Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Shohel, M. Mahruf C.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
Keywords: Final_citation; cited; existing

Traditional apprenticeship in Ghana and Senegal: Skills development for youth for the informal sector - Sonnenberg, K (Journal of International Cooperation in Education, 2012)
The demographic youth bulge, representing large cohorts of youth, coupled with lack of pathways to education and employment and therefore social mobility, have become issues of great concern. As a result, youth employment and technical and vocational skills development have grown in prominence on international and national agendas in recent years. However, skills development strategies often overlook the informal sector despite the fact that in developing countries, income-generating activities in the informal sector often far exceed those of the formal sector. UNESCO’s 2012 EFA Global Monitoring Report on youth skills development states that traditional apprenticeships are an important way of acquiring transferable and job-specific skills, particularly for the informal sector. An extensive review of the literature of Ghana and Senegal reveals that these two countries have long histories of traditional apprenticeship and that these forms of skills training reach more youth than formal technical and vocational training. This paper examines the approaches these two countries’ governments have taken to increase access to and quality of non-formal skills training opportunities. Despite a lack of data on the long-term outcomes of these initiatives, programs and reforms, several important implications arise from these countries’ experiences. These implications are discussed as well as areas for future research.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Senegal; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; HDR25; P:agriculture; P:measurement; Q:ICT; T:Ausbildung; T:Formal apprenticeship; T:Lehrlingsausbildung; T:apprentice; T:education and skills training; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Understanding theory of change in international development - Stein, Danielle; Valters, Craig (2012)
Keywords: ⛔ No DOI found

Bridging research and practice: models for dissemination and implementation research - Tabak, Rachel G.; Khoong, Elaine C.; Chambers, David A.; Brownson, Ross C. (American journal of preventive medicine, 2012)

A critical reflection of teacher professionalism in Cambodia - Tan, Charlene; Ng, Pak Tee (Asian Education and Development Studies, 2012)
Purpose – The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area. Design/methodology/approach – This paper uses Hargreaves’ four ages of teacher professionalism and

Baby knows best? The impact of weaning style on food preferences and body mass index in early childhood in a case–controlled sample - Townsend, Ellen; Pitchford, Nicola J. (BMJ open, 2012)

Vegetation Change Detection Due to Anthropogenic Activities in the Falgore Game Reserve, Kano, Nigeria - Tudunwada, I.Y. (Tunisian Association of Digital Geographic Information, El-Gazala Pole, 2012)
Keywords: ⛔ No DOI found

Effect of Rainfall on NDVI in the Falgore Game Reserve, Kano, Nigeria - Tudunwada, I.Y.; Mohammed, S.O. (2012)
Keywords: ⛔ No DOI found

Hospitality and Tourism Education in Uganda: An Integrative Analysis of Students' Motivations and Industry Perceptions - Tukamushaba, Eddy Kurobuza; Xiao, Honggen (Journal of Teaching in Travel & Tourism, 2012)
This article presents an integrative analysis of students' motivations in choosing hospitality and tourism programs as well as industry perceptions of graduates' qualifications for employment in Uganda, A mixed-method approach is used for data collection, analysis, and reporting. Quantitatively, the study replicates a motivational scale of choosing educational programs and identifies six factors that collectively explain about 60% of the variance in students choosing hospitality and tourism programs in this African developing economy. Industry perceptions of graduates' qualifications for employment are reported on the basis of qualitative interviews. Implications of the study are discussed in light of curriculum and program refinement to better prepare future graduates for the industry.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:motivation; F:qualification; P:economy; P:tourism; R:interview; R:qualitative; R:quantitative; T:career; Z:career choice; Z:employer perception; Z:hospitality and tourism education; Z:study motivation; _C:Uganda UGA; publicImportV1

The teacher salary system in Sierra Leone - Turrent, Victoria (2012)
Keywords: C:Sierra Leone; _C:Sierra Leone SLE; ⛔ No DOI found

UNEVOC World TVET Database: Botswana - UNESCO-UNEVOC (2012)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

UNEVOC World TVET Database: Nigeria - UNESCO-UNEVOC (2012)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; C:Nigeria; CC:Nigeria; publicImportV1

Transforming education for girls in Tanzania and Nigeria: Cross country analysis of endline research studies - Unterhalter, Elaine; Heslop, Jo (ActionAid, 2012)
This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice.

Sustainable green energy production from agricultural and poultry operations-A renewable energy project for community empowerment and vocational training in remote villages in South Africa - Ushimaru, Kenji (INEE Global Humanitarian Technology Conference, 2012)
The development of an innovative waste-to-energy plant in rural South Africa is now underway. A plan to construct a test unit that uses chicken droppings from a nearby chicken farm as a fuel source is presented. This waste-to-energy plant offers an opportunity to provide economic development and community empowerment. The system is based on two critical components: (1) a power generation plant which uses chicken droppings as a fuel source, and (2) a waste processing unit that is based on magnetic induction heating technology. The ultimate goal of the power plant is to utilize it as a vocational training tool to teach young people of the community to become power plant technicians, a vocational option that has never been available in rural African communities until now. © 2012 IEEE.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agricultural; P:economy; P:production; P:technician; P:technology; T:TVET; Z:agricultural waste; Z:economicdevelopment; Z:induction heating; Z:job creation; Z:power plant; Z:renewableenergy; Z:steam extraction; publicImportV1

Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania - Vavrus, Frances; Bartlett, Lesley (Comparative Education Review, 2012)

Low Cost Mobile Phones for Large Scale Teacher - Walsh, Christopher S; Shaheen, Robina; Power, Tom; Hedges, Claire; Kahtoon, Masuda; Mondol, Sikander (2012)
Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale.

What professional development makes the most difference to teachers - Walter, C.; Briggs, J. (University of Oxford Department of Education, 2012)

Study on Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries Ethiopia, Kenya, Namibia, Rwanda and Tanzania - Walters, Shirley; Yang, Jin; Roslander, Peter (2012)
Keywords: ⛔ No DOI found

iPadiCan: Trialling iPads to support primary and secondary students with disabilities - Watts, Liz; Brennan, Sharon; Phelps, Renata (Australian Educational Computing, 2012)
iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation.
Keywords: ⛔ No DOI found

Public health interventions, barriers, and opportunities for improving maternal nutrition in Northeast Nigeria - Webb-Girard, Amy; Dzingina, Cynthia; Akogun, Oladele B; Mason, John B.; McFarland, Deborah A. (Food and Nutrition Bulletin, 2012)
Keywords: ⛔ No DOI found

The importance of play - Whitebread, David; Barilio, Marisol; Kuvalja, Martina; Verma, Mohini (Toy Industries of Europe, 2012)
Keywords: ⛔ No DOI found

Global economic crisis: A challenge to the entrepreneurship development of technical vocational education and training in oil and gas sector of the Nigerian Economy - Wodi, SW (International Journal of Academic Research in Business and Social Sciences, 2012)
The paper attempts to evaluate the Global economic crisis and the challenges to entrepreneurship development of technical vocational education and training in oil and Gas sector of the Nigerian economy. Effects of the global melt down in the economies of developed countries of the world and its chain-link action has gradually enveloped the entire world economy. This development impacted negatively on the Nigerian economy coupled with the Niger delta crisis that has drastically affected oil and gas production and development of new fields with its attendant consequences. Accordingly, vocational and technical education institutions that undertake training of technicians in such enterprise as welders, electricians, pipe fitters including safety experts were affected as a result of global melt down, constraining the oil and gas companies from engaging the services of Technical Vocational Education and Training Professionals (TVET) in the energy sector.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:economy; T:TVET; publicImportV1; ⛔ No DOI found

Automated teller machines (ATMs) (per 100,000 adults) - Sierra Leone - World Bank (2012)

You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools - Larkin, Kevin (Journal of Research on Technology in Education, 2011)
The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.

Building a high-quality teaching profession: lessons from around the world - Schleicher, Andreas (International Summit on the Teaching Profession, 2011)
This report presents the best current evidence about what can make teacher-oriented reforms effective and points to examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. Its four chapters cover recruitment and initial preparation of teachers; teacher development, support, careers and employment conditions; teacher evaluation and compensation; and teacher engagement in education reform.

Organizing Research and Development at the Intersection of Learning, Implementation, and Design - Penuel, William R.; Fishman, Barry J.; Haugan Cheng, Britte; Sabelli, Nora (Educational Researcher, 2011)
This article describes elements of an approach to research and development called design-based implementation research. The approach represents an expansion of design research, which typically focuses on classrooms, to include development and testing of innovations that foster alignment and coordination of supports for improving teaching and learning. As in policy research,implementation is a key focus of theoretical development and analysis. What distinguishes this approach from both traditional design research and policy research is the presence of four key elements: (a) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (b) a commitment to iterative, collaborative design; (c) a concern with developing theory related to both classroom learning and implementation through systematic inquiry; and (d) a concern with developing capacity for sustaining change in systems.

