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)

Bridging the Bandwidth Gap: Open Educational Resources and the Digital Divide - Haßler, Björn; Jackson, Alan McNeil (IEEE Transactions on Learning Technologies, 2010)
http://doi.ieeecomputersociety.org/10.1109/TLT.2010.8
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Brazil BRA; _C:Guatemala GTM; _C:Mexico MEX; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sudan SDN; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence

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

National Education Policy - Ministry of Education, Youth and Sports (Sierra Leone) (2010)

Creating new forms of teacher education: Open Educational Resources (OERs) and the Teacher Education in Sub-Saharan Africa (TESSA) programme - Moon, Bob (Teacher education through open and distance learning, 2010)
Keywords: ⛔ No DOI found

Techniklehrerausbildung in Mosambik: Berufsausbildung in Mosambik unter Berücksichtigung der technischen Lehrerausbildung an der Pädagogischen Universität Maputo - Mucauque, Francisco (Südwestdeutscher Verlag für Hochschulschriften, 2010)

Processing speed and working memory underlie academic attainment in very preterm children - Mulder, Hanna; Pitchford, Nicola J.; Marlow, Neil (Archives of Disease in Childhood-Fetal and Neonatal Edition, 2010)

Implemantation of the school programme of in service for the term (SPRINT) in selected basic schools of Chipata district of Zambia - Mwansa, Phillip (2010)
ABSTRACT The study was aimed at evaluating the implementation of the School Programme of In-service for the Term (SPRINT) in 10 sampled basic schools of Chipata District in the Eastern Province of Zambia. The specific objectives were to: assess the roles teachers and head teachers played in implementing SPRINT in basic schools; seek information on the challenges they faced; and find out ways of improving the implementation of School Programme of In-service for the Term (SPRINT) activities in basic schools. The research design used was a survey following quantitative and qualitative approaches. For triangulation purposes, other sources such as documentary analysis were employed. The study sample consisted of 119 respondents who were randomly selected from the population of all teachers, head teachers and school in-service coordinators of basic schools in Chipata District. Ninety nine (99) teachers and ten (10) head teachers completed questionnaires. Interviews were conducted with 10 School In-service Coordinators (SICs). Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) and presented in form of tables of frequencies, percentages, bar graphs and pie charts. Interview and documentary analysis data were analysed qualitatively to come up with themes which were used to answer research questions. Findings indicated thatteachers, head teachers and School In-service Coordinators participated in INSET activities under the School Programme of In-service for the Term (SPRINT). Head teachers monitored the activities and teachers participated in planning for the activities. Effective implementation of SPRINT activities was hampered by: •Inadequate time, •Negative attitude of some teachers, •Low funding, •Inconsistency in monitoring and evaluation, •Lack of organisational and facilitation skills among school in-service coordinators, •Lack of school libraries, and •Inadequate equipment and educational materials at Teachers Resource Centres. Based on these findings, the following recommendations were made: There was need for extension in time for SPRINT activities; teachers needed to change their negative attitude towards INSET activities under SPRINT; school head teachers should regularly sensitize old and new teachers on government policy regarding school-based INSET activities through induction and/or orientation workshops. Government through the Ministry of Education should increase funding to school-based INSET programmes and assist schools to establish libraries, especially in rural and remote schools; School In-service Coordinators needed to be trained in organisational and facilitation skills and Teachers Resource Centres should be equipped with modern equipment and educational materials like computers, internet and library facilities to enable teachers to do research and get information required for their SPRINT meetings.
Keywords: CitedIn:OER4S-TPE-HHH2; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; SPRINT; incomplete

Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania - Nartker, AJ; Stevens, L (Human Resources for Health, 2010)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:motivation; P:health; Q:distance learning; T:Training; T:career; T:continuing education; publicImportV1

Literature searching for social science systematic reviews: consideration of a range of search techniques - Papaioannou, Diana; Sutton, Anthea; Carroll, Christopher; Booth, Andrew; Wong, Ruth (Health Information & Libraries Journal, 2010)
Background: Literature for a systematic review on the student experience of e-learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references.
Keywords: _TBC for use ailr-2024

Education access for all - Pinnock, Helen; Hodgkin, Marian (Forced Migration Review, 2010)
Keywords: __C:filed:1; ⛔ No DOI found

