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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

World TVET Database - UNESCO-UNEVOC (2016)

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

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

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

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

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

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

Teacher Management 2.0: Improving Teacher Deployment in Malawi - World Bank (Innovations in Education — Africa, 2016)
Keywords: _C:Malawi MWI; __C:filed:1; __C:scheme:1

The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution - World Economic Forum (Global Challenge Insight Report, 2016)
The Fourth Industrial Revolution is interacting with other socio-economic and demographic factors to create a perfect storm of business model change in all industries, resulting in major disruptions to labour markets. New categories of jobs will emerge, partly or wholly displacing others.

Effects of responsive stimulation and nutrition interventions on children's development and growth at age 4 years in a disadvantaged population in Pakistan: a longitudinal follow-up of a cluster-randomised factorial effectiveness trial - Yousafzai, Aisha K.; Obradović, Jelena; Rasheed, Muneera A.; Rizvi, Arjumand; Portilla, Ximena A.; Tirado-Strayer, Nicole; Siyal, Saima; Memon, Uzma (The Lancet Global Health, 2016)

Raising domestic resources for equitable education - Zubairi, Asma; Rose, Pauline (Background paper for The Learning Generation. Investing in Learning for a Changing World, International Commission on Financing Global Education Opportunity. http://www. educationequity2030. org/resources-2/2017/3/23/raising-domestic-resources-for-equitable-education, 2016)
Keywords: ⛔ No DOI found

Supporting primary and secondary education for refugees: the role of international financing - Zubairi, Asma; Rose, Pauline (Commissioned by Malala Fund, 2016)
Keywords: ⛔ No DOI found

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

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

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

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

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

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

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

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

Theme 3: Talk for Learning (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

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

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

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

Reflecting on Five Decades of Teacher Professional Development in Tanzania: The Missing Dimensions - Dachi, Hillary (Papers in Education and Development, 2016)
The importance of teacher development need not be over stated. This is adducible by the fact that transformations, innovations and diffusions in education make it imperative that teachers have to continually change and adopt. This paper takes stock of the trajectory of teacher professional development in Tanzania by locating related initiatives in the macro-policies and education transformations spanning a period of nearly five decades. It identifies the missing dimensions for robust in-service continuous professional development programmes (CPD) for primary and secondary school teachers. The paper proposes the need to support a cost effective in-service CPD model, which is school based designed around a reflective practitioner approach, for which teaching is an interactive problem solving professional undertaking requiring continuous updating of key competences that teachers require for classroom practices. Key words:      teachers’ professionalism; teachers’ continuous professional development; macro-policies; education transformations
Keywords: _C:Canada CAN; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:Kenya KEN; _C:Korea, Republic KOR; _C:Malaysia MYS; _C:Namibia NAM; _C:Sweden SWE; _C:Tanzania TZA; _C:Uganda UGA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis - Clark, Douglas B.; Tanner-Smith, Emily E.; Killingsworth, Stephen S. (Review of Educational Research, 2016)
In this meta-analysis, we systematically reviewed research on digital games and learning for K-16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions ([Formula: see text] = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs ([Formula: see text] = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium.
Keywords: digital games; learning; meta-analysis; systematic review; ⛔ No DOI found

Baseline Study on the Current State of Open and Distance Learning in Cameroon - Ndongfack, Michael N. (Commonwealth of Learning (COL), 2016)
Meeting in Mauritius in May 2014, COL Focal Points from Africa and the Mediterranean Regions reviewed the state of ODL in their respective countries and proceeded to map out their strategic plans for 2015–2018. The report from Cameroon demonstrated that although the country is making some progress in the domain of ODL, it lacks an ODL policy framework, a national body to manage distance education and expertise in the field of ODL. To address the issues raised, it was important to establish the baseline situation. The general objective of this study was to establish the current situation of ODL in Cameroon.

Investigating attitudes towards the use of mobile learning in higher education - Al-Emran, Mostafa; Elsherif, Hatem M.; Shaalan, Khaled (Computers in Human Behavior, 2016)
Mobile learning (M-learning) has become an important educational technology component in higher education. M-learning makes it possible for students to learn, collaborate, and share ideas among each other with the aid of internet and technology development. However, M-learning acceptance by learners and educators is critical to the employments of M-learning systems. Attitudes towards M-learning technology is an important factor that helps in determining whether or not learners and educators are ready to use M-learning. Such attitudes will serve to identify strengths and weaknesses and facilitate the development of the technology infrastructure. This paper aims at exploring students and educators' attitudes towards the use of M-learning in higher educational universities within Oman and UAE; two neighboring countries in the Arab Gulf region. To serve this purpose, two survey questionnaires were conducted: one for students and another for educators. The participants of this study are 383 students and 54 instructors from five universities. Different factors have been examined to test where there is a significant difference among students and educators' attitudes towards the use of M-learning, such as gender, age, country, level of study, smartphone ownership, major in terms of students and age, country, academic rank, academic experience and smartphone ownership in terms of educators. Findings revealed significant differences among the students’ attitudes towards M-learning with regard to their smartphone ownership, country and age. Furthermore, results indicated that M-learning can be one of the promising pedagogical technologies to be employed in the higher educational environments within the Arab Gulf countries.
Keywords: Attitudes; Higher education; Mobile learning; __C:filed:1

Promoting Intrinsic and Extrinsic Motivation among Chemistry Students using Computer-Assisted Instruction - Gambari, Isiaka A.; Gbodi, Bimpe E.; Olakanmi, Eyitao U.; Abalaka, Eneojo N. (Contemporary Educational Technology, 2016)
The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject.
Keywords: __C:filed:1

Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review - Kulik, James A.; Fletcher, J. D. (Review of Educational Research, 2016)
This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems. The median effect of intelligent tutoring in the 50 evaluations was to raise test scores 0.66 standard deviations over conventional levels, or from the 50th to the 75th percentile. However, the amount of improvement found in an evaluation depended to a great extent on whether improvement was measured on locally developed or standardized tests, suggesting that alignment of test and instructional objectives is a critical determinant of evaluation results. The review also describes findings from two groups of evaluations that did not meet all of the selection requirements for the meta-analysis: six evaluations with nonconventional control groups and four with flawed implementations of intelligent tutoring systems. Intelligent tutoring effects in these evaluations were small, suggesting that evaluation results are also affected by the nature of control treatments and the adequacy of program implementations.
Keywords: Final_citation; cited; existing

The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis - Sung, Yao-Ting; Chang, Kuo-En; Liu, Tzu-Chien (Computers & Education, 2016)
Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993–2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed.
Keywords: Evaluation methodologies; Pedagogical issues; Teaching/learning strategies

Assessment of medical waste management in seven hospitals in Lagos, Nigeria - Awodele, Olufunsho; Adewoye, Aishat Abiodun; Oparah, Azuka Cyril (BMC Public Health, 2016)
Medical waste (MW) can be generated in hospitals, clinics and places where diagnosis and treatment are conducted. The management of these wastes is an issue of great concern and importance in view of potential public health risks associated with such wastes. The study assessed the medical waste management practices in selected hospitals and also determined the impact of Lagos Waste Management Authority (LAWMA) intervention programs. A descriptive cross-sectional survey method was used.
Keywords: Environmental hazards; Healthcare workers; LAWMA and Lagos; Medical waste; Waste management

Theme 4: Group Work (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2016)
This handbook is the HANDBOOK FOR PD COORDINATORS for Theme 4, focusing on group work. In many everyday situations people work alongside colleagues, speak and listen to friends, and see what others do and how they do it. This is how we all learn. As we talk to others, we discover new ideas and information. If activities in the college classrooms are centred on the tutor, then the student teachers do not get enough time to be active: they do not have the opportunity to try, to demonstrate their learning or to ask questions. In such situations, some students may only give short answers and some may say nothing at all. In large classes, the situation is even worse, with only a small proportion of students saying anything at all. One reason for doing group work in the classroom is to give students more opportunities to participate. Working in groups and pairs is about learning collaboratively. Collaborative learning means two or more student teachers working together to achieve a shared goal. This includes peer collaboration (for groups of two student teachers), and small group work (for smaller groups). It requires you to interact and talk about what you are thinking with one another in a specific learning context. Questions can be posed, ideas can be challenged and misunderstandings can be heard and investigated.
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 4: Group Work (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Teachers’ Professional Capabilities and the Pursuit of Quality in Sub-Saharan African Education Systems: Demonstrating and Debating a Method of Capability Selection and Analysis - Buckler, Alison (Journal of Human Development and Capabilities, 2016)
This paper reports on the methodological approach of a study that examined an important dimension of the global challenge to better understand the ‘quality’ element of Education for All (EFA): the professional lives of women teachers in rural communities in Sub-Saharan Africa. Teachers from five countries (Ghana, Nigeria, Kenya, South Africa and Sudan) provided a focus for exploring the relationship between official representations of teachers’ work and the professional lives teachers create and experience. Sen's (1999) capability approach was used as a framework for understanding this relationship and to produce two conceptualizations of professional capabilities for teachers generated by the official and teacher perspectives, respectively. These capabilities are organized around the pursuit of quality in teachers’ work. The paper explains how these two conceptualizations were determined, justifies four key aspects of the method used and highlights key insights into the teachers’ professional lives enabled by this approach.
Keywords: Capabilities; Capability approach; Education; Gender; Measurement

Education for All 2000–2015: The Influence of Global Interventions and Aid on EFA Achievements - Benavot, Aaron; Antoninis, Manos; Bella, Nicole; Delprato, Marcos; Härmä, Joanna; Jere, Catherine; Joshi, Priyadarshani; Blanchy, Nihan Koseleci; Longlands, Helen; McWilliam, Alasdair; Zubairi, Asma (The Handbook of Global Education Policy, 2016)

Communication in Sierra Leone: an Analysis of Media and Mobile Resources - Wittels, Annabelle; Maybanks, Nick (BBC Media Action, 2016)
Keywords: _C:Sierra Leone SLE