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research & Development, 2011)
Keywords: Final_citation; cited; existing

Mapping: A Critical Introduction to Cartography and GIS - Crampton, Jeremy W. (John Wiley & Sons, 2011)
Mapping: A Critical Introduction to Cartography and GIS is an introduction to the critical issues surrounding mapping and Geographic Information Systems (GIS) across a wide range of disciplines for the non-specialist reader. Examines the key influences Geographic Information Systems (GIS) and cartography have on the study of geography and other related disciplines Represents the first in-depth summary of the “new cartography” that has appeared since the early 1990s Provides an explanation of what this new critical cartography is, why it is important, and how it is relevant to a broad, interdisciplinary set of readers Presents theoretical discussion supplemented with real-world case studies Brings together both a technical understanding of GIS and mapping as well as sensitivity to the importance of theory
Keywords: Science / Earth Sciences / Geography

Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda - Hardman, Frank; Ackers, Jim; Abrishamian, Niki; O’Sullivan, Margo (Compare: A Journal of Comparative and International Education, 2011)
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Kenya; C:Kenya / Uganda / Tanzania; C:Tanzania; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:Improvement; F:ministry; F:pedagogy; F:policy; F:teaching; P:teacher education; P:teachers; Q:distance education; Q:open learning; R:survey; T:TVET; T:Training; T:work-based learning; Z:Cost Effectiveness; Z:Educational Change; Z:Educational Development; Z:Educational Improvement; Z:Educational Policy; Z:Educational Quality; Z:Equal Education; Z:Foreign Countries; Z:Systems Approach; Z:Teacher Education; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Ghana GHA; _C:Ireland IRL; _C:Kenya KEN; _C:Myanmar MMR; _C:Nigeria NGA; _C:Peru PER; _C:Rwanda RWA; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ___working_potential_duplicate; publicImportV1

Mechanism Experiments and Policy Evaluations - Ludwig, Jens; Kling, Jeffrey R.; Mullainathan, Sendhil (Journal of Economic Perspectives, 2011)
Randomized controlled trials are increasingly used to evaluate policies. How can we make these experiments as useful as possible for policy purposes? We argue greater use should be made of experiments that identify the behavioral mechanisms that are central to clearly specified policy questions, what we call "mechanism experiments." These types of experiments can be of great policy value even if the intervention that is tested (or its setting) does not correspond exactly to any realistic policy option.
Keywords: Design of Experiments: General, Microeconomic Policy: Formulation; Evaluation, Policy Objectives; Implementation; Policy Coordination; Policy Designs and Consistency

Learner-centred education in developing country contexts: From solution to problem? - Schweisfurth, Michele (International Journal of Educational Development, 2011)
Learner-centred education (LCE) has been a recurrent theme in many national education policies in the global South, and has had wide donor support through aid programmes and smaller projects and localised innovations. However, the history of the implementation of LCE in different contexts is riddled with stories of failures grand and small. In coming to understand how LCE has been conceived, researched, and reported in relation to developing country contexts, a good starting point is the International Journal of Educational Development (IJED), where a wide range of articles on this theme has been published over the years. In all, 72 relevant articles were identified among the issues available on-line, comprising a weighty body of evidence concerning the nature and implementation of LCE. The vast majority are studies exploring the issues – and problems – of implementation of LCE-based programmes in particular settings. Emerging from these investigations is a variety of explanations for this perennial challenge: problems with the nature of reform and its implementation; barriers of material and human resources; interactions of divergent cultures; and the all-important questions of power and agency in the process. After a descriptive breakdown of the 72 articles, each of these implementation issues is explored in turn. The article considers the implications of this for future initiatives, research and scholarship in this area. The begged questions are: why do the same problems recur repeatedly, and how do we move beyond the normative ‘shoulds’ and the practical ‘can’ts’?
Keywords: _C:Barbados BRB; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Canada CAN; _C:China CHN; _C:Eritrea ERI; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea-Bissau GNB; _C:India IND; _C:Indonesia IDN; _C:Jordan JOR; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Mexico MEX; _C:Namibia NAM; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Peru PER; _C:Poland POL; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Sierra Leone SLE; _C:Solomon Islands SLB; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, Julian P. T.; Green, Sally (John Wiley & Sons, 2011)
Healthcare providers, consumers, researchers and policy makers are inundated with unmanageable amounts of information, including evidence from healthcare research. It has become impossible for all to have the time and resources to find, appraise and interpret this evidence and incorporate it into healthcare decisions. Cochrane Reviews respond to this challenge by identifying, appraising and synthesizing research-based evidence and presenting it in a standardized format, published in The Cochrane Library (www.thecochranelibrary.com). The Cochrane Handbook for Systematic Reviews of Interventions contains methodological guidance for the preparation and maintenance of Cochrane intervention reviews. Written in a clear and accessible format, it is the essential manual for all those preparing, maintaining and reading Cochrane reviews. Many of the principles and methods described here are appropriate for systematic reviews applied to other types of research and to systematic reviews of interventions undertaken by others. It is hoped therefore that this book will be invaluable to all those who want to understand the role of systematic reviews, critically appraise published reviews or perform reviews themselves. This title is also available as a mobile App from MedHand Mobile Libraries. Buy it now from Google Play or the MedHand Store.
Keywords: Medical / General

Messen beruflicher Kompetenzen: Band III. Drei Jahre KOMET-Testerfahrung - Rauner, Felix; Heinemann, Lars; Maurer, Andrea; Ji, Li; Zhao, Zhiqun (LIT, 2011)
Das KOMET-Konsortium legt nach drei Jahren national und international vergleichender Forschung mit dem dritten KOMET-Band ein empirisch überprüftes und breit erprobtes Verfahren zum Messen beruflicher Kompetenz vor. Das Besondere des KOMET-Forschungsansatzes besteht darin, dass vor allem die Berufbildungspraxis das dem Testverfahren zugrunde liegende Kompetenzmodell auch als eine Anleitung zur Gestaltung und Evaluation beruflicher Bildungprozesse schätzt. Erstmals kann jetzt auch für die berufliche Bildung ein psychometrisch evaluiertes international anschlussfähiges Verfahren der vergleichenden Large-Scale-Kompetenzmessung vorgestellt werden.

Particle Boards from Papyrus Fibers as Thermal Insulation - Tangjuank, Singhadej; Kumfu, Supreya (Journal of Applied Sciences, 2011)

Particle Boards from Papyrus Fibers as Thermal Insulation - Tangjuank, Singhadej; Kumfu, Supreya (Journal of Applied Sciences, 2011)

Teacher preparation and continuing professional development in Africa: Learning to teach early reading and mathematics - Akyeampong, K.; Pryor, J.; Westbrook, J.; Lussier, K. (Centre for International Education, University of Sussex, 2011)

Advanced Certificate in Education (ACE) Programme Evaluation - University of Fort Hare; African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC); Kelello Consulting (2011)

Early Occupational Aspirations and Fractured Transitions: A Study of Entry into ‘NEET’ Status in the UK - Yates, Scott; Harris, Angel; Sabates, Ricardo; Staff, Jeremy (Journal of Social Policy, 2011)
There has been significant recent research and policy interest in issues of young people's occupational aspirations, transitions to employment and the antecedents of NEET (not in employment, education or training) status. Many have argued that changes to the youth labour market over the past 30 years have led to transitions to work becoming more individualised, complex and troublesome for many, particularly those from poorer backgrounds. However, little research has examined the connection between early uncertainty or misalignment in occupational aspirations and entry into NEET status. This paper draws on the British Cohort Study to investigate these issues, and finds that young people with uncertain occupational aspirations or ones misaligned with their educational expectations are considerably more likely to become NEET by age 18. Uncertainty and misalignment are both more widespread and more detrimental for those from poorer backgrounds. These findings are discussed in the context of recent research and debates on emerging adulthood and the youth labour market.

Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms: A Formative Analysis - Kay, Robin; Lauricella, Sharon (Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2011)
Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess beneficial and challenging laptop behaviours in higher education classrooms. Both quantitative and qualitative data were collected from 177 undergraduate university students (89 males, 88 females). Key benefits observed include note-taking...

Making mobile learning work: case studies of practice - Traxler, J.; Wishart, J. (Discussions in education, 2011)

A Primer on Effective Professional Development - Desimone, Laura M. (Phi Delta Kappan, 2011)

Actes du colloque international RAIFFET de Saly Portudal – Mbour au Sénégal (2011)
Éducation technologique, formation professionnelle et égalité des chances Ibrahima Wade, Jacques Ginestié, Alioune Diagne, Jean Sylvain Bekale Nze éditeurs Sous le patronage de Monsieur le Ministre de l’Enseignement Technique et de la Formation Professionnelle de la République du Sénégal Partenaires Le troisième colloque du RAIFFET a eu lieu à Saly Portudal (Sénégal) du 24 au 26 octobre 2011, sous le haut …
Keywords: ⛔ No DOI found

Di Gropello & (Marshall, 2011)

Accounting for time use in classrooms: alternative methodologies for measuring the use and cost-effectiveness of time - Adelman, E. (11th UKFIET International Conference on Education and Development, 2011)
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed; ⛔ No DOI found

ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana - Agyei, Douglas D.; Voogt, Joke (Education and Information Technologies, 2011)

Building capacity of teachers and trainers in technical and vocational education and training (TVET) in Sudan (Case of Khartoum State University). - Ahmed, Hashim (Technische Universität Dresden, 2011)
The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers? Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work. In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses. The results of the study showed that essential innovations and reforms on the initial and in service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking ii clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Sudan; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:social; P:teachers; Q:educational technology; T:TVET; T:trainee; publicImportV1

Islamic Political Thoughts and Institutions,Kano - Aisha Abdu-Ismail (International Institute of Islamic Thought (Nigeria, 2011)

The Political Thoughts of Sir Sayyid Ahmed Khan - Aisha Abdu-Ismail; S, Shehu (Islamic Political Thoughts and Institutions, 2011)

'A ghost soon to die' - Ajadi, S.B. (The punch (Nigerian National Newspaper) February, 2011)
Keywords: ⛔ No DOI found

'A Way of Looking (on hearing the death of Osama Bin Laden)' - Ajadi, S.B. (2011)

'Another Way of Looking' (on hearing the Death of Muammar al-Gaddafi - Ajadi, S.B. (2011)

'Big things at a small stadium' Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2011)

'Pin the tail on the donkey' - Ajadi, S.B. (The Minetta Review, 2011)
Keywords: ⛔ No DOI found

'Things Fall Apart', The writers' block magazine - Ajadi, S.B. (The Press, 2011)

Robotic Health Assistant (Feverkit) for the Rational Management of fevers among nomads in Nigeria. Nurs Leadersh (Tor Ont - Akogun, Oladele B (May, 2011)
Keywords: ⛔ No DOI found

Rapid community identification, pain and distress associated with lymphoedema and adenolymphangitis in resource-limited communities of North-eastern Nigeria - Akogun, Oladele B; MK, Akogun; Apake, E.; Kale, O.O. (Acta Tropica, 2011)
Keywords: ⛔ No DOI found

Teacher preparation and continuing professional development in Africa: Learning to teach early reading and mathematics – Executive summary of Project, July 2011 version - Akyeampong, K.; Pryor, J.; Westbrook, J.; Lussier, K. (Centre for International Education, University of Sussex, 2011)

