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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Relationship between Smartphone Use and Academic Performance in a Sample of Tertiary Students in Singapore: A Cross-Sectional Study. - Zhao, Jingming; Yuping, Wei; Maideen, Ismail; Moe, Zan Khin; Nasirudeen, A. M. A. (Journal of Educational Technology, 2018)
Keywords: Final_citation; ⛔ No DOI found

Donor Scorecard Just Beginning: Addressing inequality in donor funding for Early Childhood Development - Zubairi, Asma; Rose, Pauline (London: Theirworld, 2018)

스마트폰을 이용한 한국 간호대학생 대상 간호교육의 통합적 고찰 - 신혜원; 이정민; 김신정 (한국간호교육학회지, 2018)
Keywords: __C:filed:1; ⛔ No DOI found

Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. - Bediou, Benoit; Adams, Deanne M.; Mayer, Richard E.; Tipton, Elizabeth; Green, C. Shawn; Bavelier, Daphne (Psychological Bulletin, 2018)
Keywords: Final_citation; cited; existing

The Effectiveness of Digital Game-Based Vocabulary Learning: A Framework-Based View of Meta-Analysis - Chen, Meng-Hua; Tseng, Wen-Ta; Hsiao, Tsung-Yuan (British Journal of Educational Technology, 2018)
This study presents the results of a meta-analytic study about the effects of digital game-based learning (DGBL) on vocabulary. The results of the study showed that the effects of DGBL on vocabulary learning may vary with game design features (Q = 5.857, df = 1, p = 0.016), but not with learners' age (Q = 0.906, df = 1, p = 0.341) or linguistic background (Q = 0.0001, df = 1, p = 0.994). In light of the research findings, Csikszentmihalyi's (1990) Flow Theory was adopted to theorize the role of game design in DGBL. It is proposed that a hierarchy should exist on the "challenge" axis in the Flow Theory, with adventure-oriented games above non-adventure-based games along the "challenge" axis. The theoretical underpinning is that the dynamic equilibrium between challenge and abilities can function independently of the effects of learners' age and linguistic background.
Keywords: Age Differences; Computer Games; Design; Instructional Effectiveness; Meta Analysis; Native Language; Role; Statistical Analysis; Theories; Vocabulary Development

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
Keywords: Final_citation; cited; existing

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
Keywords: Case Studies; College Students; Computer Mediated Communication; Critical Thinking; Data Analysis; ERIC, Current Index to Journals in Education (CIJE); Educational Benefits; Focus Groups; Foreign Countries; Group Discussion; Higher Education; Independent Study; Indonesia; Interpersonal Communication; Learner Engagement; Learning Motivation; Practicums; Preservice Teacher Education; Qualitative Research; Social Networks; Student Teacher Attitudes; Teacher Education Programs; __:import:01; __:match:final; __:matched; __:study_id:2097353; __finaldtb

Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India - Nedungadi, Prema; Mulki, Karunya; Raman, Raghu (Education and Information Technologies, 2018)
Keywords: Final_citation; cited; existing

Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India - Nedungadi, Prema; Mulki, Karunya; Raman, Raghu (Education and Information Technologies, 2018)
Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.
Keywords: Absenteeism; Academic Achievement; Attendance; Attendance Patterns; Computer Oriented Programs; Computers--Information Science And Information Theory; ERIC, Current Index to Journals in Education (CIJE); Educational Opportunities; Educational Quality; Educational technology; Foreign Countries; ICT; India; Monitoring; Quality of education; Rural Areas; Rural areas; Rural education; School education; Software; Students; Teacher Effectiveness; Teacher absence; Teacher monitoring; Teachers; Tele-education; WhatsApp; __:import:01; __:match:final; __:matched; __:study_id:2097863; __finaldtb

The effectiveness of integrating mobile devices with inquiry-based learning on students' learning achievements: a meta-analysis - Zheng, Lanqin; Li, Xin; Tian, Lu; Cui, Panpan (International Journal of Mobile Learning and Organisation, 2018)
Mobile devices are gaining more and more popularity in recent years. Researchers and practitioners took advantages of mobile devices to facilitate inquiry-based learning in the past decade. Although there were many studies that using mobile devices in inquiry-based learning, the systematic review of the effectiveness of integrating mobile devices with inquiry-based learning remained lacking. This meta-analysis examined 34 empirical studies with 2316 participants on integrating mobile devices with inquiry-based learning from 2007 to 2016. The results indicated that there was a high effect size of 0.91 for the application of mobile devices in improving students' learning achievements. The features of moderator variables were also deeply analysed and synthesised based on the content analysis of all studies. The results together with the implications for practices and research were also discussed in detail.
Keywords: inquiry-based learning; learning achievement; meta-analysis; mobile devices