The Impact of Information Provision on Human Capital Accumulation and Child Labor in Peru - IPA (Innovations for Poverty Action, 2016)
One reason children from disadvantaged backgrounds receive less schooling and join the labor force at younger ages with fewer skills may be that they and their families lack crucial information needed to make the right long run investment decisions regarding their human capital. In Peru, IPA and J-PAL worked with researchers and the Ministry of Education to evaluate at scale two low-cost ways of providing relevant information to help students and their families make more informed decisions. Using a series of telenovela-style videos screened as part of the curriculum in schools as well as through an interactive tablet app, the research project evaluated how information provided at different ages could shape human capital decisions. Results suggest that the programs were effective at changing educational plans and lowering dropout rates, while significant effects on child labor were mixed. The policy has now been adopted by the government and scaled up to 100 percent of public schools with full class days.
Keywords: Final_citation; cited; existing

Student Support Services in the OECS - Knight, Verna; Robinson, Sandra (The Education Development Management Unit (EDMU), OECS Commission, 2016)
Keywords: _Added to LR; _T:reviewed

Students’ Perceived Heat-Health Symptoms Increased with Warmer Classroom Temperatures - Bidassey-Manilal, Shalin; Wright, Caradee Y.; Engelbrecht, Jacobus C.; Albers, Patricia N.; Garland, Rebecca M.; Matooane, Mamopeli (International Journal of Environmental Research and Public Health, 2016)
Temperatures in Africa are expected to increase by the end of the century. Heat-related health impacts and perceived health symptoms are potentially a problem, especially in public schools with limited resources. Students (n = 252) aged ~14–18 years from eight high schools completed an hourly heat-health symptom log over 5 days. Data loggers measured indoor classroom temperatures. A high proportion of students felt tired (97.2%), had low concentration (96.8%) and felt sleepy (94.1%) during at least one hour on any day. There were statistically significant correlations, when controlling for school cluster effect and time of day, between indoor temperatures ≥32 °C and students who felt tired and found it hard to breathe. Consistently higher indoor classroom temperatures were observed in classrooms constructed of prefabricated asbestos sheeting with corrugated iron roof and converted shipping container compared to brick classrooms. Longitudinal studies in multiple seasons and different classroom building types are needed.
Keywords: BE:RELEVANT; BE:temperature; South Africa; climate change; health; school; temperature

Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research - Kini, Tara; Podolsky, Anne (Learning Policy Institute, 2016)
Do teachers continue to improve in their effectiveness as they gain experience in the teaching profession? This paper aims to answer that question by critically reviewing recent literature that analyzes the effect of teaching experience on student outcomes in K-12 public schools in the United States. This report reviews 30 studies published within the last 15 years that analyze the effect of teaching experience on student outcomes in the United States. The goal of this paper is to provide researchers and policymakers with a comprehensive and timely review of this body of work. A renewed look at this research is warranted due to advances in research methods (including the use of teacher and student fixed effects) and data systems that have allowed researchers to more accurately answer this question. Specifically, by including teacher fixed effects in their analyses, researchers have been able to compare a teacher with multiple years of experience to that same teacher when he or she had fewer years of experience. In contrast, older studies often used less precise methods, such as cross-sectional analyses, which compare distinct cohorts of teachers with different experience levels during a single school year. [For the research brief to this report "Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Research Brief," see ED606427.]
Keywords: Achievement Gains; At Risk Students; Attendance; Collegiality; Correlation; Educational Legislation; Educational Policy; Elementary Secondary Education; Ethnicity; Federal Legislation; Gender Differences; Mathematics Achievement; Peer Influence; Public School Teachers; Racial Differences; Reading Achievement; Socioeconomic Status; Student Characteristics; Teacher Distribution; Teacher Effectiveness; Teaching Conditions; Teaching Experience; _C:India IND; _C:United States USA; __C:filed:1; __C:scheme:1

The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis - Zheng, Lanqin (Asia Pacific Education Review, 2016)
This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2648 students. Moderator analyses were performed using a random effects model that focused on the three main areas of scaffold characteristics (including the mechanism, functions, delivery forms, mode, and number of scaffolds; how to promote self-regulated learning by scaffolds); demographics of the selected studies (including sample groups, sample size, learning domain, research settings, and types of computer-based learning environments); and research methodological features (including research methods, types of research design, types of organization for treatment, and duration of treatment). Findings revealed that self-regulated learning scaffolds in computer-based learning environments generally produced a significantly positive effect on academic performance (ES = 0.438). It is also suggested that both domain-general and domain-specific scaffolds can support the entire process of self-regulated learning since they demonstrated substantial effects on academic performance. Different impacts of various studies and their methodological features are presented and discussed.
Keywords: Academic performance; Meta-analysis; Scaffold; Self-regulated learning

Democracy on the Move? The Potential Link Between Circular Migration and Democratization - Rother, Stefan (2016)
This chapter argues that circular migration may contribute to transformation in areas that have so far been rarely touched upon in the debate. Besides the transfer of financial remittances and professional skills, political and (un)democratic attitudes and practices may also be diffused through temporary or circular migration. Based on a survey among 1000 Philippine return migrants from six destinations and qualitative research, this chapter shows that at an individual level, the migration experience may have a positive or negative influence on the democratic attitudes of migrants. This effect might be enforced through circular migration, because it provides the migrant with a regular “reality check” in comparing home and destination country. The findings are discussed with reference to a clearly democratic country (Japan), a clearly authoritarian state (Saudi Arabia) and the “special case” of Hong Kong. For policy makers, the case studies allow to draw a conclusion that opens up new vistas: If circular migrants should contribute to the development in their home countries, it is of utmost importance to provide them with opportunities for organizing and political participation while being abroad.

Building a Better Mousetrap: How Design-Based Research was Used to Improve Homemade PowerPoint Games - Siko, Jason; Barbour, Michael (TechTrends, 2016)
This paper is a review of a three-cycle, design-based research study that explored the relationship between the pedagogical research and the actual implementation of a game design project using Microsoft PowerPoint. Much of the initial literature on using homemade PowerPoint games showed no significant improvement in test scores when students created these low-tech games, despite the fact that the game project was grounded in sound pedagogical strategies. After each iteration changes were made to better reflect the recommendations from the literature, and at the end of the study, students creating games were performing statistically higher on tests than their counterparts who did not create games. Limitations of the study are discussed, as well as ideas for future research in the area of student-generated games as an instructional approach. Retrieved from http://rdcu.be/ne9S

Education in Emergencies Endline Evaluation Report – Sierra Leone - Sankoh, Didan; Cowan, Emma (Girls' Education Challenge, UK Aid, 2016)
Keywords: _C:Sierra Leone SLE

Design Based Implementation Research (DBIR) for Sustaining Innovation in Classroom Instruction - Ubaidullah, Aysha (Changing Classrooms - Challenges For Teachers & Teacher Educators, 2016)
Keywords: Final_citation; cited; existing

DESIGN BASED IMPLEMENTATION RESEARCH (DBIR) FOR SUSTAINING INNOVATION IN CLASSROOM INSTRUCTION - Ubaidullah, Aysha (CHANGING CLASSROOMS -CHALLENGES FOR TEACHERS & TEACHER EDUCATORS, 2016)

Evidence for digital learning - Haßler, Björn (2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

RAMESES II reporting standards for realist evaluations - Wong, Geoff; Westhorp, Gill; Manzano, Ana; Greenhalgh, Joanne; Jagosh, Justin; Greenhalgh, Trish (BMC Medicine, 2016)
Realist evaluation is increasingly used in health services and other fields of research and evaluation. No previous standards exist for reporting realist evaluations. This standard was developed as part of the RAMESES II project. The project’s aim is to produce initial reporting standards for realist evaluations.
Keywords: Delphi approach; Realist evaluation; Reporting guidelines

Assessment For Learning Without Limits - Peacock, Alison (Open University Press, 2016)
This book explores assessment practices that offer an enlightening and enabling view of all learners. Following the demise of national curriculum levels the book embraces a unique opportunity to change how children are assessed. Rather than simply replacing the old structure with a new one it focuses instead on enabling children to learn in meaningful ways so that assessment becomes a tool for improvement rather than judgment. Building on two influential research studies Learning without Limits (Hart et al 2004) and Creating Learning without Limits (Swann et al 2012) the book continues the story of an alternative ‘learning without limits’ pedagogy. Inspired by a relentless focus on every child’s capacity to learn the book explores what can be achieved when we remove limits on learning. School leaders and teachers struggling against practices that seeks to define label and rank explore the opportunity to view assessment reform as a means of reducing inequity through ‘learning without limits’ principles of collaboration professional learning and inquiry. Children share their views and offer powerful insights into what may be achieved when limits are lifted on their learning. Consequently a liberating and alternative view of assessment is presented achieved through children and adults working in partnership. Throughout the book practical examples are offered illustrated by real life stories often about children who have achieved more than their teachers thought possible.At a time when schools are in pursuit of new assessment practices and reporting of progress the insights in this book about what is possible are highly pertinent for individual teachers school leaders and teacher educators wondering how best to foster children’s learning capacity.

Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya - Piper, Benjamin; Zuilkowski, Stephanie Simmons; Kwayumba, Dunston; Strigel, Carmen (International Journal of Educational Development, 2016)
Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.
Keywords: Education policy; International education; Kenya; Literacy; Reading; Technology; __:import:01; __:match:final; __:matched; __:study_id:2457283; ___working_potential_duplicate; __finaldtb

Minding our language: why education and technology is full of bull**** … and what might be done about it - Selwyn, Neil (Learning, Media and Technology, 2016)
Keywords: ___working_potential_duplicate

Automatic Teacher Modeling from Live Classroom Audio - Donnelly, Patrick J.; Blanchard, Nathan; Samei, Borhan; Olney, Andrew M.; Sun, Xiaoyi; Ward, Brooke; Kelly, Sean; Nystran, Martin; D'Mello, Sidney K. (Association for Computing Machinery, 2016)
We investigate automatic analysis of teachers' instructional strategies from audio recordings collected in live classrooms. We collected a data set of teacher audio and human-coded instructional activities (e.g., lecture, question and answer, group work) in 76 middle school literature, language arts, and civics classes from eleven teachers across six schools. We automatically segment teacher audio to analyze speech vs. rest patterns, generate automatic transcripts of the teachers' speech to extract natural language features, and compute low-level acoustic features. We train supervised machine learning models to identify occurrences of five key instructional segments (Question & Answer, Procedures and Directions, Supervised Seatwork, Small Group Work, and Lecture) that collectively comprise 76% of the data. Models are validated independently of teacher in order to increase generalizability to new teachers from the same sample. We were able to identify the five instructional segments above chance levels with F1 scores ranging from 0.64 to 0.78. We discuss key findings in the context of teacher modeling for formative assessment and professional development.
Keywords: _C:Canada CAN; _C:Congo, Republic COG; _C:United States USA; __C:filed:1; __C:scheme:1; automatic feedback; classroom discourse; dialogic instruction; educational data mining; speech recognition

Empowering Global Citizens: A World Course - Reimers, Fernando M.; Chopra, Vidur; Chung, Connie K.; Higdon, Julia; O'Donnell, E. B. (CreateSpace Independent Publishing Platform, 2016)
How do we help students work effectively with others from diverse cultural backgrounds? How do we help them understand the world? How do we prepare them for work and life in an era of globalization, volatility, and uncertainty? Empowering Global Citizens offers educators and parents compelling answers to those questions.This book presents The World Course, a curriculum on global citizenship education designed to equip students with the competencies they need to thrive and contribute to sustainable development in an era of globalization. Drawing on curriculum mapping this book offers a coherent and rigorous set of instructional units to support deep learning of twenty-first-century competencies that develop agency, imagination, confidence, and the skills to navigate the complexity of our times. Drawing on a rich conceptual framework of global education, The World Course scaffolds the development of global competency drawing on project-based learning and other pedagogies that support personalization. The course expands children’s horizons, helping them understand the world in which they live in all its complexity from kindergarten to high school. This is done through learning activities at the zone for proximal development for each age group, with activities that foster student agency and a growth mindset.

The Obstacles of Geographical Information System (GIS) Development: A Study of Teachers' Distribution in Sukabumi, Indonesia - Yani, Ahmad; Rosita, Rosita (6th International Conference on Educational, Management, Administration and Leadership, 2016)
Geographical Information System (GIS) is an application used to process data in form of thematic maps which is arranged overlapping to produce informations needed by the user. Employing descriptive method, this study indicated that basically the GIS deve
Keywords: Lebanon_event_2021; _C:Indonesia IDN; _C:Kenya KEN; __C:filed:1; __C:scheme:1

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews - Evans, David K.; Popova, Anna (The World Bank Research Observer, 2016)
Over the course of just two years, at least six reviews have examined interventions that seek to improve learning outcomes in developing countries. Although the reviews ostensibly have the same objective, they reach sometimes starkly different conclusions. The first objective of this paper is to identify why reviews diverge in their conclusions and how future reviews can be more effective. The second objective is to identify areas of overlap in the recommendations of existing reviews of what works to improve learning. This paper demonstrates that divergence in the recommendations of learning reviews is largely driven by differences in the samples of research incorporated in each review. Of 229 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Across the reviews, two classes of programs are recommended with some consistency. Pedagogical interventions that tailor teaching to student learning levels—either teacher-led or facilitated by adaptive learning software—are effective at improving student test scores, as are individualized, repeated teacher training interventions often associated with a specific task or tool. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.

The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review - Dogan, Selcuk; Pringle, Rose; Mesa, Jennifer (Professional Development in Education, 2016)
The purpose of this article is to provide a review of empirical studies investigating the impact of professional learning communities (PLCs) on science teachers’ practices and knowledge. Across 14 articles that satisfied the definition we embraced, most were devoted to the change in science teaching practices, disciplinary content knowledge (DCK) and pedagogical content knowledge (PCK) of K–12 science teachers. Although a small number of studies have implicit focus on comparing measures of student learning, we set out to examine the studies in science education and present how teachers engaged in PLCs focusing on examining and exploring strategies to promote student learning. Analysis of the related studies resulted in the following: PLCs can help teachers increase their PCK and DCK; increases in PCK and DCK may facilitate the change in teacher practices from traditional into more inquiry-based approaches; science teachers collaboratively focusing on student learning in PLCs are more likely to change their practice; and studies do not embrace student learning as an essential feature of PLCs. Methodological flaws and future directions along with implications for science teachers’ professional development are discussed.
Keywords: professional development; professional learning communities; science education; teacher knowledge; teacher practice

revised from 2014). USAID/ Kenya Primary Math and Reading (PRIMR) Initiative: Endline impact evaluation – revised edition. Prepared under the USAID EdData II - Piper, B.; King, S.; Mugenda, A. (2016)
Keywords: ⛔ No DOI found

Teacher assistant support and deployment in mainstream schools - Butt, Rosemary (International Journal of Inclusive Education, 2016)
Models of support for students with disability and learning difficulties in mainstream classes in Australia rely extensively on teacher assistants (TAs). Current models, however, inadvertently perpetuate low expectations because providing TA support can be one of the most restrictive supports offered in a school [Giangreco, M. F. 2010a. “One-to-One Paraprofessionals for Students with Disabilities in Inclusive Classrooms: Is Conventional Wisdom Wrong?” Intellectual and Developmental Disabilities 48 (1): 1–13; Etscheidt, S. 2005. “Paraprofessional Services for Students with Disabilities: A Legal Analysis of Issues.” Research and Practice for Persons with Severe Disabilities 30(2): 60–80]. In addition, the increasing instructional role of TAs in the classroom is concerning. Negative outcomes for students where TAs provide support have been noted [Giangreco, M. F., J. C. Suter, and M. B. Doyle. 2010. “Paraprofessionals in Inclusive Schools: A Review of Recent Research.” Journal of Educational and Psychological Consultation 20: 41–57; Webster, R., P. Blatchford, and A. Russell. 2010. “Should Teaching Assistants Have a Pedagogical Role? Lessons Following the DISS Project.” Paper Presented at the BERA annual conference, September 1–4, University of Warwick, UK]. A qualitative case study was conducted in an Australia city over three years across four primary school sites to identify the issues and propose possible solutions. The study identified five different models of TA support and deployment. It was found support models used in mainstream schools were generally inequitable – if students did not have a disability or learning difficulty they received instruction primarily from a qualified teacher, but if students had a disability or learning difficulty, they received instruction from a TA who may have had no qualifications, no involvement in planning, limited supervision and unclear reporting; and no clear duty statement requirements. A more inclusive and more equitable model of TA support is discussed.
Keywords: Teacher assistant; deployment; inclusive education; mainstream; support

Blended Learning Approach to Develop the Teachers’ TPACK - Qasem, Arwa Ahmad Abdo; Viswanathappa, Gandla (Contemporary Educational Technology, 2016)
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
Keywords: Blended Learning; Computer Assisted Instruction; Control Groups; ERIC, Current Index to Journals in Education (CIJE); Experimental Groups; Foreign Countries; Higher Education; Information Technology; Instructional Design; Instructional Effectiveness; Knowledge Level; Likert Scales; Online Courses; Pedagogical Content Knowledge; Postsecondary Education; Preservice Teachers; Pretests Posttests; Quasiexperimental Design; Science Teachers; Secondary Education; Secondary School Teachers; Technological Literacy; Technology Uses in Education; Trainees; Yemen; __:import:01; __:match:final; __:matched; __:study_id:2096173; __finaldtb

Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa - Alcott, Benjamin; Rose, Pauline (Oxford Review of Education, 2016)
In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.

Hybrid online/offline mobile solutions for accessing open educational resources in areas with poor internet connectivity - D.L. Pugoy, Reinald Adrian; D.L. Habito, Consuelo; B. Figueroa, Roberto (Asian Association of Open Universities Journal, 2016)
Keywords: __C:filed:1

Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy - O'Neil, Cathy (Penguin UK, 2016)
'A manual for the 21st-century citizen... accessible, refreshingly critical, relevant and urgent' - Financial Times 'Fascinating and deeply disturbing' - Yuval Noah Harari, Guardian Books of the Year In this New York Times bestseller, Cathy O'Neil, one of the first champions of algorithmic accountability, sounds an alarm on the mathematical models that pervade modern life -- and threaten to rip apart our social fabric.We live in the age of the algorithm. Increasingly, the decisions that affect our lives - where we go to school, whether we get a loan, how much we pay for insurance - are being made not by humans, but by mathematical models. In theory, this should lead to greater fairness: everyone is judged according to the same rules, and bias is eliminated. And yet, as Cathy O'Neil reveals in this urgent and necessary book, the opposite is true. The models being used today are opaque, unregulated, and incontestable, even when they're wrong. Most troubling, they reinforce discrimination. Tracing the arc of a person's life, O'Neil exposes the black box models that shape our future, both as individuals and as a society. These "weapons of math destruction" score teachers and students, sort CVs, grant or deny loans, evaluate workers, target voters, and monitor our health. O'Neil calls on modellers to take more responsibility for their algorithms and on policy makers to regulate their use. But in the end, it's up to us to become more savvy about the models that govern our lives. This important book empowers us to ask the tough questions, uncover the truth, and demand change.
Keywords: Business & Economics / Statistics; Computers / Artificial Intelligence / General; Computers / Programming / Algorithms; Mathematics / General; Political Science / Political Ideologies / Democracy; Political Science / Political Ideologies / General; Science / General; Science / Philosophy & Social Aspects; Technology & Engineering / Social Aspects

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

Training Teachers on the Job: What Works and How to Measure It - Popova, Anna; Evans, David K.; Arancibia, Violeta (Policy Research Working Papers, 2016)
Keywords: C:Low- and middle-income countries; _genre:LR-literature_review