Generating research questions through problematization - Alvesson, M; Sandberg, J (Academy of Management Review, 2011)
Keywords: ❓ Multiple DOI

The Sierra Leone Teachers Union: Labor in a Post-Conflict Society - Amman, John; O'Donnell, James (WorkingUSA, 2011)
The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.
Keywords: _C:Sierra Leone SLE

THE SIERRA LEONE TEACHERS UNION: LABOR IN A POST-CONFLICT SOCIETY: AMMAN AND O'DONNELL: THE SIERRA LEONE TEACHERS UNION - Amman, John; O'Donnell, James (WorkingUSA, 2011)
Keywords: _C:Sierra Leone SLE

Industrial training in Ghana: perceptions of the undergraduate construction student - Ayarkwa, J; Adinyira, E; Agyekum, K (Procs West Africa Built Environment Research (WABER) Conference, 2011)
The recent oil discovery and processing in Ghana is expected to result in growth of infrastructural development and increased chances of construction graduates to secure jobs. Universities hold the responsibility of producing graduates with sufficient background and excellent qualification to meet the expectations of the construction industry. Although universities‘ curricula have provisions for industrial training (IT), such programmes have not made the expected impact and need quick redress. This paper assesses the perceptions of undergraduate construction students of the College of Architecture and Planning of the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, on IT, and identifies challenges and possible measures to overcome such challenges. A structured questionnaire survey of 185 final year Building Technology and Architecture students was conducted. Data obtained were analyzed based on mean scores of factors evaluated and also t-test to assess the significance of the differences between students‘ performance before and after undertaking IT. Students are of the view that IT exposes them to real work environment and increase their job prospects among others. Students‘ satisfaction level with their performance on personal attitude, communication and work attitude significantly improved after undergoing IT. They are, however, not satisfied with their departments‘ involvement, particularly, with regards to placement and monitoring. Stressful placement processes and financial strain on students are some of the challenges identified. Educational institutions are to collaborate with industry to secure suitable placement for all students and to monitor IT activities in order to enhance the effectiveness of training programmes.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:construction; P:environment; Q:educational technology; T:TVET; T:Training; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Yi - Baird (et al. 2015 Garn et al, 2011)

Cash or condition? Evidence from a cash transfer experiment - Baird, Sarah; McIntosh, Craig; Özler, Berk (The Quarterly Journal of Economics, 2011)

Do Conditional Cash Transfers for Schooling Generate Lasting Benefits? A Five-Year Followup of PROGRESA/Oportunidades. - Behrman, Jere R.; Parker, Susan W.; Todd, Petra E. (Journal of Human Resources, 2011)
Keywords: ❓ Multiple DOI

School leadership and social justice: Evidence from Ghana and Tanzania - Bosu, R.; Dare, A.; Dachi, H.; Fertig, M. (International Journal of Educational Development, 2011)

Making Schools Work: New Evidence on Accountability Reforms - Bruns, Barbara; Filmer, Deon; Patrinos, Harry P. (World Bank, 2011)

Impacto del Programa “Computadores para Educar” en la deserción estudiantil, el logro escolar y el ingreso a la educación superior [Impact of the Programme Computers to Educate on Student Dropout, School Achievement and Admission to Higher Education - C., Rodriguez; F., Sánchez; J, Márquez Zuñiga (Serie Documentos CEDe, 2011)
Keywords: Final_citation; ⚠️ Invalid DOI

First-grade teachers’ response to three models of professional development in reading - Carlisle, J.F.; Cortina, K.A.; Katz, L.A. (Reading & Writing Quarterly: Overcoming Difficulties, 2011)

Qualité de l’air à l’intérieur des écoles - Cartieaux, E.; Rzepka, M.-A.; Cuny, D. (Archives de Pédiatrie, 2011)

The withdraw of european missionaries from St. Anthony's Catholic secondary school: what are the implications?. - Cheyeka, Austin; Masaiti, Gift; Mulenga, Innocent Mutale (2011)
Keywords: ⛔ No DOI found

Teachers' views about technical education: implications for reforms towards a broad based technology curriculum in Malawi - Chikasanda, VK; K Otrel-Cass, K; Jones, A (International Journal of Technology and Design Education, 2011)
Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge. It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced by contextual factors which may have implications on reforms towards broader notions of technology education.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Malawi; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; P:teachers; P:technology; Q:educational technology; T:TVET; publicImportV1

Video as a tool for agricultural extension in Africa: a case study from Ghana - David, Soniia; Asamoah, Christopher (International Journal of Education and Development using ICT, 2011)
The paper explores the effectiveness of video viewing clubs (VVCs) as a training method based on a formal survey of 32 Ghanaian women farmers who were trained on cocoa integrated crop and pest management (ICPM) using this method. Results suggests that the video viewing club is effective as a relatively low cost, interactive training method for providing low literacy populations with skills, information and knowledge on complex technical topics. While there was no significant difference between VVC participants and a control group in cocoa yields and implementation of selected ICPM practices, the study demonstrated that VVC training significantly improved farmers' knowledge of most topics covered. Farmers' perception of changes in their practices provided further evidence of the positive impact of the training, as did their high rate of knowledge diffusion. The use of local facilitators in the VVCs, which created a sense of ownership and added to the credibility of the technical messages, contributed to farmers' appreciation of the method. The paper concludes by discussing the challenges of scaling up VVCs and identifying issues for further research. [PUBLICATION ABSTRACT]
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:women; HDR25; P:agricultural; Q:distance learning; Q:educational technology; Q:interactive; R:case study; R:impact; R:survey; T:Training; T:trainee; Z:Agricultural education; Z:Cocoa; Z:Distance learning; Z:Educational technology; Z:Farmers; Z:Video; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

The interrelation between cognitive and motor development in typically developing children aged 4–11 years is underpinned by visual processing and fine manual control - Davis, Emma E.; Pitchford, Nicola J.; Limback, Ellie (British Journal of Psychology, 2011)

DFID Ethics Principles for Research and Evaluation - DFID (2011)

Open and distance learning for health: supporting health workers through education and training - Dodds, T (Open Learning: The Journal of Open, Distance and e-Learning, 2011)
This case study surveys the growing use of open and distance learning approaches to the provision of support, education and training to health workers over the past few decades. It classifies such uses under four headings, providing brief descriptions from the literature of a few examples of each group. In conclusion, it identifies key lessons from the experience of open and distance learning generally that could be of benefit in health education and training at a distance.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Gambia; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:health; P:measurement; Q:ODEL; Q:distance learning; Q:e-learning; Q:open educational resources; Q:open learning; T:Ausbildung; T:Training; T:continuing education; publicImportV1

Peer effects, teacher incentives, and the impact of tracking: Evidence from a randomized evaluation in Kenya - Duflo, E.; Dupas, P.; Kremer, M. (The American Economic Review, 2011)

Playing with the Multiple Intelligences: How Play Helps Them Grow - Eberle, Scott G (American Journal of Play, 2011)
Howard Gardner first posited a list of "multiple intelligences" as a liberating alternative to the assumptions underlying traditional IQ testing in his widely read study "Frames of Mind" (1983). Play has appeared only in passing in Gardner's thinking about intelligence, however, even though play instructs and trains the verbal, interpersonal, intrapersonal, logical, spatial, musical, and bodily intelligences that Gardner regards as original human endowments. Playing out of doors also enhances and exercises the faculty that Gardner later marked as the naturalist intelligence. As recess dwindles in American schools, and as free play shrinks in the childhood experience, this article finds fresh cause to inspect the merits of multiple-intelligence theory through the lens of play.
Keywords: ⛔ No DOI found

Students' Acceptance of Tablet PCs and Implications for Educational Institutions. - El-Gayar, Omar F; Moran, Mark; Hawkes, Mark (Educational Technology & Society, 2011)
Keywords: ⛔ No DOI found

The emergence of a digital underclass: digital policies in the UK and evidence for inclusion - Ellen, Helsper (Department of Media and Communications, London School of Economics and Political Science, London, UK, 2011)
New evidence shows that a digital underclass is forming in Britain. Although there is some improvement in access, skills and use of the internet among those who have lower education levels and no employment, these groups remain far behind other groups. As the government plans to make public services ‘digital by default’ these individuals will be unable to access them, not because of a lack of infrastructure but because of a lack of (effective) take up of the available connections. Exclusion of these most vulnerable groups has become entrenched. Gaps based on education and employment persist independent of age or other characteristics. They therefore represent a problem that is unlikely to go away even with better infrastructure or as younger generations grow up. These individuals are those that rely most on the government services that are now becoming ‘digital by default’ and will continue to do so. Those who need access to services most, from where the biggest cost savings through the digitisation of services are supposed to come, are the least likely to take these up even when access is available.