EGRA Plus: Liberia. Program evaluation report. Prepared for USAID/Liberia under the Education Data for Decision Making (EdData II) project, Early Grade Reading Assessment (EGRA): Plus - Piper, B.; Korda, M. (2010)
Keywords: ⛔ No DOI found

Early Grade Reading Assessment (EGRA) Plus: Liberia - Piper, B.; Poole, M.Korda (2010)
Keywords: ⛔ No DOI found

Early Grade Reading Assessment (EGRA) Plus: Liberia. Program evaluation report. - Piper, Benjamin; Medina, Korda (Research Triangle, 2010)

Demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province - Rakumako, Angeline; Laugksch, Rüdiger C. (2010)
The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the Science Teacher Inventory of Needs for Limpopo province (STIN-LP). Most teachers who responded to this survey teach at a rural or township school, are between 20 and 40 years old, and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers, with 67% of teachers having an M+3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics, using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated, among others, for needs related to the history of mathematics, improving content knowledge, how mathematics is used in society, and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed. Keywords : in-service education and training (INSET); mathematics teachers; needs assessment; Limpopo (Northern Province); surveys; teacher characteristics

Teacher learning by script - Reeves, J. (Language Teaching Research, 2010)

Humanizing the economy: co-operatives in the age of capital - Restakis, John (New Society Publishers, 2010)

The Development Dictionary: A Guide to Knowledge as Power - Sachs, Wolfgang (2010)

A systematic review of tools used to assess the quality of observational studies that examine incidence or prevalence and risk factors for diseases - Shamliyan, T.; Kane, R.L.; Dickinson, S. (Journal of Clinical Epidemiology, 2010)

A theory of learning for the mobile age - Sharples, Mike; Taylor, Josie; Vavoula, Giasemi (Medienbildung in neuen Kulturräumen, 2010)

'Distance learning' or 'learning at a distance'? Case study of an education initiative to deliver an in‐service bachelors degree in Zambia - Smith, CJ (Innovations in Education and Teaching International, 2010)
In 1998, as part of what was then Zambia’s Department of Technical Education and Vocational Training’s (DTEVT) human resources capacity building initiative, under the Ministry of Science, Technology and Vocational Training (MSTVT), donor funding was secured to provide degree-level training for key teachers and managers within the technical education and vocational education and training (TEVET) system. However, the lack of degree-level courses designed for TEVET personnel at both of Zambia’s universities prevented progress. This situation has disadvantaged TEVET staff and for years has limited their professional development. To address this, a pilot project involving a British Higher Education Institution delivering a degree programme, in-country and in-service (part-time), was proposed by senior DTEVT staff. Some seven years after the commencement of this programme and with three cohorts having successfully been completed, this paper examines some of the key issues in delivery of the programme over the years and reflects on significant events that have influenced the programme’s development and are likely to continue to impact on its future direction. Keywords: blended learning; distance learning; e-learning; international development; professional development; TVET (technical and vocational education and training)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Zambia; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; P:service industry; Q:degree; Q:distance learning; Q:open learning; R:case study; T:TVET; publicImportV1

Transforming pedagogical practice in mathematics: Moving from telling to listening - Suurtamm, C.; Vézina, N. (International Journal for Mathematics Teaching and Learning, 2010)
Keywords: ⛔ No DOI found

Enhancing Education for Deaf Children: Research into Practice and Back Again - Swanwick, Ruth; Marschark, Marc (Deafness & Education International, 2010)
Keywords: _C:France FRA; _C:Spain ESP; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Corporate social responsibility reports: a thematic analysis related to supply chain management - Tate, W.L.; Ellram, LM; Kirchoff, J.F. (Journal of Supply Chain Management, 2010)

Students and mobile devices - Traxler, John (Research in Learning Technology, 2010)

Positive Lobbying: A Tool for Youth Empowerment in a Democracy - Umar, B.A.; A., Yusuf M.; Dandago, K.A.; Aisha Abdu-Ismail (Issues in Youth Development: A Multidisciplinary Perspective, 2010)

Reaching the marginalized - UNESCO (EFA Global Monitoring Report, 2010)

Technology Tools for Teaching and Training Results - USAID (2010)

The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective - Vanderlinde, Ruben; van Braak, Johan (Computers & education, 2010)

Teaching/learning resources and academic performance in mathematics in secondary schools in Bondo District of Kenya - Yara, P.O.; Otieno, K.O. (Asian Social Science, 2010)