Análise de programas estruturadores de saúde do Estado de Minas Gerais por meio de indicadores finalísticos - Santos, Geovana Maria Carmo; Silveira, Mauro César; Oliveira, Andre Correa de (Revista do Serviço Público, 2016)
O presente artigo visa analisar a relação entre o gasto nos programas estruturadores da área de saúde, do Governo de Minas Gerais, com os indicadores finalísticos da referida área, entre os anos de 2004 a 2013. Este estudo justifica-se pela possibilidade de se sinalizar a efetividade da alocação de recursos orçamentários, no âmbito da saúde, em face do modelo de Gestão para Resultados adotado pelo governo do estado. Os resultados encontrados sugerem uma forte correlação entre as variáveis, a despeito de três correlações consideradas não significativas, pelos cálculos estatísticos, e de uma das correlações que sinalizou uma relação contrária ao esperado. A análise de regressão confirmou a relação linear entre as variáveis, para os casos que se comportaram conforme a hipótese deste trabalho. A partir das entrevistas realizadas com dois gestores estaduais, apreende-se que, embora os indicadores não influam diretamente sobre a alocação de recursos, estes orientam o processo de implementação das políticas, sob uma perspectiva de priorização, e consistem, também, em importantes mecanismos para aperfeiçoamento do processo de gestão.
Keywords: Author:OpenDevEd

Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of “Teaching at the Right Level” in India - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukherji, Shobhini; Shotland, Marc; Walton, Michael (NBER Working Paper Series, 2016)
Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems.
Keywords: C:India; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Nepal NPL; _C:Pakistan PAK; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Theme 5: Teaching and learning materials (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

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

ABRA: Online Reading Support. Evaluation Report and Executive Summary - McNally, Sandra; Ruiz-Valenzuela, Jenifer; Rolfe, Heather (Education Endowment Foundation, 2016)
Abracadabra (ABRA) is a 20-week online literacy program composed of phonic fluency and comprehension activities based around a series of age-appropriate texts. Four 15-minute sessions per week are delivered by a teaching assistant (TA) to groups of three to five pupils. This report summarizes the findings of a randomized controlled trial assessing the impact of ABRA on literacy outcomes for Year 1 pupils. The trial also assesses the impact of an offline, paper and pencil version of the same intervention (referred to here at "the non-Information and Communication Technologies (ICT) intervention"). There were 51 participating schools and 2,241 pupils at randomization, and a total of 48 schools and 1,884 pupils were included in the final analysis (84% of the initial pupils at randomization). The trial took place between October 2014 and May 2015. Fifty-one schools were randomly assigned to either receive some version of the intervention or to act as a "control" school delivering business as usual. In the schools receiving the intervention, pupils were randomized to receive one of the following options: (1) ABRA, (2) the non-ICT intervention, and (3) standard literacy provision. The process evaluation involved observing sessions to understand a variety of factors in the intervention. These included an evaluation of which elements contributed to successful implementation, the perceptions and experiences of TAs and project leads, levels of pupil engagement, and the mechanisms behind the estimated impacts. This was an efficacy study, due to the involvement of the developer in the delivery of the program. Key conclusions of this report are: (1) The children who received ABRA, or its offline alternative were found to make two and three months' progress in literacy respectively compared to the children who received standard provision. This positive result would be unlikely to occur by chance; (2) For both ABRA and the offline alternative, the impact for children eligible for free school meals and children with below average pre-test outcomes was larger than for all pupils; (3) Successful implementation contributed to a well-designed and delivered training program which emphasized fidelity and consistency, enforced by ongoing support from the project team; (4) The process evaluation found that both the ICT and non-ICT interventions may be best delivered in groups of similar rather than mixed ability. The process evaluation also suggested minor changes to the intervention to make it more culturally relevant to British pupils, and to remove some repetition in the non-ICT program; and (5) Future research will examine whether ABRA or the non-ICT intervention can be successfully delivered at scale, and will look at longer-term impacts through assessing Key Stage 1 data from this trial.
Keywords: Comparative Analysis; Diagnostic Tests; Educational Technology; Elementary School Students; Foreign Countries; Intervention; Literacy Education; Low Income Groups; Online Courses; Phonics; Pretests Posttests; Program Effectiveness; Program Evaluation; Randomized Controlled Trials; Reading Programs; Reading Tests; Small Group Instruction; Student Characteristics; Technology Uses in Education

Social media research: The application of supervised machine learning in organizational communication research. - van Zoonen, Ward; van der Meer, Toni, G. L. A. (Computers in Human Behavior, 2016)
Despite the online availability of data, analysis of this information in academic research is arduous. This article explores the application of supervised machine learning (SML) to overcome challenges associated with online data analysis. In SML classifiers are used to categorize and code binary data. Based on a case study of Dutch employees’ work-related tweets, this paper compares the coding performance of three classifiers, Linear Support Vector Machine, Naïve Bayes, and logistic regression. The performance of these classifiers is assessed by examining accuracy, precision, recall, the area under the precision-recall curve, and Krippendorf’s Alpha. These indices are obtained by comparing the coding decisions of the classifier to manual coding decisions. The findings indicate that the Linear Support Vector Machine and Naïve Bayes classifiers outperform the logistic regression classifier. This study also compared the performance of these classifiers based on stratified random samples and random samples of training data. The findings indicate that in smaller training sets stratified random training samples perform better than random training samples, in large training sets (n = 4000) random samples yield better results. Finally, the Linear Support Vector Machine classifier was trained with 4000 tweets and subsequently used to categorize 578,581 tweets obtained from 430 employees.
Keywords: Communication research; Content analysis; Supervised machine learning; Twitter

Mathematics education in Sub-Saharan Africa : status, challenges, and opportunities - World Bank (The World Bank, 2016)
This study on Assessment of mathematics education in Sub Saharan African countries is in support of the efforts to improve mathematics education in the countries of Sub-Saharan Africa (SSA). The study is in response to a growing recognition that countries in SSA will need to boost performance in the Science Technology, Engineering and Mathematics (STEM) subjects if they are to realize their full potential in a competitive global market increasingly shaped by the use of new technologies. Chapter 1 of this report lists the constituent countries of SSA and describes the study’s research questions and methods. Chapter 2 explores the economic and social arguments for making the improvement of mathematics education in the region a priority. Chapter 3 presents evidence as to current levels of numeracy and mathematical competence in the countries of SSA from a wide range of assessments. Chapter 4 looks at factors which have the potential to raise mathematical achievement indirectly by improving the quality of schooling in general. Chapter 5 considers the effectiveness of various interventions targeted specifically at improving mathematical outcomes. Chapter 6 and Chapter 7 are dedicated to issues concerning the capacities of serving teachers of mathematics and the pre-service training arrangements for those preparing to teach mathematics in schools. Chapter 8 describes assessment practices and their potential roles in improving learning outcomes. Chapter 9 gives an overview of a range of more recent initiatives designed to improve mathematics education both in SSA and beyond. Chapter 10 summarizes the study’s main findings and sets out some suggestions for overcoming barriers to progress. Finally, Appendix A sets out the findings of the in-country surveys.

School-Related Violence - Thompson, Stephen (2016)
Violence against children is a global problem. It includes physical violence, psychological violence such as insults and humiliation, discrimination, neglect and maltreatment. It has short- and long-term repercussions that are often grave and damaging for children (Pinheiro 2006). Bullying, gender-based violence, accidental violence, discrimination and violence, sexual assault or harassment, physical violence and psychological violence, describe some of the most prevalent forms of school-based violence (South African Human Rights Commission 2006). The evidence base on school-related violence must be improved to inform policies (Antonowicz 2010). To assess the evidence that does exist, this helpdesk report presents a non-systematic review of the evidence on school-related violence. It is based on the evidence found through a rapid internet search and through consultation with experts in this field. The report is broken down into four sections: reducing and preventing school-related violence; safe, inclusive and violence-free schools; cyber bullying; and school-related gender-based violence. It is recognised that the topic of school-related violence is complex and multifaceted. While this report aims to offer a useful synthesis of the evidence available, as well as relevant case studies and policy recommendations, it only scratches the surface of a very large and pressing global problem.
Keywords: ⛔ No DOI found

Evidence on formative classroom assessment for learning - Browne, Evie (2016)
This light-touch review of literature on classroom assessments (CA) in Sub-Saharan Africa (SSA) and South Asia finds that they are rarely implemented effectively. It is extremely common to find references to CA in policy documents but find that teachers do not use CA in the classroom. Sometimes this is because there is little institutional support for CA, few example materials, and no training, and sometimes this is because teachers do not understand or see the purpose of CA and continue to teach in a top-down manner. Most schooling systems in developing countries have a crippling emphasis on summative exams, and teachers often end up ‘teaching to the test’ whether they want to or not. Parental pressure plays some part in teaching styles, as teachers are under pressure to show parents that they are preparing their children to pass important exams which open the door to the next level of education. Teacher training chronically underprepares teachers for CA; in some cases not giving any training and in others only explaining how to fill in the government-mandated forms. On the other hand, there are examples in the literature of teachers intuitively using CA methods such as questioning, observation and homework, but not naming it as CA.
Keywords: ⛔ No DOI found

“Together we are better”: Professional learning networks for teachers - Trust, Torrey; Krutka, Daniel G.; Carpenter, Jeffrey Paul (Computers & Education, 2016)
In recent years, many educators have turned to professional learning networks (PLNs) to grow in their craft with peers who are more accessible online because of reduced temporal and spatial constraints. While educators have cultivated PLNs, there is a dearth of research about the effects of PLNs. This manuscript reports the findings of a qualitative study that investigated PLN experiences through the analysis of survey data from 732 P-12 teachers. Data analysis suggests that the anytime, anywhere availability of expansive PLNs, and their capacity to respond to educators’ diverse interests and needs, appear to offer possibilities for supporting the professional growth of whole teachers. These findings have implications for defining the present and future of teacher learning in a digital age.
Keywords: Computer-mediated communication; Final_citation; Learning communities; Lifelong learning; PLN; Professional development; existing

Improving literacy and math instruction at scale in India’s primary schools: The case of Pratham’s Read India program - Banerji, Rukmini; Chavan, Madhav (Journal of Educational Change, 2016)
Pratham’s “Read India” initiative is a large-scale intervention to improve basic learning and arithmetic among children in primary school. It was started almost 10 years ago and has evolved considerably over time. Currently, this initiative uses two strategies. The first strategy is to work directly with village communities and local schools to improve children’s learning. “Learning camps” are organized in the local school or community for a period of 6–10 days at a time. Local village volunteers help to teach children who are organized in groups by their level of learning. These camps—intensive bursts of focused instruction—are repeated several times during the year. This model which has been rigourously evaluated shows that children’s learning levels improve significantly. The second strategy is to work with the government. This approach is used when school systems want to partner or collaborate with Pratham for improving basic learning. The key element here too is grouping children and teaching them from their level rather than by their grade. This approach also shows promising results. Independent evaluations and randomized control trials conducted on both models have indicated significant impact. Moving between the present set of conditions in India and past lessons, this case describes a decade-long journey of efforts to change teaching and learning at the ground level as well the efforts to bring about significant shifts in priority at the system level. The “Read India” case presented here contributes knowledge on strategies under which effective pedagogy can be brought to scale. It also discusses challenges of transforming instructional change in a context of low initial capacity at the school and system levels, where attention to rapid expansion of access to school had kept aside for a long time critical questions about teaching quality and learning outcomes. A second contribution of “Read India” to current knowledge on large-scale educational change relates to the role non-government actors such as Pratham can play in bringing effective pedagogy to scale to improve student learning.