Strategies for Reducing Inequalities and Improving Developmental Outcomes for Young Children in Low-Income and Middle-Income Countries. - Engle, Patrice L; Fernald, Lia CH; Alderman, Harold; Behrman, Jere; O'Gara, Chloe; Yousafzai, Aisha; de Mello, Meena Cabral; Hidrobo, Melissa; Ulkuer, Nurper; Ertem, Ilgi; Iltus, Selim (The Lancet, 2011)

The Classroom Practices of Primary and Secondary School Teachers Participating in English in Action - English in Action (2011)

Metaknowledge - Evans, JA; Foster, JG (Science, 2011)

Tablet PCs, academic results and educational inequalities - Ferrer, Ferran; Belvís, Esther; Pàmies, Jordi (Computers & Education, 2011)

Playing around in School: Implications for Learning and Edu-cational Policy - Fisher, Kelly R; Hirsh-Pasek, Kathy; Golinkoff, Roberta M; Singer, Dorothy G; Berk, Laura E (The Oxford Handbook of the Development of Play, 2011)

Policy Review on Adult Learning: The Adult Non-formal Education Policy of Mali, West Africa - Gadio, Moussa (Adult Learning, 2011)
The shift to democracy was manifested in a constitution voted in 1992 that declared education a fundamental civil right and granted citizens the freedom of organizing themselves around their own needs. [...]new actors emerged in the education sector like the civil society and the private sector. Rapid changes in all societies today are creating new needs in relation with lifelong learning that the policy document doesn't cover sufficiently. [...]the policy document should be amended and completed with enforcement laws to provide adult education professionals and practitioners with instruments that would help to effectively recognize and reorganize the field to adapt it to the changing needs of modern Mali.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Mali; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:policy; Q:adult education; Q:lifelong learning; T:continuing education; Z:Adult education; Z:Adult learning; Z:Continuing education; Z:Decentralization; Z:Democracy; Z:Education policy; Z:Lifelong learning; publicImportV1

Consumer toy or corporate tool: the iPad enters the workplace - Geyer, Megan; Felske, Frances (interactions, 2011)

On critical pedagogy - Giroux, Henry A. (Bloomsbury Publishing USA, 2011)

Alignment of higher professional education with the needs of the local labour market: the case of Ghana - Gondwe, Mtinkheni; Walenkamp, Jos (2011)
Keywords: GS_en; _C:Ghana GHA; ⛔ No DOI found

Early reading: Igniting education for all. A report by the Early Grade Learning Community of Practice (Rev. Ed.) - Gove, A.; Cvelich, P. (RTI International, 2011)

The Early Grade Reading Assessment: Applications and interventions to improve basic literacy - Gove, A.; Wetterberg, A. (RTI Press, 2011)

Education Statistics Annual Abstract - Government of Ethiopia (2011)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ethiopia; publicImportV1

Integrated strategic planning framework for teacher education and development in South Africa, 2011-2025 - Government of South Africa (Department of Basic Education, 2011)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Education; Education and state; Teachers; Training of; publicImportV1

Decentralization and educational performance: evidence from the PROHECO Community School Program in rural Honduras - Gropello, Di; Emanuela; Marshall, Jeffery H. (Education Economics, 2011)

Supporting adolescent orphan girls to stay in school as HIV risk prevention: evidence from a randomized controlled trial in Zimbabwe - Hallfors, Denise; Cho, Hyunsan; Rusakaniko, Simbarashe; Iritani, Bonita; Mapfumo, John; Halpern, Carolyn (American journal of public health, 2011)

Vocational education voucher delivery and labor market returns: A randomized evaluation among Kenyan youth - Hicks, Joan Hamory; Kremer, Michael; Mbiti, Isaac; Miguel, Edward (2011)
Keywords: -AB-Research; CLL:en; MaintenanceTag-AB-Research-previous; ⛔ No DOI found

Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010 - Hwang, Gwo-Jen; Tsai, Chin-Chung (British Journal of Educational Technology, 2011)

Changes in student motivation during online learning - Kim, Kyong-Jee; Frick, Theodore W (Journal of Educational Computing Research, 2011)
Keywords: ❓ Multiple DOI

Lessons for developing countries from experience with technical and vocational education and training - Kingombe, Christian (Economic Challenges and Policy Issues in Early Twenty-First-Century Sierra Leone, 2011)
The literacy requirements of both globalization and technological change necessitate enhancement of literacy education and training to keep pace with these phenomena. Sierra Leone‘s An Agenda for Change – Second Poverty Reduction Strategy (PRSPII) 2008-2012 has mainstreamed youth employment and the government has developed a National Action Plan on Youth Employment. Moreover, TVET in Sierra Leone needs a new focus and new direction to strongly respond to the PRSP. In fact a national harmonized policy for TVET is required for a national curriculum. Hitherto, the development and implementation of TVET reform programmes has been severely hampered by budgetary constraints in all 16 countries in the ECOWAS. Based on frontier research on the lessons learned from recent TVET reforms in other developing countries, this paper aims to inform the future comprehensive design and implementation of strategies for TVET in Sierra Leone . The paper makes suggestions for how to address future challenges and opportunities to ensure that the good performance of TVET reforms contribute to the promotion of sustainable growth through private sector development. The paper is structured as follows. Section 2 provides a stock taking of the available quantitative evidence on the impact of TVET. Section 3 presents and discusses different institutional and strategic TVET frameworks. Section 4 discusses the importance of a demand-oriented TVET system. Section 5 discusses the various existing and potential sources for the financing of the TVET system. Section 6 pres ents various examples of successful external cooperation on TVET projects in Africa and Asia. Finally, section 7 concludes and presents policy options.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Sierra Leone; CA:AandC; CC:Sierra Leone; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing country; Education / Educational Policy & Reform / General; F:learning; F:policy; P:economy; P:measurement; P:teachers; Q:certificate; Q:community education; Q:distance learning; Q:primary education; Q:secondary education; T:Lehrlingsausbildung; T:TVET; _C:Sierra Leone SLE; publicImportV1; ⛔ No DOI found

Pushing the child centred approach in Myanmar: the role of cross national policy networks and the effects in the classroom - Lall, Marie (Critical Studies in Education, 2011)
Keywords: C:Myanmar; _C:Australia AUS; _C:Canada CAN; _C:Germany DEU; _C:India IND; _C:Japan JPN; _C:Mongolia MNG; _C:Myanmar MMR; _C:Pakistan PAK; _C:South Africa ZAF; _C:Thailand THA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Affordance of Deep Infusion of One-to-One Tablet-PCs Into and Beyond Classroom. - Li, SC; Pow, JWC (International Journal of Instructional Media, 2011)
Keywords: ⛔ No DOI found

2008 Glewwe and Maiga - Linden (2011)

Editorial - Maclean, Rupert; Lai, Ada (The future of technical and vocational education and training: Global challenges and possibilities, 2011)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1

Study on the feasibility of provision of distance learning programmes in surgery to Malawi - Mains, Edward A.A.; Blackmur, James P.; Dewhurst, David; Ward, Ross M.; Garden, O. James; Wigmore, Stephen J. (The Surgeon, 2011)
Abstract Medical educational opportunities and resources are considerably limited in the developing world. The expansion of computing and Internet access means that there exists a potential to provide education to students through distance learning programmes.This study investigated the feasibility of providing distance learning course in surgery in Malawi. The study investigated the user requirements, technical requirements and Internet connections in two teaching hospitals in Malawi. In addition the appropriateness of current course material from the Edinburgh Surgical Sciences Qualification to Malawi trainees was assessed.The study found a high degree of interest from Malawian trainees in distance learning. The provision of basic science modules such as anatomy and physiology and the ability to access journals were considered highly desirable. The current ESSQ course would require extensive re-modelling to make it suitable to an African trainee’s requirements. Internet speeds remain slow and access is currently expensive.There is considerable interest in distance learning programmes in Malawi but access to them is limited partly because of slow and expensive Internet access.Understanding the needs of trainees in countries such as Malawi will allow better direction of educational aid and resources to support surgical training.
Keywords: -FullBiblioUHMLgen; -RRQ:M:final; A:Africa; C:Malawi; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing world; F:access; F:qualification; F:teaching; P:media; Q:degree; Q:distance learning; T:Training; T:distance learning program; T:trainee; Z:Education, Distance [I02.195]; Z:Education, Medical, Graduate [I02.358.399.350]; Z:Malawi [Z01.058.290.175.500]; publicImportV1

THE UNIVERSITY OF ZAMBIA PRE-SERVICE TEACHER EDUCATION PROGRAMME: IS IT RESPONSIVE TO SCHOOLS AND COMMUNITIES’ASPIRATIONS? - Masaiti, Gift; Manchishi, Peter Chomba (European Journal of Educational Studies, 2011)
Keywords: ⛔ No DOI found

Strategies to retain and motivate employees in Africa: Examining the case of the ministry of education in Zambia - Masaiti, Gift; Naluyele, Pamela Nachona (African Journal of Political Science and International Relations, 2011)
Keywords: ⛔ No DOI found

Multimedia learning and games - Mayer, Richard E. (Computer games and instruction, 2011)
Many strong claims are made for the educational value of computer games, but there is little strong empirical evidence to back up those claims. For example, in a recent review, Hannifin and Vermillion observed: "Games are very motivating and have tremendous potential in education, but despite a rapidly growing research base, there is yet insufficient evidence to draw definitive conclusions." Similarly, O'Neil and Perez noted: "Computer games were hypothesized to be potentially useful for instructional purposes [but]... there is almost no guidance for game designers and developers on how to design games that facilitate learning." In order to provide guidance to game developers, it would be useful to have research-based principles for how to design educational computer games (i.e., a science of instruction) and a research-based theory of how people learn from educational computer games (i.e., a science of learning). The goal of this chapter is to examine how best to build a scientifically rigorous research base relevant to the design of effective educational computer games. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Keywords: Computer Games; Learning; Multimedia; Research and Development

First Principles: Designing Effective Education Programs For In-Service Teacher Professional Development (Compendium) - Miller-Grandvaux, Yolande; Jessee, Cassandra (US Agency for International Development, American Institutes for Research, 2011)

Interoperability of the State Information System version 3.0 - Ministry Economic Affairs and Communications (2011)
Keywords: Final_citation

Active Schools: Our Convictions for Improving the Quality of Education - Mogollón, Professor Oscar; Solano, Marina (2011)
Keywords: ⛔ No DOI found

Human Resource Development (HRD) through Technical and Vocational Education and Training (TVET) during Independence Days in Kenya - Mosoti, Z (International Journal of Social and Policy Issues, 2011)
I have traced the history and evolution of HRD through IVET during independence days. I relied on Kenya's NDPs and the education commissions appointed by political leaderships (Kenya's two past presidents) to look at the development and processes of education and ways that have been suggested to improve education. I have discussed these through the NDPs and the commissions appointed by the presidents of the time. The information has been presented using a chronological, thematic and, again chronological method. Additional information includes changes in curriculum during the same period. The first part considers the period from independence in 1963 to 1987 and the second part 1988 to 2005.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; Q:degree; T:TVET; T:Training; publicImportV1; ⛔ No DOI found

Processing speed mediates executive function difficulties in very preterm children in middle childhood - Mulder, Hanna; Pitchford, Nicola J.; Marlow, Neil (Journal of the International Neuropsychological Society, 2011)

