id:2098412; __finaldtb; achievement; definite integral

Factors Influencing The Adoption Of Flexible Teaching Approaches In Technical Training Institutions In Kenya - Tiony, AK; Ferej, A; Kitainge, K (Pan-Commonwealth Forum 8 (PCF8), 2016, 2016)
The goal of training in technical training institutions is to produce highly skilled graduates with competencies to handle various challenges in technology oriented fields. The continuing need to improve the quality of education in Technical Vocational Education and Training (TVET) is ever present. Therefore, effective teaching at these institutions is important to enhance quality of its graduates. This paper highlights the factors influencing the adoption of flexible approaches to teaching in technical training institutions in Kenya. Two specific objectives; establish how the syllabus content influences the adoption of flexible approaches to teaching; evaluate how institutional factors influence the adoption flexible approaches to teaching. The study was guided by a conceptual framework developed by the author. This study was conducted through descriptive research design. Data were collected from seven technical training colleges in Western Kenya. The method of data collection was through open and closed-ended structured questionnaires, and interview schedules. Collected data were coded in SPSS 17.0, (2008) and analysed using descriptive statistics. The study established that institutional managers had no authority to develop their own courses tailor made to suit specific needs in the market. The teaching resources that influence the adoption of flexible learning and teaching were also found to be unavailable in classrooms. Most institutions however had put in place strategic objectives to improve the quality of learning and teaching. Outputs from this study are expected to enhance the adoption of flexible learning in technical training institutions. In light of the findings of the study, it was recommended that the government of Kenya should establish a clear policy aimed at greater adaptability to flexibility. Institutions need to be granted authority to develop or reorganise syllabi for provision of industry specific solutions while being regulated to meet set international standards.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:inclusion; F:teaching approach; Q:ICT; Q:e-learning; Q:flexible; T:TVET; publicImportV1; ⛔ No DOI found

Does Outcomes-Based Reporting Contribute to or Contradict the Realisation of Social Outcomes? - Tomkinson, Emma (The Three Sector Solution: Delivering public policy in collaboration with not-for-profits and business, 2016)
Keywords: Final_citation

SABER-ICT Framework Paper for Policy Analysis : Documenting National Educational Technology Policies Around the World and Their Evolution over Time. - Trucano, Michael (World Bank Education, 2016)
The systems approach for better education results (SABER) - information and communication technology (ICT) policy framework is designed to help policymakers make better informed decisions about how best to use ICTs in pursuit of core developmental objectives in the education sector. It aims to aid and inspire education policymakers as they draft, re-consider, and evaluate key policies related to the use of ICT, especially within the formal education sector at the primary and secondary (K-12) level. The framework was constructed by analyzing and synthesizing policy documents from over 80 countries. The vast majority of these policies relate to formal schooling at the primary and secondary level; related official policy guidance for other parts of an education system, including at the level of early childhood development, technical, and vocational education (TVET) and higher education, as well as pertain to out-of-school and life-long learning, is comparatively rare. While the SABER-ICT framework was constructed through an analysis of national ICT and education policies, it is expected that it may be useful when attempting to analyze and benchmark related sub-regional policies (that is, at the provincial or state level) as well.

Technologies in education across the Americas: The promise and the peril – and some potential ways forward - Trucano, Michael (World Bank Education, 2016)
National educational technology agencies (‘ICT/education agencies’, and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. By documenting emerging lessons from the histories of various national educational technology agencies and their functional equivalents, which are typically responsible for similar roles but which can differ radically in form by country and over time, it is hoped that this publication can help inform perspectives of decision makers considering how to create and support such an institution, the forms it might take, what roles it might take on, and how these forms and roles might be expected to evolve over time. Case studies from Korea (KERIS), Malaysia (Smart Schools), England (Becta), Chile (Enlaces), Armenia (NaCET), Uruguay (Plan Ceibal); Indonesia (PUSTEKKOM), Costa Rica (Omar Dengo Foundation), Thailand (Schoolnet Thailand), Australia (EdNA) and the Philippines are included, as well as a discussion of general lessons from international experiences, and pointers to other notable institutions around the world.

Building and Sustaining National ICT Education Agencies : Lessons from International Experiences - Trucano, Michael; Dykes, Gavin (World Bank Education, 2016)
National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions.