Teacher professional development outside the lecture room: Voices of professionally unqualified practicing teachers in rural Zimbabwe secondary schools - Mukeredzi, Tabitha Grace (Global Education Review, 2016)
Attempts to address global pressure to achieve Education for All have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and large rural populations in these countries. In addition there is a trend for qualified competent teachers to shun working in rural settings. While recruitment of professionally unqualified graduate teachers into the teaching profession has become internationally acclaimed to address in particular rural school postings and Education for All commitments, there remain outstanding questions regarding how such teachers professionally learn and grow in these rural contexts outside the Teacher Education Institution lecture room.  An understanding of how they develop professionally is crucial. The study explored professional development experiences of professionally unqualified practicing teachers in rural secondary schools. A qualitative design was adopted and three-interview series complimented by photo elicitations were employed to explore the teachers’ professional development experiences. Data were transcribed and manually analysed inductively utilizing open coding. Findings suggest that professional development experiences for these teachers occurred in four sites: school structures, wider professional sites, planned and unplanned gatherings, and the classroom. Drawing on concepts around professional development to describe, analyse and understand data, I illustrate that professionally unqualified practicing teachers in rural secondary schools experience professional development outside Teacher Education Institutions in interaction, through domains of formality and experience: non formal, informal and experiential.
Keywords: ⛔ No DOI found

Why do entrepreneurial mHealth ventures in the developing world fail to scale? - Sundin, Phillip; Callan, Jonathan; Mehta, Khanjan (Journal of Medical Engineering & Technology, 2016)
Telemedicine is an increasingly common approach to improve healthcare access in developing countries with fledgling healthcare systems. Despite the strong financial, logistical and clinical support from non-governmental organisations (NGOs), government ministries and private actors alike, the majority of telemedicine projects do not survive beyond the initial pilot phase and achieve their full potential. Based on a review of 35 entrepreneurial telemedicine and mHealth ventures, and 17 reports that analyse their operations and challenges, this article provides a narrative review of recurring failure modes, i.e. factors that lead to failure of such venture pilots. Real-world examples of successful and failed ventures are examined for key take-away messages and practical strategies for creating commercial viable telemedicine operations. A better understanding of these failure modes can inform the design of sustainable and scalable telemedicine systems that effectively address the growing healthcare disparities in developing countries.
Keywords: Telemedicine; business models; community health workers; failure modes; global health; mHealth

Basic Education and Employment - Grant, Catherine (2016)
This review provides a summary of existing research on: What are the different employment outcomes and cost effectiveness differences between public vs. private basic education (primary and lower secondary) in low and middle income countries and what accounts for any difference (disaggregated by gender as appropriate)? Do either private or public education systems focus more greatly on providing students with foundation skills (literacy and numeracy skills) and does this have an impact on employment outcomes? What is the relative value for money of basic child education (primary and lower secondary) vs. programmes focusing on providing foundation skills e.g. to out of school youth, if the main benefit measure is higher skilled/waged employment? This report is not a systematic review, but aims to capture a substantial portion of the literature offering evidence on this topic, including the most important and useful papers to guide policy-making. It provides an annotated bibliography of the literature, followed by an evidence summary table assessing the literature according to DFID’s ‘strength of evidence’ guidelines
Keywords: ⛔ No DOI found

From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukherji, Shobhini; Shotland, Marc; Walton, Michael (National Bureau of Economic Research, 2016)
The promise of randomized controlled trials is that evidence gathered through the evaluation of a specific program helps us—possibly after several rounds of fine-tuning and multiple replications in different contexts—to inform policy. However, critics have pointed out that a potential constraint in this agenda is that results from small “proof-of-concept” studies run by nongovernment organizations may not apply to policies that can be implemented by governments on a large scale. After discussing the potential issues, this paper describes the journey from the original concept to the design and evaluation of scalable policy. We do so by evaluating a series of strategies that aim to integrate the nongovernment organization Pratham’s “Teaching at the Right Level” methodology into elementary schools in India. The methodology consists of re-organizing instruction based on children’s actual learning levels, rather than on a prescribed syllabus, and has previously been shown to be very effective when properly implemented. We present evidence from randomized controlled trials on the designs that failed to produce impacts within the regular schooling system but helped shape subsequent versions of the program. As a result of this process, two versions of the programs were developed that successfully raised children’s learning levels using scalable models in government schools. We use this example to draw general lessons about using randomized control trials to design scalable policies.
Keywords: Final_citation; cited; existing

Open Educational Resources Guide for Colleges of Education - Haßler, Björn (T-TEL Professional Development Programme, 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 6: Leadership for Learning (Coordinators) - Swaffield, Sue; MacBeath, J. (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 6: Leadership for Learning (Tutors) - Swaffield, Sue; MacBeath, J. (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _C:Chad TCD; _C:Ghana GHA; _C:Greece GRC; _C:United Kingdom GBR; _C:Uruguay URY; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

A computational literature review of the technology acceptance model - Mortenson, Michael J.; Vidgen, Richard (International Journal of Information Management, 2016)
A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further.
Keywords: Citation analysis; Co-authorship analysis; Computational literature review; Journal ranking; Lda; Literature review; Social network analysis; Technology acceptance model; Topic models

Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis - Zheng, Binbin; Warschauer, Mark; Lin, Chin-Hsi; Chang, Chi (Review of Educational Research, 2016)
Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students’ academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.

Qualitative Inquiry and Research Design: Choosing Among Five Approaches - Creswell, John W.; Poth, Cheryl N. (SAGE Publications, 2016)
In the revised Fourth Edition of the best-selling text, John W. Creswell and new co-author Cheryl N. Poth explore the philosophical underpinnings, history, and key elements of five qualitative inquiry approaches: narrative research, phenomenology, grounded theory, ethnography, and case study. Preserving Creswell's signature writing style, the authors compare the approaches and relate research designs to each of the traditions of inquiry in a highly accessible manner. Featuring new content, articles, pedagogy, references, and expanded coverage of ethics throughout, the Fourth Edition is an ideal introduction to the theories, strategies, and practices of qualitative inquiry.
Keywords: Reference / Research; Social Science / Methodology

The cascade model of teachers’ continuing professional development in Kenya: A time for change? - Bett, Harry Kipkemoi (Cogent Education, 2016)
Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD) has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institution-based models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant.

Executive Secretary's Office (2017)

National Frequency Allocation Table 2017_1622727105.pdf (2017)

Roll Call: Getting Children Into School (Policy Bulletin, 2017)
Individual Evaluations Cited Abdul Latif Jameel Poverty Action Lab (JPAL)

Teacher Management: Emerging Issues in Kenya (European Journal of Educational Sciences, 2017)
Keywords: ⛔ No DOI found

The application of machine learning for evaluating anthropogenic versus natural climate change - Abbot, John; Marohasy, Jennifer (GeoResJ, 2017)

Lessons Learned from World Bank Education Management Information System Operations - Abdul-Hamid, Husein; Saraogi, Namrata; Mintz, Sarah (2017)
Keywords: ⛔ No DOI found

AEWG Accelerated Education 10 principles for effective practice - Accelerated Education Working Group (2017)

Land and the “Gradient Forces” of Religion and Urbanism: The Gospel Town - Ajadi, S.B. (IFRA-Nigeria, 2017)

Alternative Productivity Estimates Using Physical Activity - Akogun, Oladele B; Dillon, Andrew; Friedman, Jed; Prasann, Ashesh; Serneels, Pieter (2017)

Factors influencing female undergraduate students' acceptance of, and motivation to, use tablet computers for learning - Alomary, Azza (University of Southampton, 2017)
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:Cuba CUB; _C:Ecuador ECU; _C:Egypt EGY; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Japan JPN; _C:Jordan JOR; _C:Korea, Republic KOR; _C:Lebanon LBN; _C:Libya LBY; _C:Malaysia MYS; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets. - Andrabi, Tahir; Das, Jishnu; Khwaja, Asim Ijaz (American Economic Review, 2017)

Building State Capability: Evidence, Analysis, Action - Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Oxford University Press, 2017)
Governments play a major role in the development process, and constantly introduce reforms and policies to achieve developmental objectives. Many of these interventions have limited impact, however; schools get built but children don't learn, IT systems are introduced but not used, plans are written but not implemented. These achievement deficiencies reveal gaps in capabilities, and weaknesses in the process of building state capability. 00This book addresses these weaknesses and gaps. It starts by providing evidence of the capability shortfalls that currently exist in many countries, showing that many governments lack basic capacities even after decades of reforms and capacity building efforts. The book then analyses this evidence, identifying capability traps that hold many governments back - particularly related to isomorphic mimicry (where governments copy best practice solutions from other countries that make them look more capable even if they are not more capable) and premature load bearing (where governments adopt new mechanisms that they cannot actually make work, given weak extant capacities). The book then describes a process that governments can use to escape these capability traps.