A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda - Mulder, Martin; Roelofs, Eline (2011)
This paper gives a description of research in the field of Vocational Education and Training (VET). The field of VET research is quite scattered, so giving a full overview is hardly possible. Nevertheless, the VET research presented at the European Conference of Educational Research 2011 (Berlin) is reviewed, as well as the content of a number of VET research journals of publication year 2011. Research themes and topics are defined, and according to the categories the research is reviewed. The conclusions of the review are: 1. there is a large amount of research on VET which is quite diverse and fragmented; 2. much VET research lacks theoretical and empirical foundation; the dominant research methods are case and desk studies and explorative and analytical studies. There are hardly any experiments and intervention and design-based research studies; 3. there are various urgent topics for further research, which are elaborated in the paper.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CLL:en; _C:Australia AUS; _C:Austria AUT; _C:Canada CAN; _C:China CHN; _C:Czech Republic CZE; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Indonesia IDN; _C:Italy ITA; _C:Latvia LVA; _C:Luxembourg LUX; _C:Netherlands NLD; _C:Saudi Arabia SAU; _C:Spain ESP; _C:Sweden SWE; _C:Switzerland CHE; _C:Turkey TUR; _C:Ukraine UKR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1; ⛔ No DOI found

Teacher Performance Pay: Experimental Evidence from India. - Muralidharan, Karthik; Sundararaman, Venkatesh (Journal of Political Economy, 2011)
Keywords: interesting

Teaching with and Learning through ICTs in Zimbabwe's Teacher Education Colleges. - Musarurwa, C (US-China Education Review, 2011)
The use of ICTs (information and communication technologies) in Zimbabwe’s teacher education colleges is of paramount importance. The teacher trainees have a dual role to play: learning through ICTs and also learning how to teach through them. Interestingly, the rate at which schools have embraced the use of ICTs is unprecedented, but this has not been matched with an equal effort by teacher education colleges and hence teacher trainees have been less exposed and trained in using such technologies. Evidently, this has created a mismatch between the need for teachers who are conversant with ICTs and e-learning and their availability. This paper stems from a pilot programme in which the author was an active participant. It reflects on efforts made to integrate ICTs into the teacher education curriculum and evaluates the impact that this programme will have on teacher education in Zimbabwe.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Mozambique; C:Zimbabwe; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; F:learning; F:teaching; P:measurement; P:teacher education; P:teacher training; Q:ICT; Q:ODEL; Q:open learning; T:TVET; meta; publicImportV1; ⛔ No DOI found

Employers' perceptions regarding the quality of technical education and training in Southern Africa : a case of the Botswana Technical Education Programme - Odora, RJ (2011)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Botswana; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:TVET; publicImportV1; ⛔ No DOI found

The Context of Training Teachers to Implement a Socially Relevant Science Education in Africa - Ogunniyi, Meshach B. (African Journal of Research in Mathematics, Science and Technology Education, 2011)
The underlying assumption to this paper is that learners' ability to appreciate the relevance of school science and its importance to socio-economic development of their communities to a large extent depends on the quality of instruction they receive from their teachers. A popular conundrum is that no country is greater than the calibre of its teachers. However, a sort of Mathew's principle of the "haves" having more and the "have-nots" losing even what they do have tends to hold. Hence, learners of well-trained teachers tend to outperform those of poorly trained teachers on most tasks. A vivid example here in South Africa is the usual wide chasm between the matriculation results of learners from the former well-resourced Model C schools and those (with few exceptions due to massive support) from the previously disadvantaged schools. In pursuit of relevance many African political leaders and policy makers have called on teacher training institutions to produce teachers who are capable of making school science relevant to learners' home environment. This paper reports an attempt that has been made to equip teachers in such a way that makes science accessible, interesting and complementary to learners' indigenous knowledge and life worlds in general.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; F:attitude; F:policy; F:teaching method; P:culture; P:economy; P:environment; P:measurement; P:social; P:teacher education; P:teacher training; P:teachers; R:case study; T:Training; T:trainee; Z:African Culture; Z:Case Studies; Z:Course Content; Z:Cultural Context; Z:Culturally Relevant Education; Z:Disadvantaged Schools; Z:Educational Change; Z:Educational Quality; Z:Foreign Countries; Z:Indigenous Knowledge; Z:Interdisciplinary Approach; Z:Relevance (Education); Z:Science Education; Z:Science Instruction; Z:Scientific Principles; Z:Social Problems; Z:Teacher Attitudes; Z:Teacher Education; Z:Teacher Effectiveness; Z:Teaching Methods; Z:Western Civilization; publicImportV1

Lifelong learning, lifelong education and adult education in higher institutions of learning in Eastern Africa: The case of Makerere University Institute of Adult and Continuing Education - Openjuru, G.L., (International Journal of Lifelong Education, 2011)
This paper advocates for policy recognition of lifelong learning by institutions of higher learning and governments in Eastern Africa. Lifelong learning and lifelong education are two concepts that aim at widening access to and the participation of adult learners in the acquisition of new knowledge, skills, values and attitudes. There are many reasons for advocating for lifelong learning and education in higher institutions of learning in Eastern Africa. Firstly, the demand for higher education in Eastern Africa has increased phenomenally. Secondly, the need to cope with this fast-changing world calls for a continuous acquisition of new knowledge, skills and attitude. This paper looks at the concepts of lifelong learning (LLL) and lifelong education (LLE) in relation to the changes that are affecting the provision of universitybased learning opportunities for non-traditional students in Eastern Africa, with examples from Makerere University Institute of Adult and Continuing Education in Uganda. In looking at the concepts of LLL and LLE, other concepts of lifewide learning and the learning society are also discussed. Adult learning and adult education are discussed as concepts that are used by adult educators in Eastern Africa with very limited understanding of what they really mean. The confusion in the use of these emerging and popular concepts in Eastern Africa is discussed. The paper presents some recommendations for higher institutions of learning in Eastern Africa to develop a clear understanding of and embrace lifelong learning. © 2011 Taylor & Francis.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:eastern Africa; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:access; F:attitude; F:learning; F:policy; F:teaching; P:measurement; P:teachers; Q:adult education; Q:distance education; Q:higher education; Q:lifelong learning; R:case study; T:continuing education; Z:Adult Education; Z:Adult Educators; Z:Adult Learning; Z:Adult Students; Z:Adult education; Z:African Studies; Z:Case Studies; Z:Concept Teaching; Z:Continuing Education; Z:Continuing education; Z:Definitions; Z:Distance Education; Z:Distance education; Z:Educational Opportunities; Z:Expansion of provision; Z:Foreign Countries; Z:Higher education; Z:Institutional Characteristics; Z:Knowledge; Z:Lifelong Learning; Z:Lifelong learning; Z:Nontraditional Students; Z:Teachers; _C:Uganda UGA; publicImportV1

Conceptualizing teacher professional learning - Opfer, V. Darleen; Pedder, David (Review of Educational Research, 2011)
Keywords: Important; Read

Menstruation, sanitary products, and school attendance: Evidence from a randomized evaluation - Oster, Emily; Thornton, Rebecca (American Economic Journal: Applied Economics, 2011)

Mixed method designs in implementation research - Palinkas, Lawrence A.; Aarons, Gregory A.; Horwitz, Sarah; Chamberlain, Patricia; Hurlburt, Michael; Landsverk, John (Administration and Policy in Mental Health and Mental Health Services Research, 2011)

Good Practice Report: Blended Learning. - Partridge, Helen; Ponting, Deborah; McCay, Meryl (Australian Learning and Teaching Council (ALTC), 2011)
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains: a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships; a literature review of the good practices and key outcomes for teaching and learning from national and international research; the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships; identifies areas in which further work or development are appropriate.
Keywords: C:Australia

EGRA Plus: Liberia (Program evaluation report) - Piper, B.; Korda, M. (Learning to look: A handbook on classroom observation and teaching models, 2011)

(untitled) - Piper; Korda (2011)

Making a difference with smart tablets - Price, Amy (Teacher Librarian, 2011)
Keywords: ⛔ No DOI found

Outcomes for Implementation Research: Conceptual Distinctions, Measurement Challenges, and Research Agenda - Proctor, Enola; Silmere, Hiie; Raghavan, Ramesh; Hovmand, Peter; Aarons, Greg; Bunger, Alicia; Griffey, Richard; Hensley, Melissa (Administration and Policy in Mental Health and Mental Health Services Research, 2011)

Outcomes for Implementation Research: Conceptual Distinctions, Measurement Challenges, and Research Agenda - Proctor, Enola; Silmere, Hiie; Raghavan, Ramesh; Hovmand, Peter; Aarons, Greg; Bunger, Alicia; Griffey, Richard; Hensley, Melissa (Administration and policy in mental health and mental health services research, 2011)
An unresolved issue in the field of implementation research is how to conceptualize and evaluate successful implementation. This paper advances the concept of “implementation outcomes” distinct from service system and clinical treatment outcomes. This paper proposes a heuristic, working “taxonomy” of eight conceptually distinct implementation outcomes—acceptability, adoption, appropriateness, feasibility, fidelity, implementation cost, penetration, and sustainability—along with their nominal definitions. We propose a two-pronged agenda for research on implementation outcomes. Conceptualizing and measuring implementation outcomes will advance understanding of implementation processes, enhance efficiency in implementation research, and pave the way for studies of the comparative effectiveness of implementation strategies.

Rethinking play and pedagogy in early childhood education: concepts, contexts and cultures - Rogers, Sue (2011)
Bringing together a collection of chapters from international experts in the field of early childhood education, Rethinking Play and Pedagogy in Early Childhood Education seeks to explore how play in the Early Years is valued as a means of learning. The book discusses how play is presented, transformed by institutional and pedagogical discourses and ultimately experienced by children. Adopting cultural, conceptual and contextual approaches to play and pedagogy across its chapters, this book addresses contemporary emerging issues surrounding play and pedagogy including:<U.