Land Quality Assessment in the Dalili Sector of Kano River Irrigation Project - Tudunwada, I.Y. (Bayero University, 2016)
Keywords: ⛔ No DOI found

Spatial Assessment of Heavy Metals in The Irrigated Area of Dalili Sector of Kano River Irrigation Project (KRIP - Tudunwada, I.Y.; Maina, M.M. (Niger State, 2016)
Keywords: ⛔ No DOI found

Socio – Economic Analysis of Farmers in the Dalili Sector of KRIP - Tudunwada, I.Y.; Mustapha, A. (Bayero University, 2016)
Keywords: ⛔ No DOI found

Global Gender and Environment Outlook - UNEP (UN Environment, 2016)

Strategy for Technical and Vocational Education and Training (TVET), (2016-2021) - UNESCO Institute for Lifelong Learning (2016)

UNEVOC World TVET Database: Tanzania - UNESCO-UNEVOC (2016)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Tanzania; publicImportV1

World TVET Database - UNESCO-UNEVOC (2016)

Effects of teaching activities via Google Sketchup and concrete models on spatial skills of preservice mathematics teachers - Uygan, Candaş; Kurtuluş, Aytaç (Turkish Journal of Computer and Mathematics Education, 2016)
The aim of this study was to investigate the impact of teaching activities supported by Google SketchUp, which is a 3-Dimensional modeling software, and concrete models on the basic skills related to spatial ability in teaching geometric solids. The study sample consisted of 72 preservice teachers who were studying elementary mathematics education in 2009-2010 academic-year in a state-funded university in Central Anatolia, Turkey. This was an experimental study. The study used a pretest posttest control group design and included two experimental groups and a control group. One of the experimental groups was taught using Google SketchUp while the other one was taught with concrete model-aided teaching activities. The activities, designed for the control group, were carried out with some traditional teaching tools such as paper, pencil and classroom writing board. The Santa Barbara Solids Test (SBST) and the Purdue Spatial Visualization Test (PSVT) were used to measure spatial ability. The SBST measures the ability to mentally visualize the cross-sections of 3D objects. The PSVT consists of three parts: "Developments", which measures skills to visualize a 3D object based on its surface development; "Rotations", which measures skills to mentally rotate 3D objects; and "Views", which measures skills to visualize different views of 3D objects. The study identified significant increases in the scores received for all of the tests by the group using Google SketchUp, in the scores received for the SBST and Developments part by the group using concrete models, and in the scores received for only the Developments part by the control group. Also, the posttest average score received for the "Views" part by the experimental group using Google SketchUp was significantly higher than the score of the experimental group using concrete models and the control group.
Keywords: Colleges & universities; Concretes; Group dynamics; Mathematical analysis; Mathematical models; Mathematics; Skills; Studies; Teachers; Teaching; Three dimensional models; __:import:01; __:match:final; __:matched; __:study_id:2098421; __finaldtb

Role of dark matter haloes on the predictability of computed orbits - Vallejo, Juan C.; Sanjuan, Miguel AF (Astronomy & Astrophysics, 2016)
Keywords: __C:filed:1

Sistemas internacionais de aprendizagem profissional: uma análise comparativa em alguns países desenvolvidos e emergentes - Veloso, José Rodrigo Paprotzki; Rodrigues, Marta M Assumpção (Universidade de Aveiro, 2016)
Este trabalho examina as políticas públicas que articulam educa- ção e trabalho para a juventude, de uma perspectiva comparada, contrapondo as trajetórias de países desenvolvidos e em desenvolvimento. Mais especificamente, focaliza a política de formação de aprendizes (Aprendizagem) nos casos de Alemanha, Inglaterra, França, Estados Unidos, Brasil, África do Sul e Índia. O objetivo é revelar que há algo que antecede os formatos atuais que, ao formar imagens políticas específicas, ilumina os cenários dos sistemas de Aprendizagem dos países analisados. Lança mão do enfoque da trajetória histórica (path dependence) para analisar as particularidades de cada caso.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Angola; CLL:pt; publicImportV1; skills

Unintended Consequences of Rewards for Student Attendance: Results From a Field Experiment in Indian Classrooms. - Visaria, Sujata; Dehejia, Rajeev; Chao, Melody M.; Mukhopadhyay, Anirban (Economics of Education Review, 2016)

A Study of Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries - Walker, K; Hofstetter, S (2016)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Benin; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing country; F:gender; F:women; P:agricultural; P:agriculture; P:production; R:case study; T:Ausbildung; T:TVET; T:informal VET; publicImportV1; ⛔ No DOI found

Sierra Leone | Ebola maps - WHO (2016)
Maps from WHO Ebola Situation Reports: Location of laboratories and ETUs, geographical distribution of cases in Guinea, Liberia, and Sierra Leone.
Keywords: _C:Sierra Leone SLE