Big data, big insights? Advancing service innovation and design with machine learning - Antons, D; Breidbach, CF (Journal of Service Research, 2017)
Keywords: _Added-ailr-2024

Design-based online teacher professional development to introduce integration of STEM in Pakistan - Anwar, Tasneem (University of Minnesota, 2017)
In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Keywords: 0530:Teacher education; 0714:Science education; Attitude Measures; Community of practice; Design; Design-based research; ERIC, Resources in Education (RIE); Education; Educational Technology; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Interdisciplinary Approach; Interviews; Models; Online Courses; Online teacher professional development; Pakistan; Reflective practices; STEM Education; Science education; Stem integration; Student Centered Learning; Teacher Attitudes; Teacher education; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096054; __finaldtb

Research on open educational resources for development in the Global South: Project landscape - Arinto, Patricia; Hodgkinson-Williams, Cheryl; King, Thomas; Cartmill, Tess; Willmers, Michelle (African Minds, International Development Research Centre & Research on Open …, 2017)
Keywords: _C:Afghanistan AFG; _C:Argentina ARG; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Bolivia BOL; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Costa Rica CRI; _C:Cuba CUB; _C:Ecuador ECU; _C:El Salvador SLV; _C:Estonia EST; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Ireland IRL; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Laos LAO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mauritius MUS; _C:Mexico MEX; _C:Mongolia MNG; _C:Morocco MAR; _C:Mozambique MOZ; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:North Cyprus XNCYP; _C:Oman OMN; _C:Pakistan PAK; _C:Paraguay PRY; _C:Peru PER; _C:Philippines PHL; _C:Poland POL; _C:Portugal PRT; _C:Russian Federation RUS; _C:Slovenia SVN; _C:Somalia SOM; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Venezuela VEN; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Impact of Free Availability of Public Child Care in Brazil. - Attanasio, Orazio; de Barro, Ricardo Paes; Carneiro, Pedro; Evans, David; Lima, Lycia; Olinto, Pedro; Schady, Norbert (2017)
Keywords: ⛔ No DOI found

Zum Stand der Forschung zum Tableteinsatz in Schule und Unterricht aus nationaler und internationaler Sicht - Aufenanger, Stefan (Tablets in Schule und Unterricht, 2017)
Keywords: __C:filed:1

Linking vocational education and training (VET) progression pathways into the academic route in Tanzania: Case study in electrical and mechanical engineering programmes at Arusha technical college (ATC) - Augustine, S. Mbitila; Richard, J. Masika; Donatha, E. Mwase (International Journal of Vocational and Technical Education, 2017)
The bridging course was designed by the Vocational and Education Training Authority (VETA) in collaboration with three technical Colleges/Institutions: Arusha Technical College, Dar es Salaam Institute of Technology and Mbeya University of Science and Technology under the auspices of National Council for Technical Education (NACTE). The course was an immediate solution to the missing link between the Vocational Education and Training (VET) pathway for graduates and the Tanzanian national education model. Data were collected from a random sample of 350 students, from various parts of the country, to analyze the problem. Comparison tests of performance between students from the bridging course and from other educational routes were conducted. Results demonstrate that, the bridging course is a substantive solution to enabling VET students to progress toward further studies. Bridging courses in Technical Colleges and Institutes of Technology offer a valuable contribution to the vocational training sector if sponsored by both Government and Private sector in terms of fiscal and non-fiscal resources.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:electro; P:mechanic; R:case study; T:TVET; T:Training; T:vocational training centre; __C:filed:1; publicImportV1; ⛔ No DOI found

From Proof of Concept to Scalable Policies: Challenges and Solutions, With an Application. - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukerji, Shobhini; Shotland, Marc; Walton, Michael (Journal of Economic Perspectives, 2017)

“If he could speak, he would be able to point out who does those things to him”: Experiences of violence and access to child protection among children with disabilities in Uganda and Malawi - Banks, Lena Morgon; Kelly, Susan A.; Kyegombe, Nambusi; Kuper, Hannah; Devries, Karen (PloS one, 2017)

Delivering education to the underserved through a public‐private partnership program in Pakistan - Barrera‐Osorio, Felipe; Blakeslee, David S.; Hoover, Matthew; Linden, Leigh L.; Raju, Dhushyanth; Ryan, Stephen P. (World Bank Policy Research Working Paper, 2017)
Keywords: ⛔ No DOI found

Compás Millennial: La generación Y en la era de la integración 4.0 - Basco, Ana Inés; Carballo, Marita; Pernas, Mariana; Alzualde, Paula; Codoni, Soledad; Conte Grand, Ramiro; Wulff, Alejandra; Basco, Ana Inés; Carballo, Marita (Inter-American Development Bank, 2017)

Tablets zur Neubestimmung des Lernens? - Bastian, Jasmin (Tablets in Schule und Unterricht, 2017)
Keywords: __C:filed:1

Tablets in Schule und Unterricht - Bastian, Jasmin; Aufenanger, Stefan (Forschungsmethoden und-perspektiven zum Einsatz digitaler Medien, Wiesbaden, 2017)
Keywords: __C:filed:1; ⛔ No DOI found

The Generalizability Puzzle - Bates, Mary Ann; Glennerster, Rachel (Stanford Social Innovation Review, 2017)
Rigorous impact evaluations tell us a lot about the world, not just the particular contexts in which they are conducted. Open access to this article is made possible by MIT.
Keywords: ⛔ No DOI found

Die richtigen Mitarbeiter finden: Berufsbildung und HR-Management - Bauer, Annette; Kühnrich, Heinz-Joachim (Praxishandbuch Wirtschaft in Afrika, 2017)
Qualifizierte Fachkräfte stellen einen wichtigen Faktor für die Eintrittsentscheidung in einen Markt dar. Eine der am häufigsten genannten Hemmnisse für eine Investition in Afrika, ist deren Mangel. Vor allem für deutsche Unternehmen ist es wichtig mit ausgebildetem Personal die höhere Produktivität und Lebensdauer ihrer Produkte und Maschinen zu erreichen, um den meist höheren Investitionskosten im Marktvergleich Rechnung zu tragen und einen kosten- und zeiteffizienten After Sales Service anbieten zu können. Doch in vielen Ländern Afrikas ist diese Voraussetzung von qualifizierten Fachkräften noch nicht geschaffen. Folgendes Kapitel gibt einen Überblick über den wachsenden Bedarf an Fachkräften, die aktuelle Situation in der Berufsbildung, sowie Lösungsansätze zur Reduzierung der Lücke zwischen Angebot und Nachfrage an Fachkräften aus Sicht eines deutschen Anbieters für Aus- und Weiterbildungslösungen in Afrika.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:West Africa; C:Rwanda; CA:AandC; CL:de; CL:en; CLL:de; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agriculture; T:Ausbildung; T:TVET; T:in-service TVET; publicImportV1

Adaptation in dissemination and implementation science - Baumann, Ana A.; Cabassa, Leopoldo J.; Stirman, S. Wiltsey (Dissemination and implementation research in health: translating science to practice, 2017)
Keywords: ⛔ No DOI found

Instructional Scaffolding: Foundations and Evolving Definition - Belland, Brian R. (Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence, 2017)
This chapter covers the definition of instructional scaffolding, as well as its theoretical bases, and how those bases are reflected in computer-based scaffolding. Computer-based scaffolding is defined as a computer-based tool that extends and enhances student capabilities as students engage with authentic and ill-structured tasks. Despite its original atheoretical nature, scaffolding was linked to many theoretical frameworks, including activity theory, Adaptive Character of Thought-Rational (ACT-R), and knowledge integration. This variation in theoretical frameworks has led to differing scaffolding strategies (e.g., fading, adding, and fading/adding strategies) and overall scaffolding approaches. These are described in depth in this chapter.
Keywords: ACT-R; Activity theory; Adding; Computer-based scaffolding; Contingency; Design of scaffolding; Dynamic assessment; Fading; Fading/adding; Intelligent tutoring systems; Intersubjectivity; Knowledge integration; One-to-one scaffolding; Peer scaffolding

Portability, Feasibility, Collaborativeness: Teachers’ Perception Of Tablet Use For Inclusive Education - Benigno, Vincenza; Caruso, Giovanni; Epifania, Marina Ottavia; Fante, Chiara; Ravicchio, Fabrizio; Trentin, Guglielmo (ICERI2017 Proceedings, 2017)
Tablet are characterized by features such as their ease of use, portability, feasibility and they are easily employable in collaborative learning (Schuck et al., 2013). Students themselves consider them as an effective tool for reflection, since it allows them to deepen their knowledge thanks to the possibility of on-line searching (Parmigiani et al., 2015). On the other side, teachers are aware of the fact that tablets can help in making lesson more interesting and varied (Heinrich, 2012), but their use also needs a rethinking of the pedagogical approach (Culé & Gasparini, 2012) since tablets allow a more students-centred learning (Ludwig et al., 2011). Further, Information and Communication Technologies in general are also used for the inclusion of the disabled children into class activities (Ifenthaler & Schweinbenz, 2013). We argue that tablets, thanks to their abovementioned features, may be particularly helpful in fostering the inclusion of children who are not disabled, but who cannot attend school for medical reasons. The socio-educational inclusion of these children was the main aim of the TRIS project (Tecnologie per l’Inclusione Socio-educativa [Technologies for socio-educational inclusion]), and Information and Communication Technologies, combined with new pedagogical methodologies, played a key role for the pursuing of this aim. During this project, we equipped a middle school classroom with one tablet for each teacher and student. In addition, after one year several activities were planned in collaboration with teachers to evaluate the use of tablets and some specific apps in different teaching area. The activity developed for chemistry involved the use of augmented reality software, and we were investigating its effect on students’ attitudes towards the subject. The one developed for Italian language was aimed to the investigation of whether the affordance of a specific app for the creation of mental app have helped the students in their creation in respect to paper and pencil. In this paper, we report the results regarding teachers’ perception of tablet use in everyday class activities, involving both their competencies and the frequency of use. We considered the impact of the tablet after six months and after one year and a half from their introduction. Furthermore, at the end of the specific activity, the teachers were interviewed in order to understand the potentiality of the tablet for the abovementioned subjects, for the inclusion of the homebound student, and the difficulty found in the planning and managing of the activities. All the teachers involved (n= 7) sustained the utility of the tablet for classes, mentioning its capacity to foster communication in collaborative working and to gain students’ attention. They mostly used the tablet for students’ individual work, on-line research, and for collaborative activities with the homebound student. Regarding the activities carried out with the teachers, they kept sustaining the tablet capacity to motivate students and to foster their active participation, but they also expressed several concerns regarding the high amount of time needed to plan and to implement the activities using the tablet.
Keywords: _C:Italy ITA; _C:Trinidad and Tobago TTO; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Challenges in Educational Reform: An Experiment on Active Learning in Mathematics. - Berlinski, Samuel; Busso, Matias (Economics Letters, 2017)