Ambition Gone Awry: The Long-Term Socioeconomic Consequences of Misaligned and Uncertain Ambitions in Adolescence - Sabates, Ricardo; Harris, Angel L.; Staff, Jeremy (Social Science Quarterly, 2011)
Objective The objective of this study was to investigate whether misaligned or uncertain ambitions in adolescence influence the process of socioeconomic attainment. Methods Using 34 years of longitudinal data from the British Cohort Study (BCS70), we considered whether youth with (1) misaligned ambitions (i.e., those who either over- or underestimate the level of education required for their desired occupation), (2) both low occupational aspirations and educational expectations (low-aligned ambitions), and (3) uncertainty with regard to their future occupations (uncertain ambitions) at age 16 experienced more unemployment spells, lower educational attainment, and lower hourly wages in adulthood compared to youth with high occupational aspirations and educational expectations (high-aligned ambitions). Results Youth who hold misaligned or uncertain aspirations show long-term deficits in employment stability and educational attainment, which in turn leads to lower wage attainments at age 34. Conclusion Misaligned and uncertain ambitions in adolescence compromise the construction of life paths and the realization of long-term educational and occupational goals.

The Shurah and Democratic Governance in Islam - Salihi H.; A., Umar B.; Suleiman, H.; Aisha Abdu-Ismail (Shari’ah, Democracy and Good Governance, 2011)

Effective integration of information and communication technologies (ICTs) in technical and vocational education and training (TVET) toward knowledge management - Saud, MS; Shu, B; Yasin, MAM (African Journal of Business Management, 2011)
The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be exhausted by studies available in the “knowledge-based” society. The world of work is in continuous change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Despite numerous studies revealing the extent to which ICTs are applied at different educational specializations, literature on the effective integration of ICTs into Technical and Vocational Education and Training (TVET) field is scarce and needs further exploration to highlight the TVETs’ level of requirement for ICTs integration. Therefore, this paper attempts to add to the available literature on ICTs integration in TVET by bringing out clearly; the need for effective integration of ICTs in TVET, factors influencing the effective integration of ICTs in TVET, overview of the challenges to the effective integration of ICTs in TVET. The paper concludes by recommending for a proper planning and management of ICTs resources in TVET.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:pedagogy; F:teaching; P:architecture; P:social; P:teacher education; P:technology; Q:ICT; R:meta-analysis; T:TVET; publicImportV1; ⛔ No DOI found

The Concept of Tawhid in the Political Thoughts of Muhammad Iqbal - Shehu, S.; Aisha Abdu-Ismail (Islamic Political Thoughts and Institutions; Kano IIIT(N, 2011)

Reading with iPads–the difference makes a difference - Sheppard, Dale (Education Today, 2011)

Effectiveness of Computer-Assisted Instruction in Statistics: A Meta-Analysis - Sosa, Giovanni W.; Berger, Dale E.; Saw, Amanda T.; Mary, Justin C. (Review of Educational Research, 2011)
Although previous meta-analyses have documented the efficacy of computer-assisted statistics instruction, the current study examined a range of specific features that presumably influence its effectiveness, such as the level of learner engagement, learner control, and the nature of feedback. In 45 experimental studies with a control condition, computer-assisted statistics instruction provided a meaningful average performance advantage ( d = 0.33). Because of great methodological heterogeneity among the studies, the authors employed a conservative but appropriate mixed effects model to examine potential moderator effects. The authors’ analyses revealed three statistically significant findings. Larger effects were reported in studies in which treatment groups received more instructional time than control groups, in studies that recruited graduate students as participants, and in studies employing an embedded assessment. A newly developed second order standardized mean effect size, d diff , reveals that additional study characteristics may serve as meaningful moderators. Tight experimental control is needed to assess the importance of specific instructional features in computer-assisted statistics instruction.
Keywords: Final_citation

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research and Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)
Keywords: Asia; ERIC, Current Index to Journals in Education (CIJE); Education Majors; Europe; Foreign Countries; Foreign Students; Higher Education; Interaction; Latin America; Masters Degrees; Middle East; Multicultural Education; Personal Narratives; Private Sector; Southeast Asia; Student Teachers; Teacher Education Programs; United Kingdom; Virtual Classrooms; __:import:01; __:match:final; __:matched; __:study_id:2097655; __finaldtb

Secularism, Democracy and Human Rights: The Islamic Dimension” - T.M., Bande; Muhammad, S.S.; Zagga, I.M.B.; Aisha Abdu-Ismail (Islamic Political Thoughts and Applications, 2011)

Children with disabilities in Uganda: The hidden reality - The African Child Policy Forum (2011)

Towards a framework for researching the quality of education in low‐income countries - Tikly, Leon (Comparative Education, 2011)
This article introduces the themes and the various contributions to the special issue. It describes the evolution of the overall approach and framework for researching education quality used by the Implementing Education Quality in Low-Income Countries (EdQual) Research Programme Consortium (RPC). The article commences with the background to the RPC including some theoretical starting points. It provides a critique of dominant approaches to researching education quality, namely the human capital and rights based approaches. This provides a basis for setting out the approach and framework adopted by EdQual which is founded on social justice principles. The framework is outlined in relation to three intersecting contexts, namely the policy context, the home/ community context of the learner and the context of the school.

Principles of Remote Sensing & GIS. African Science & Technology Digest - Tudunwada, I.Y. (ISSN, 2011)
Keywords: ⛔ No DOI found

EDUsummIT 2011 report from TWG3: teacher professional development - Twining, Peter; Albion, Peter; Knezek, Don (UNESCO, 2011)

Integrating conflict and disaster risk reduction into education sector planning - UNESCO IIEP (2011)
Keywords: ⛔ No DOI found

Going digital on low-cost mobile phones in Bangladesh - Walsh, Christopher; Power, Tom (2011)
Keywords: ⛔ No DOI found

Supporting induction to the teaching profession for women in Malawi - Wolfenden, F.; Gallastegi, L; Chitsulo, J. (Distance Education and Teacher's Training in Africa Conference, 2011)
Gender parity in primary and secondary education has yet to be achieved in many countries in sub-Saharan Africa, including Malawi. The presence of female teachers is recognised as positively impacting on girls’ enrolment and learning success, but in many rural areas in Malawi, there are few qualifi ed female teachers working in primary or secondary schools. This paper contributes to the current debates on how to address this gap in qualified female teacher recruitment and retention in rural areas. One suggested solution to breaking the cycle of low female achievement in rural areas is the use of distance education to prepare local women to become teachers in their own communities. In the programme reported on in this paper, aspiring female teachers are supported to take on the role of “learning assistants” in their local community primary schools while studying to achieve the qualifi cations necessary for application to a formal primary teacher training course. Using applications, interviews and workshop data from the early stages of the programme, the backgrounds and motivations of applicants to the programme are explored. The paper also discusses the implications for the design of this distance learning programme, emerging constraints on the achievement of programme intentions and areas for further study.

World Report on Disability - World Health Organisation; World Bank (2011)

Uncertainty in Early Occupational Aspirations: Role Exploration or Aimlessness? - Staff, Jeremy; Harris, Angel; Sabates, Ricardo; Briddell, Laine (Social Forces, 2010)
Many youth in the United States lack clear occupational aspirations. This uncertainty in achievement ambitions may benefit socio-economic attainment if it signifies “role exploration,” characterized by career development, continued education and enduring partnerships. By contrast, uncertainty may diminish attainment if it instead leads to “aimlessness,” involving prolonged education without the acquisition of a degree, residential dependence and frequent job changes. We use nationally representative data from the National Education Longitudinal Study to examine how uncertainty in occupational aspirations in adolescence (age 16) affects wage attainments in young adulthood (age 26). Results suggest that youth with undecided career ambitions earn significantly lower hourly wages in young adulthood than youth with more certain aspirations, supporting the view that uncertainty heightens the risk of labor-market problems.

Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives - Shohel, M. Mahruf C.; Power, Tom (Open Learning: The Journal of Open, Distance and e-Learning, 2010)
This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods).
Keywords: BANGLADESH; Bangladesh; C:Bangladesh; COMPUTER assisted language instruction; COMPUTERS in education; CONTINUING education; Computer Assisted Instruction; DISTANCE education; Developing Nations; Digital audio players; Distance Education; Distance learning; ENGLISH language -- Study & teaching -- Foreign speakers; ERIC, Current Index to Journals in Education (CIJE); Education--Teaching Methods And Curriculum; Educational Development; Educational Technology; Educational technology; Elementary Secondary Education; English (Second Language); English in Action support model; English language; Foreign Countries; Handheld Devices; Higher Education; Inservice Teacher Education; Interviews; LANGUAGE teachers; Language instruction; Multimedia Instruction; OPEN learning; Open Universities; Pilot Projects; Postsecondary Education; Professional development; Program Descriptions; Program Development; Program Effectiveness; Protocol Materials; SECONDARY education; Second Language Instruction; Secondary Education; Secondary School Teachers; Studies; TEACHER development; TEACHERS -- Attitudes; TELEMATICS; Teacher Attitudes; Teachers; Technology Integration; United Kingdom; Video Technology; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2098161; __C:filed:1; ___working_potential_duplicate; __finaldtb; mobile learning; mobile technology; technology intervention

Lifting the education revolution to the next level - Gonsalves, Ralphe (Office of the Prime Minister, 2010)
lifting the education revolution to the next level - Read more about educational, secondary, vincent, primary, facilities and grenadines.

The Mutual Construction of Statistics and Society - Saetnan, Ann Rudinow; Lomell, Heidi Mork; Hammer, Svein (2010)

Connecting reflective practice, dialogic protocols, and professional learning - Nehring, J.; Laboy, W.T.; Catarius, L. (Professional Development in Education, 2010)

School Drop out: Patterns, Causes, Changes and Policies - Sabates, R.; Westbrook, J.; Akyeampong, K.; Hunt, F. (United Nations Educational, Scientific and Cultural Organisation (UNESCO), 2010)
This background paper for the UNESCO GMR team draws on a range of resources to provide a synthesis on drop out. The paper focuses on patterns of participation, age-specific drop out rates, equity in drop out rates, and the link between over age enrolment and drop out rates. The paper outlines the main causes of drop out and provides two country case studies, Ghana and Tanzania, to highlight the potential strategies that could be used to address drop out. The paper concludes with our main policy messages.

Dr Math gets MUDDY: the "dirt" on how to attract teenagers to Mathematics and Science by using multi-user dungeon games over Mxit on cell phones - Butgereit, L.; Leonard, B.; Le Roux, C.; Rama, H.; De Sousa, M.; Naidoo, T. (The authors, 2010)
The current group of teenagers has been called many things – some of the terms unprintable in respectable publications. However terms such as the “thumb tribe” (because they can type faster on their cell phones with their thumbs than adults can type on a keyboard using ten fingers) and “gamers” (because they play computer games for hours, and even days, at a time) are indicative of the close relationship teenagers have with their cell phones and computers. This paper explores a project where multi-user dungeon games (MUDs) with a science and mathematical twist were deployed using Mxit (a popular instant messaging system in South Africa) on cell phones to encourage teenagers to learn more about math and science to practice math and science skills
Keywords: Final_citation; cited; existing

Starting from scratch: Critical reflections on an educational reform programme in St Vincent and the Grenadines - Davies, John Dwyfor; Lee, John (2010)
Keywords: _Added to LR; _G:reviewed; ⛔ No DOI found

Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement - Shapley, Kelly S.; Sheehan, Daniel; Maloney, Catherine; Caranikas-Walker, Fanny (The Journal of Technology, Learning and Assessment, 2010)
In a pilot study of the Technology Immersion model, high-need middle schools were “immersed” in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or less of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students’ use of laptops outside of school for homework and learning games was the strongest implementation mediator of achievement.
Keywords: ⛔ No DOI found

Access to and Retention of Early School Leavers in Basic Technical Education in Kenya - Mwinzi, Dinah Changwony; Kelemba, Joy Kasandi (The Burden of Educational Exclusion, 2010)
Basic Technical Education in Kenya is fundamental to industrialization and national development (MSPNP, 2007). The objective of the reforms in Kenya is to improve access, equity and the quality and relevance of education and training at all levels. This chapter considers the revitalization of Youth Polytechnics (YPs) as a strategic approach to the development of technical competences in Kenya, especially for out-of-school youth. The YPs, which were once derided, have now become popular because of rising unemployment and many technological challenges in the workplace. Learners are admitted from different educational backgrounds, including those who left primary or secondary school early. The chapter provides a historical overview of basic technical education in Kenya, along with an analysis of early school leaving, the renewal of YPs, the Technical Industrial Vocational and Entrepreneurship Training (TIVET) initiative and a discussion of the issue of gender disparity. It finishes with a consideration of the challenges and dilemmas, which remain, followed by conclusions and recommendations.

Islam and Gender Relations in Nigeria” in Al-Ijtihad-The Journal of Islamization of Knowledge and Contemporary Issues - Aisha Abdu-Ismail (2010)

The Youth, Gender and Sustainable Development: An Assessment of Girl-Child Education in Kano State - Aisha Abdu-Ismail (The Nigerian Youth: PoliticalParticipation and National Development, 2010)

'Aung Sung Tsu Yi on House Arrest' The Boston literary magazine - Ajadi, S.B. (The Boston Press, 2010)

'I think I'll die here' The Oral Tradition Journal of Poetry - Ajadi, S.B. (Spring, 2010)

'Landscape Lull' Sunday Sun (National - Ajadi, S.B. (November, 2010)
Keywords: ⛔ No DOI found

'Portrait of Gani Odutokun' - Ajadi, S.B. (2010)

'Macramé Panorama' Sunday Sun (National Daily) November 7 Also in - Ajadi, S.B.; Ajadi, S.B. (2010)

Malaria Management on the Go among Nigerian Fulani Nomads - Akogun, O.B.; S, Njobdi; Adesina, Adedoyin (2010)
Keywords: ⛔ No DOI found

Role of Rapid Diagnostic test (RDT) for malaria in the community management of under-five febrile illnesses in northeastern Nigeria - Akogun, Oladele B; Adesina, Adedoyin (Analysis and presentation of study results, 2010)
Keywords: ⛔ No DOI found

Pedagogical renewal in sub‐Saharan Africa: the case of Uganda - Altinyelken, Hülya K. (Comparative Education, 2010)
Keywords: C:sub-Saharan Africa; _C:Australia AUS; _C:Botswana BWA; _C:Cuba CUB; _C:Egypt EGY; _C:Ethiopia ETH; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Ghana GHA; _C:Kenya KEN; _C:Mali MLI; _C:Mauritius MUS; _C:Namibia NAM; _C:Netherlands NLD; _C:South Africa ZAF; _C:Tanzania TZA; _C:Tibet XTIBT; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Early Childhood Stimulation Interventions in Developing Countries: A Comprehensive Literature Review. - Baker-Henningham, Helen; Bóo, Florencia López (IDB Working Paper Series, 2010)
Keywords: ⛔ No DOI found

Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India. - Banerjee, A.V.; Banerji, R.; Duflo, E.; Glennerster, R.; Khemani, S. (American Economic Journal: Economic Policy, 2010)

Educational outcomes and research from 1:1 computing settings - Bebell, D.; O'Dwyer, L. M. (Journal of Technology, Learning, and Assessment, 2010)
Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.
Keywords: ⛔ No DOI found

Challenges of Curtin-AVU-AAU Distance Learning Program in Ethiopia: A Case Study - Belwal, Rakesh; Dawit Ayalew Kassa; Medhanie Gaim Asgedom (MERLOT Journal of Online Learning and Teaching, 2010)
Distance education programs are emerging globally in the form of joint ventures among higher educational institutions. This paper describes the research undertaken to explore one such joint venture program in business between Australian and African universities. This study utilizes both primary and secondary data gathered through a review of the literature, consultations with program administrators, interviews with faculty members, direct observations, and questionnaires administered to sample students. This case study explores factors affecting the program. Using quantitative and qualitative analytical tools, this study discusses the outcomes of the analyses to facilitate experiential learning. It finds that for students originating mainly from remote regions of Ethiopia, distance learning can offer good opportunities of receiving cost-effective, quality-education on their doorsteps. This experience could contribute immensely to the extension of such programs to other regions of the country. Although the joint venture reveals the potential of coordinated educational efforts, internal weaknesses and inefficiencies need serious attention to ensure the success of such initiatives in the future.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Ethiopia; 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:outcomes; P:technology; Q:distance learning; Q:higher education; R:case study; R:interview; R:observation; R:qualitative; R:quantitative; R:questionnaire; T:distance learning program; Z:Alliances; Z:Distance learning; Z:Education reform; Z:Market entry; Z:Qualitative research; Z:Technological change; __C:filed:1; publicImportV1; ⛔ No DOI found

Assessing the value-added effects of literacy collaborative professional development on student learning - Biancarosa, G.; Bryk, A.S.; Dexter, E.R. (The Elementary School Journal, 2010)

Contemporary Approaches to Teacher Professional Development - Borko, H.; Jacobs, J.; Koellner, K. (International Encyclopedia of Education, 2010)

Translating Epidemiology into Policy to Prevent Childhood Obesity: The Case for Promoting Physical Activity in School Settings - Brownson, Ross C; Chriqui, Jamie F; Burgeson, Charlene R; Fisher, Megan C; Ness, Roberta B (Annals of Epidemiology, 2010)
Childhood obesity is a serious public health problem, resulting from energy imbalance (when the intake of energy is greater than the amount of energy expended through physical activity). Numerous health authorities have identified policy interventions as promising strategies for creating population-wide improvements in physical activity. This case study focuses on energy expenditure through physical activity (with a particular emphasis on school-based physical education [PE]). Policy-relevant evidence for promoting physical activity in youth may take numerous forms including epidemiologic data and other supporting evidence (e.g., qualitative data). The implementation and evaluation of school PE interventions leads to a set of lessons related to epidemiology and evidence-based policy. These include the need to: 1) enhance the focus on external validity, 2) develop more policy-relevant evidence based on “natural experiments,” 3) understand that policymaking is political, 4) better articulate the factors that influence policy dissemination, 5) understand the real world constraints when implementing policy in school environments, and 6) build transdisciplinary teams for policy progress. The issues described in this case study provide leverage points for practitioners, policy makers, and researchers as they seek to translate epidemiology to policy.

Issues and Challenges in the Design of Culturally Adapted Evidence-Based Interventions - Castro, Felipe González; Barrera, Manuel; Holleran Steiker, Lori K. (Annual review of clinical psychology, 2010)
This article examines issues and challenges in the design of cultural adaptations that are developed from an original evidence-based intervention (EBI). Recently emerging multistep frameworks or stage models are examined, as these can systematically guide the development of culturally adapted EBIs. Critical issues are also presented regarding whether and how such adaptations may be conducted, and empirical evidence is presented regarding the effectiveness of such cultural adaptations. Recent evidence suggests that these cultural adaptations are effective when applied with certain subcultural groups, although they are less effective when applied with other subcultural groups. Generally, current evidence regarding the effectiveness of cultural adaptations is promising but mixed. Further research is needed to obtain more definitive conclusions regarding the efficacy and effectiveness of culturally adapted EBIs. Directions for future research and recommendations are presented to guide the development of a new generation of culturally adapted EBIs.