(untitled) - Berlinski; Busso (2017)

Screen Time Can Be Dangerous for Kids’ Mental & Physical Health - Beurkens, Nicole (2017)
Keywords: __C:filed:1

10 Jahre Qualitätsmerkmale im Praxistest - BIBB (2017)

Reconhecimento do trabalho de cuidado: o caso do Programa Expandido de Trabalhos Públicos na África do Sul - Bilo, Charlotte; others (International Policy Centre for Inclusive Growth, 2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:South Africa; CLL:pt; publicImportV1

Ações de telessaúde no continente africano: uma revisão sistemática - Bittencourt, Hítalo Kassios (Universidade Federal do Rio Grande do Sul. Escola de Enfermagem. Curso de Saúde Coletiva: Bacharelado., 2017)
A África, em especial a região subsaariana, passa por uma crise de saúde-pública. Apesar do aumento de investimentos para tratamento de doenças contagiosas a região africana apresenta alarmantes índices de mortalidade infantil e doenças contagiosas como a AIDS. Tendo em vista este estado alarmante as ações de Telessaúde, por meio das Tecnologias de Informação e Comunicação (TIC), vem para diminuir lacunas, agilizando e qualificando a tomada de decisão clinica dos profissionais da saúde. O presente trabalho de conclusão de curso apresenta os resultados parciais de uma revisão sistemática feita nos Bancos de Dados (BD) Web Of Science (WoS), PubMed, Scopus e Embase sobre ações exitosas ou não de Telessaúde no continente Africano, analisando o perfil epidemiológico, história e conceito de Telessaúde, bem como apresentando suas análises bibliométricas.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; CLL:pt; publicImportV1

Early Childhood Development Coming of Age: Science through the Life Course. - Black, Maureen M.; Walker, Susan P.; Fernald, Lia C.H.; Andersen, Christopher T.; DiGirolamo, Ann M.; Lu, Chunling; C, Dana (McCoy et al, 2017)
Keywords: ⛔ No DOI found

Save the Children Sierra Leone - Boisvert, Kayla (UNHCR Accelerated Education Working Group, 2017)
Keywords: _Added to LR; _C:Sierra Leone SLE; _T:reviewed

Enrollment without learning: Teacher effort, knowledge, and skill in primary schools in Africa - Bold, Tessa; Filmer, Deon; Martin, Gayle; Molina, Ezequiel; Stacy, Brian; Rockmore, Christophe; Svensson, Jakob; Wane, Waly (Journal of Economic Perspectives, 2017)

"Ending Child Marriage: Reproductive Health Outcomes and Delaying Marriage and Childbearing for Adolescent Girls " In - Botea, Ioana; Chakravarty, Shubha; Haddock, Sarah; Wodon, Quentin (2017)
Keywords: ⛔ No DOI found

El meta-análisis: una metodología para la investigación en educación - Botella, Juan; Zamora, Ángela (Educación XXI: revista de la Facultad de Educación, 2017)
Keywords: ⛔ No DOI found

Teaching Equivalent Fractions to Secondary Students With Disabilities via the Virtual–Representational–Abstract Instructional Sequence - Bouck, Emily C.; Bassette, Laura; Shurr, Jordan; Park, Jiyoon; Kerr, Jackie; Whorley, Abbie (Journal of Special Education Technology, 2017)
Keywords: __C:filed:1

Evidence-based answers to questions about trigger warnings for clinically-based distress: A review for teachers - Boysen, Guy A. (Scholarship of Teaching and Learning in Psychology, 2017)
According to the popular press, students have been increasingly demanding warnings before being exposed to potentially distressing classroom material. The validity of these types of trigger warnings has been a topic of vigorous debate. Based on a review of posttraumatic stress disorder (PTSD) research and closely related topics, this article answers questions that teachers might ask about the validity of the scientific assumptions behind trigger warnings and their use in the classroom. External stimuli causing distress is a feature common to many mental disorders, and trauma-based triggers of distress are an essential feature of PTSD. However, development of PTSD after a traumatic experience is relatively rare. Environmental triggers are often difficult to predict, but warnings may reduce distress among people with PTSD by allowing exposure to be controlled. To the extent that trigger warnings allow avoidance of hyperarousal when trying to learn, they should increase students’ classroom performance. However, avoidance of trauma reminders contributes to the persistence of PTSD symptoms. Although clinical research generally supports the notion of trigger warnings as an accommodation for individual students diagnosed with PTSD, the effectiveness of trigger warnings in the classroom is unknown. In addition, trigger warnings may be a legitimate accommodation for students with psychiatric disabilities, but this does not mean that they are relevant to nonclinical issues. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Keywords: Classroom Management; Distress; Posttraumatic Stress Disorder; Student Attitudes; Teachers; Teaching; Trauma; Warnings

Optimal database combinations for literature searches in systematic reviews: a prospective exploratory study - Bramer, Wichor M.; Rethlefsen, Melissa L.; Kleijnen, Jos; Franco, Oscar H. (Systematic Reviews, 2017)
Background: Within systematic reviews, when searching for relevant references, it is advisable to use multiple databases. However, searching databases is laborious and time-consuming, as syntax of search strategies are database specific. We aimed to determine the optimal combination of databases needed to conduct efficient searches in systematic reviews and whether the current practice in published reviews is appropriate. While previous studies determined the coverage of databases, we analyzed the actual retrieval from the original searches for systematic reviews. Methods: Since May 2013, the first author prospectively recorded results from systematic review searches that he performed at his institution. PubMed was used to identify systematic reviews published using our search strategy results. For each published systematic review, we extracted the references of the included studies. Using the prospectively recorded results and the studies included in the publications, we calculated recall, precision, and number needed to read for single databases and databases in combination. We assessed the frequency at which databases and combinations would achieve varying levels of recall (i.e., 95%). For a sample of 200 recently published systematic reviews, we calculated how many had used enough databases to ensure 95% recall. Results: A total of 58 published systematic reviews were included, totaling 1746 relevant references identified by our database searches, while 84 included references had been retrieved by other search methods. Sixteen percent of the included references (291 articles) were only found in a single database; Embase produced the most unique references (n = 132). The combination of Embase, MEDLINE, Web of Science Core Collection, and Google Scholar performed best, achieving an overall recall of 98.3 and 100% recall in 72% of systematic reviews. We estimate that 60% of published systematic reviews do not retrieve 95% of all available relevant references as many fail to search important databases. Other specialized databases, such as CINAHL or PsycINFO, add unique references to some reviews where the topic of the review is related to the focus of the database. Conclusions: Optimal searches in systematic reviews should search at least Embase, MEDLINE, Web of Science, and Google Scholar as a minimum requirement to guarantee adequate and efficient coverage.

Technology usage in mathematics education research – A systematic review of recent trends - Bray, Aibhín; Tangney, Brendan (Computers & Education, 2017)

A critical review of frameworks for digital literacy: Beyond the flashy, flimsy and faddish–Part 1 - Brown, Mark (ASCILITE ℡all blog, 2017)
Keywords: ⛔ No DOI found

Challenges and Solutions of Higher Education in the Eastern Caribbean States. - Browne, Raffie A.; Shen, Hong (International Journal of Higher Education, 2017)
Keywords: __C:filed:1

Surveillance training for ebola preparedness in Côte d’Ivoire, Guinea-Bissau, Senegal, and Mali - Cáceres, Victor M.; Sidibe, Sekou; Andre, McKenzie; Traicoff, Denise; Lambert, Stephanie; King, Melanie E.; Kazambu, Ditu; Lopez, Augusto; Pedalino, Biagio; Herrera Guibert, Dionisio J.; Wasswa, Peter; Cardoso, Placido; et al. (Emerging Infectious Diseases, 2017)
© 2017, Centers for Disease Control and Prevention (CDC). All rights reserved. The 2014–2015 epidemic of Ebola virus disease in West Africa primarily affected Guinea, Liberia, and Sierra Leone. Several countries, including Mali, Nigeria, and Senegal, experienced Ebola importations. Realizing the importance of a trained field epidemiology workforce in neighboring countries to respond to Ebola importations, the Centers for Disease Control and Prevention Field Epidemiology Training Program unit implemented the Surveillance Training for Ebola Preparedness (STEP) initiative. STEP was a mentored, competency-based initiative to rapidly build up surveillance capacity along the borders of the at-risk neighboring countries Côte d’Ivoire, Mali, Senegal, and Guinea-Bissau. The target audience was district surveillance officers. STEP was delivered to 185 participants from 72 health units (districts or regions). Timeliness of reporting and the quality of surveillance analyses improved 3 months after training. STEP demonstrated that mentored, competency-based training, where learners attain competencies while delivering essential public health services, can be successfully implemented in an emergency response setting.
Keywords: -FullBiblioUHMLgen; -RRQ:M:final; -missingHU; A:West Africa; C:Guinea; C:Guinea-Bissau; C:Liberia; C:Mali; C:Nigeria; C:Senegal; C:Sierra Leone; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:health; P:services; R:survey; T:Training; T:competency-based training; T:trainee; _C:Sierra Leone SLE; publicImportV1

Emergent practices and material conditions in tablet-mediated collaborative learning and teaching - Cerratto-Pargman, Teresa; Jahnke, Isa; Damsa, Crina; Nussbaum, Miguel; Säljö, Roger (Making a Difference: Prioritizing Equity and Access in CSCL, 2017)
Keywords: __C:filed:1; ⛔ No DOI found

Mobile Technologies and Digital Resources for Learning - Churchill, Daniel (Digital Resources for Learning, 2017)
Keywords: __C:filed:1

Action research - Cohen, Louis; Manion, Lawrence; Morrison, Keith (Research methods in education, 2017)

The Status of ICT in Education in Saint Lucia - Commonwealth of Learning (2017)

Identifying effective education interventions in sub-Saharan Africa: A meta-analysis of impact evaluations - Conn, K.M. (Review of Educational Research, 2017)
In this article, I identify educational interventions with an impact on student learning in Sub-Saharan Africa. After a systematic literature search, I conducted a meta-analysis synthesizing 56 articles containing 66 separate experiments and quasi-experiments and 83 treatment arms. I evaluated 12 types of education interventions such as the provision of school supplies, the use of teacher incentives, and school-based management programs. I examine each intervention type, present analytics on relative effectiveness, and explore why certain interventions seem to be more effective. A key finding is that programs that alter teacher pedagogy or classroom instructional techniques had an effect size approximately 0.30 standard deviations greater than all other types of programs combined. Limited evidence further suggests that pedagogical programs that employed adaptive instruction or teacher coaching were particularly effective. Given that the literature in the field is still nascent overall, these results advocate for further research into these pedagogical interventions.

Research design: Qualitative, quantitative, and mixed methods approaches - Creswell, John W.; Creswell, J. David (Sage publications, 2017)
Keywords: CitedIn:eCubed; Done:ReferenceFixed; TPD@Scale_1; eCubed

It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone - Crisp, Martin; Safford, Kimberly; Wolfenden, Freda (The Open University and Plan International, 2017)
Keywords: _C:Sierra Leone SLE

It takes avillage to raise a teacher: The Learning assistant programme in Sierra Leone - Crisp, Martin; Safford, Kimberly; Wolfenden, Freda (2017)

Do Tests Applied to Teachers Predict Their Effectiveness? - Cruz-Aguayo, Yyannú; Ibarrarán, Pablo; Schady, Norbert (Economics Letters, 2017)

Developing an emergency nursing short course in Tanzania - Cunningham, C.; Brysiewicz, P.; Sepeku, A.; White, L.; Murray, B.; Lobue, N.; Sawe, H. (African Journal of Emergency Medicine, 2017)
Abstract Nurses are the largest group of healthcare workers in Africa. By adequately equipping nurses to identify, intervene and care for emergency conditions, emergency healthcare systems can be strengthened. To address this need, a nursing working group was formed within the African Federation for Emergency Medicine (AFEM). The aim of this international emergency nursing group was to develop a guiding document to help improve emergency nursing skills within Africa. Using this guiding document, a group of Tanzanian clinical nurse trainers was selected to develop a context specific short course. They used this guiding document as a foundation to improve skill development. The pilot course was well received and has since expanded to training in five regions within the United Republic of Tanzania. The clinical nurse trainers leading the course, are supported by a mentorship programme with competent educators within a global emergency nursing infrastructure. This course, a combination of local knowledge, formal mentorship programs, and international nursing support, demonstrates that investing in the improvement of emergency nursing skills can have high impact results with low-cost. This will ultimately improve emergency care on the continent.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:Improvement; P:health; P:media; P:nurse; R:impact; T:Training; T:trainee; publicImportV1

Effective teacher professional development - Darling-Hammond, Linda; Hyler, Maria E.; Gardner, Madelyn (Learning Policy Institute, 2017)
Keywords: ___working_potential_duplicate

Data for development: What’s next? Concepts, trends and recommendations for German development cooperation - Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH (2017)
Keywords: Final_citation

Eckpunktepapier: Wirtschaftliche Entwicklung Afrikas – Herausforderungen und Optionen - Die Bundesregierung (2017)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; publicImportV1

Cognitive Science in the Field: A Preschool Intervention Durably Enhances Intuitive But Not Formal Mathematics. - Dillon, Moira R.; Kannan, Harina; Dean, Joshua T.; Spelke, Elizabeth S.; Duflo, Esther (2017)

Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning During Kindergarten - Doss, Christopher; Fahle, Erin; Loeb, Susanna; York, Ben (2017)

The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy - Drossel, Kerstin; Eickelmann, Birgit (Springer, 2017)
Keywords: __C:filed:1

(untitled) - Duflo (2017)
Keywords: auto_merged

The impact of free secondary education: Experimental evidence from Ghana - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Massachusetts Institute of Technology Working Paper, 2017)

A pilot of the use of short message service (SMS) as a training tool for anaesthesia nurses - Duys, R.; Duma, S.; Dyer, R. (Southern African Journal of Anaesthesia and Analgesia, 2017)
© 2017 The Author(s). Background: Anaesthesia nurses form a critical part of the team providing perioperative care to patients, but no accredited training exists for them in South Africa. In this setting, short in-service training interventions are a pragmatic attempt at improving nurse performance and patient outcomes. Traditional didactic teaching formats have limitations, and mLearning (the use of mobile telephones to facilitate education) has proved equivalent or superior to traditional teaching methods in several settings. Despite very high levels of mobile phone ownership amongst healthcare workers in Africa, this form of educational delivery has not been tested in the hospital-based nursing population. Methods: A telephonic true/false pre-test was performed with 12 nurses of varying levels of training, to assess their preexisting knowledge of anaesthesia. A pre-learning package was then delivered to them in the form of daily SMSs for a month, covering relevant anaesthesia content. A telephonic post-intervention test was performed to assess whether anaesthesia theory knowledge had improved. Results: Median test scores out of 30 were compared using a Wilcoxon signed rank test and were statistically higher in the postintervention test: 25 (IQR 20-26) vs. 21 (IQR 20-21.25) (p = 0.018). Conclusions: The results demonstrate an association between a cheap and widely available educational vehicle, and an increase in nurse knowledge scores. The use of mobile telephones in medical education in limited-resource settings should be explored further.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:outcomes; F:pedagogy; F:teaching; F:teaching method; P:health; P:media; P:nurse; P:service industry; P:services; Q:e-learning; T:Ausbildung; T:Training; T:work-based learning; Z:Anaesthesia nurse; Z:Nurse education; Z:Short Message Service (SMS); Z:eLearning; Z:mLearning; _C:Australia AUS; _C:Iran IRN; _C:Ireland IRL; _C:Kenya KEN; _C:South Africa ZAF; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

Fundamentals of the development of Vocational Education and Further Education of VET pedagogues in Sub-Saharan Africa - Eicker, Friedhelm (2017)
For many years, the University of Rostock/Technical Education has supported three universities from Mozambique, Ethiopia and South Africa in their effort to establish a modern educational and further educational programme for VET pedagogues. A Further Education network was established in the first steps. If more German universities support it, this network can expand to various other Sub-Saharan African countries. This still poses the essential question which scientific approach will be the basic position. Furthermore the question is how the Further Education network of universities, vocational schools and other VET institutions should be developed locally in Sub-Saharan Africa. A constructivist approach, which is positioned between academic discipline and vocational science, will be proposed here. In the first place, university lecturers and selected teachers will be able to acquire shaping competence. A “Train the Trainer Further Education System” will be proposed.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Ethiopia; C:Mozambique; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:pedagogy; T:TVET; T:in-service TVET; publicImportV1; ⛔ No DOI found

Networked shaping–a perspective for international vocational education and further education of vocational educators - Eicker, Friedhelm; Fiedler, Kai-Arne; Haseloff, Gesine (2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1; ⛔ No DOI found

Mobile Learning for English Language Acquisition: Taxonomy, Challenges, and Recommendations - Elaish, Monther M.; Shuib, Liyana; Ghani, Norjihan Abdul; Yadegaridehkordi, Elaheh; Alaa, Musaab (IEEE Access, 2017)
Keywords: __C:filed:1

Integrating scientific research: Theory and design of discovering similar constructs - Endicott, J.; Larsen, K.; Lukyanenko, R. (2017)
Keywords: ⛔ No DOI found

Education Technology: An Evidence-Based Review - Escueta, Maya; Quan, Vincent; Nickow, Andre Joshua; Oreopoulos, Philip (National Bureau of Economic Research, 2017)
In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.
Keywords: Final_citation; cited; existing

Education Technology: An Evidence-Based Review. - Escueta, Maya; Quan, Vincent; Nickow, Andre Joshua; Oreopoulos, Philip (NBER Working Paper, 2017)
Keywords: ⛔ No DOI found

Education Technology: An Evidence-Based Review - Escueta, Maya; Quan, Vincent; Nickow, Andre Joshua; Oreopoulos, Philip (National Bureau of Economic Research, 2017)
In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning.

Paradigms for Networking Universities and Vocational Education and Training (VET) Institutions on Competency-Based Further Education in Sub-Saharan Africa - Ezekoye, Benadeth N (2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; CLL:en; publicImportV1; ⛔ No DOI found

Is Standardization the Answer to Personalization? - France, P.E. (Educational Leadership, 2017)
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

NMC/CoSN horizon report: 2017 K - Freeman, Alex; Becker, Samantha Adams; Cummins, Michele (The New Media Consortium, 2017)
Keywords: Final_citation

Tusome external evaluation—Midline report. Prepared for the Ministry of Education of Kenya, USAID/Kenya, and the UK Department for International Development under Contract No. AID-615-TO-1600012 - Freudenberger, E.; Davis, J. (Management Sciences International (MSI), a Tetra Tech company, 2017)