Participatory rural appraisal - Chandra, Ganesh (Katiha, PK, Vaas, KK, Sharma, AP, Bhaumik, U. & Chandra Ganesh (Eds). Issues and tools for social science research in inland fisheries. Central Inland Fisheries Research Institute, Barrackpore, Kolkata, India. Bulletin, 2010)
Keywords: ⛔ No DOI found

Driving the process or driven by the process? The transformation of Nkrumah college of education into Nkrumah university college. - Cheyeka, Austin; Mulenga, Innocent Mutale; Masaiti, Gift (2010)
Keywords: ⛔ No DOI found

Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 - Copple, Carol; Bredekamp, Sue (National Association for the Education of Young Children, 2010)

Heat impact on schoolchildren in Cameroon, Africa: potential health threat from climate change - Dapi, Léonie N.; Rocklöv, Joacim; Nguefack-Tsague, Georges; Tetanye, Ekoe; Kjellstrom, Tord (Global Health Action, 2010)
Background: Health impacts related to climate change are potentially an increasing problem in Cameroon, especially during hot seasons when there are no means for protective and adaptive actions. Objective: To describe environmental conditions in schools and to evaluate the impact of heat on schoolchildren’s health during school days in the Cameroon cities of Yaounde´ and Douala. Methods: Schoolchildren (N0285) aged 12Á16 years from public secondary schools completed a questionnaire about their background, general symptoms, and hot feelings in a cross-sectional study. In Yaounde´, 50 schoolchildren were individually interviewed during school days about hourly symptoms (fatigue, headache, and feeling very hot) and performance. Lascar dataloggers were used to measure indoor classroom temperatures and humidity. Results: There was a significant correlation between daily indoor temperature and the percentages of schoolchildren who felt very hot, had fatigue, and headaches in Yaounde´. A high proportion of schoolchildren felt very hot (48%), had fatigue (76%), and headaches (38%) in Yaounde´. Prevalences (%) were higher among girls than boys for headaches (58 vs 39), feeling ‘very hot overall’ (37 vs 21), and ‘very hot in head’ (21 vs 18). Up to 62% were absentminded and 45% had slow writing speed. High indoor temperatures of 32.58C in Yaounde´ and 36.68C in Douala were observed in school. Conclusions: Headache, fatigue, and feeling very hot associated with high indoor air temperature were observed among schoolchildren in the present study. Longitudinal data in schools are needed to confirm these results. School environmental conditions should be improved in order to enhance learning.
Keywords: BE:LMIC; BE:RELEVANT

How high-achieving countries develop great teachers - Darling-Hammond, Linda; Wei, Ruth Chung; Andree, Alethea (Stanford Center for Opportunity Pollcy in Education, 2010)

Professional Learning Communities in the Teachers' College: A Resource for Teacher Educators. - Du Plessis, Joy; Muzaffar, Irfan (EQUIP1, 2010)
Keywords: ⛔ No DOI found

Reaching The Marginalized - Education For All (Global Monitoring Report, 2010)

Sustainable tourism industry development in sub-Saharan Africa: Consequences of foreign hotels for local employment - Fortanier, Fabienne; Wijk, Jeroen van (International Business Review, 2010)
Abstract While foreign investment in the tourism industry is often considered important in stimulating sustainable development in least developed countries, empirical evidence is still scarce and ambiguous. Focusing on the social (employment) dimension of sustainable development, this paper analyses how foreign firms in the hotel industry influence the quantity of local employment (number of jobs) and its quality (skills). Using interview data with managers of 123 foreign and locally owned hotels in Mozambique, Tanzania and Ethiopia, we find that the simple scale effects of foreign hotels in least developed countries are positive. However, rather than contributing to local human capital via training, foreign firms instead prefer to hire well-trained employees from local hotels. We explore the implications of such reverse knowledge transfer for policy makers in least developed countries.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; AA:Africa; C:Ethiopia; C:Mozambique; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:policy; F:pro-poor; P:services; P:social; P:tourism; R:interview; T:Training; T:trainee; Z:Employment; Z:Foreign direct investment; Z:International hotel industry; Z:Knowledge transfer; Z:Pro-poor tourism; Z:Services; Z:Sustainable development; publicImportV1

Secondary Prevention in an RTI Model: A Step Toward Academic Recovery - Friedman, Esther Klein (The Reading Teacher, 2010)
The secondary level of a Response to Intervention system, sometimes referred to as Tier II intervention, targets students who experience inadequate response to good classroom instruction for 10–15 weeks of validated small-group instruction. The twin purposes of secondary prevention are to (a) prevent the development of long-term reading difficulty and (b) assess whether a more intensive level of intervention (i.e., tertiary prevention, sometimes delivered under the auspices of special education) is necessary to ensure that the student exits school with the reading competence necessary for success. In this article, the author discusses a secondary prevention initiative that began in the New York City Public Schools in 2004; describes the resulting academic intervention toolkit with options for RTI assessment methods and instructional interventions; and discusses challenges to secondary prevention including building staff capacity, keeping parents informed, and the costs.
Keywords: _Not used in LR; _T:reviewed; article; assessment; childhood; early adolescence; intervention; protocols; remediation; standardized; standards; struggling

Increased educational attainment and its effect on child mortality in 175 countries between 1970 and 2009: a systematic analysis - Gakidou, Emmanuela; Cowling, Krycia; Lozano, Rafael; Murray, Christopher J.L. (The Lancet, 2010)

Revised National Youth Policy - Government of Botswana (2010)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

Community-directed interventions for priority health problems in Africa: results of a multicountry study - Group, The C.D.I.Study (Bulletin of the World Health Organization, 2010)
Keywords: ⛔ No DOI found

Using value-added measures of teacher quality - Hanushek, E.A.; Rivkin, S.G. (CALDER Brief, 2010)

Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature - Hennessy, S.; Onguko, B.; Ang'ondi, E.K.; Harrison, D.; Namalefe, S.; Naseem, A.; Wamakote, L. (Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa., 2010)

Teacher factors influencing classroom use of ICT in sub-Saharan Africa - Hennessy, Sara; Harrison, David; Wamakote, Leonard (Itupale Online Journal of African Studies, 2010)
This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century.
Keywords: Schools, Secondary; Scientific literature; ⛔ No DOI found

Teaching Replays, Teaching Rehearsals and Re-Visions of practice: Learning from colleagues in a mathematics teacher community - Horn, I (Teachers College Record: The Voice of Scholarship in Education, 2010)

The (Perceived) Returns to Education and the Demand for Schooling. - Jensen, Robert (The Quarterly Journal of Economics, 2010)

Development of a Caricom strategic plan for primary and secondary education services in the Caricom single market and economy (CSME) - Jules, Didacus; Council, Caribbean Examinations (Retrieved October, 2010)
Keywords: ⛔ No DOI found

Case study for integrating education for sustainable development in model youth polytechnics in Kenya - Kelemba, Joy Kasandi (2010)

China's cooperation in education and training with Kenya: A different model? - King, Kenneth (International Journal of Educational Development, 2010)
Abstract This is the first detailed study of the character and particularity of China's rapidly growing education and training cooperation with Kenya. Set against the 50-year history of Kenya's engagement with China, it pays special attention to the human resources targets of the Forum for China–Africa Cooperation (FOCAC) from 2000. It argues that the growing popularity of China as a destination for both short- and long-term training for Kenyans, and the increasing interest by Kenyans in learning Chinese, cannot be separated from the wider involvement of China in Kenya's infrastructure development, the growth of Chinese business and foreign direct investment, and Chinese migration to East Africa.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; F:pay; T:Training; Z:African training in China; Z:China's education targets; Z:China–Africa; Z:China–Kenya; Z:Chinese aid; Z:Confucius Institutes; Z:Forum for China–Africa Cooperation; publicImportV1

Predictors of reading development in deaf children: A 3-year longitudinal study - Kyle, Fiona E.; Harris, Margaret (Journal of Experimental Child Psychology, 2010)
The development of reading ability in a group of deaf children was followed over a 3-year period. A total of 29 deaf children (7–8 years of age at the ﬁrst assessment) participated in the study, and every 12 months they were given a battery of literacy, cognitive, and language tasks. Earlier vocabulary and speechreading skills predicted longitudinal growth in reading achievement. The relations between reading and the predictor variables showed developmental change. Earlier reading ability was related to later phonological awareness skills, suggesting that deaf children might develop their phonological awareness through reading. Deaf children who had the most age-appropriate reading skills tended to have less severe hearing losses and earlier diagnoses and also preferred to communicate through speech. The theoretical implications of the role for speechreading, vocabulary and phonological awareness in deaf children’s literacy are discussed.
Keywords: _C:France FRA; _C:Netherlands NLD; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Partnerships with industry for efficient and effective implementation of TVET - Lee, J (International Journal of Vocational Education and Training, 2010)
This article focuses on partnership with industry as a means to efficiently and effectively implement technical and vocational education and training (TVET). Specifically, this article examines the situation in Africa, which is suffering from a chronic lack of skilled workforces both quantitatively and qualitatively. It outlines applicable six strategies to strengthen partnerships in TVET: (1) the industry’s involvement in the development and expansion of TVET, (2) a 60+40 training system to increase efficiency and productivity, (3) introducing national technology qualification (NTQ) system, (4) systemizing lifelong TVET, (5) TVET’s strategic transition, and (6) establishing regulatory and systemic framework. In addition, it displays an overview of partnership-based TVET system, which is a combination of the six strategies.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:policy; Q:distance learning; R:evaluation; T:Ausbildung; T:Educação profissionalizante; T:TVET; T:firm-based training; publicImportV1; ⛔ No DOI found

Empowering student learning through Tablet PCs: A case study - Li, Sandy C; Pow, Jacky WC; Wong, Emily ML; Fung, Alex CW (Education and Information Technologies, 2010)

Collaborative activities enabled by GroupScribbles: An exploratory study of learning effectiveness - Looi, C.; Chen, W.; Ng, F. (Computers and Education, 2010)

(untitled) - Maluccio (2010)

Does supply matter? Initial schooling conditions and the effectiveness of conditional cash transfers for grade progression in Nicaragua - Maluccio, John A.; Murphy, Alexis; Regalia, Ferdinando (Journal of development, 2010)
Keywords: ⛔ No DOI found

Investigating the effectiveness of a comprehensive literacy coaching program in schools with high teacher mobility - Matsumura, L.C.; Garnier, H.E.; Correnti, R.; Junker, B.; Bickel, D.D. (The Elementary School Journal, 2010)

International distance learning in special education: a program evaluation of a US-Ecuador collaboration - McPherson, Rebekah (University of North Texas, 2010)
The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master’s program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students’ multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely.
Keywords: 0529:Special education; 0530:Teacher education; 0710:Educational technology; Curriculum Design; Data Collection; Disabilities; Distance Education; Distance learning; ERIC, Resources in Education (RIE); Ecuador; Education; Educational Technology; Educational technology; Evidence; Foreign Countries; Graduate Students; Higher Education; International collaboration; Interviews; Masters Programs; Online instruction; Online learning; Program Evaluation; Program evaluation; Research Design; Special Education; Special education; Surveys; Teacher education; Texas; Unfolding model; United States; __:import:01; __:match:final; __:matched; __:study_id:2098174; __finaldtb

Looking to the future: M-learning with the iPad - Melhuish, K. & Falloon, G. (Computers in New Zealand Schools: Learning, Leading, Technology, 2010)
Keywords: ⛔ No DOI found