Addressing the challenge of scholarship and industry currency in vocational education: a pilot - Everingham, Nancy; McLean, David; Mancini, Jane; Mitton, Amber; Williams, Melanie (International Journal of Training Research, 2018)
This paper explores a pilot project in which three VET teachers in an Australian dual-sector university trialled a scholarship framework by undertaking a small ethnographic inquiry into current practices in their respective industries. The framework defined a method for engaging with industry while simultaneously developing VET teacher capability in scholarly practice. The teachers were asked to reflect on their experience of engaging in a scholarly project and how new knowledge has been incorporated into their teaching and curriculum design. The reflections were analysed using the indicators of scholarly quality from the self-same framework, and the key enabling factors and benefits were identified. The claimed success of the pilot is traced primarily to having a framework that provided a logical guide for the planning and execution of the projects and institutional support in the form of mentoring and paid time release.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Australia; CLL:en; Vocational currency; industry currency; publicImportV1; scholarly practice; scholarship

What have we learned after ten years of systematic reviews in international development? - Waddington, Hugh; Masset, Edoardo; Jimenez, Emmanuel (Journal of Development Effectiveness, 2018)
The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the ﬁrst decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis.

Theory-based systematic reviews - White, Howard (Journal of Development Effectiveness, 2018)
It has been common to say that studies should address not just the question of what works, but also how, where, for whom and at what cost? A unifying framework for such an approach is the theory of change. This paper lays out an approach for using such a theory-based approach to systematic reviews, discussing issues which arise in mixed-methods causal chain analysis. I illustrate the funnel of attrition which is a heuristic device to understand why effect sizes are lower at the higher reaches of the causal chain, including why participation is less than usually expected. Examples are given from the international development sector.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CLL:en; Systematic reviews; causal chain analysis; impact evaluation; publicImportV1; theory-based approach

Education Sector Plan, 2018-2020: Getting It Right – Service Delivery, Integrity and Learning in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2018)
Keywords: _C:Sierra Leone SLE

Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship - Lyon, Aaron R.; Cook, Clayton R.; Brown, Eric C.; Locke, Jill; Davis, Chayna; Ehrhart, Mark; Aarons, Gregory A. (Implementation Science, 2018)
A substantial literature has established the role of the inner organizational setting on the implementation of evidence-based practices in community contexts, but very little of this research has been extended to the education sector, one of the most common settings for the delivery of mental and behavioral health services to children and adolescents. The current study examined the factor structure, psychometric properties, and interrelations of an adapted set of pragmatic organizational instruments measuring key aspects of the organizational implementation context in schools: (1) strategic implementation leadership, (2) strategic implementation climate, and (3) implementation citizenship behavior.
Keywords: Education; Implementation citizenship; Implementation climate; Implementation leadership; Reliability; Schools; Structural validity

Moving toward the automation of the systematic review process: a summary of discussions at the second meeting of International Collaboration for the Automation of Systematic Reviews (ICASR) - O’Connor, Annette M.; Tsafnat, Guy; Gilbert, Stephen B.; Thayer, Kristina A.; Wolfe, Mary S. (Systematic Reviews, 2018)
The second meeting of the International Collaboration for Automation of Systematic Reviews (ICASR) was held 3–4 October 2016 in Philadelphia, Pennsylvania, USA. ICASR is an interdisciplinary group whose aim is to maximize the use of technology for conducting rapid, accurate, and efficient systematic reviews of scientific evidence. Having automated tools for systematic review should enable more transparent and timely review, maximizing the potential for identifying and translating research findings to practical application. The meeting brought together multiple stakeholder groups including users of summarized research, methodologists who explore production processes and systematic review quality, and technologists such as software developers, statisticians, and vendors. This diversity of participants was intended to ensure effective communication with numerous stakeholders about progress toward automation of systematic reviews and stimulate discussion about potential solutions to identified challenges. The meeting highlighted challenges, both simple and complex, and raised awareness among participants about ongoing efforts by various stakeholders. An outcome of this forum was to identify several short-term projects that participants felt would advance the automation of tasks in the systematic review workflow including (1) fostering better understanding about available tools, (2) developing validated datasets for testing new tools, (3) determining a standard method to facilitate interoperability of tools such as through an application programming interface or API, and (4) establishing criteria to evaluate the quality of tools’ output. ICASR 2016 provided a beneficial forum to foster focused discussion about tool development and resources and reconfirm ICASR members’ commitment toward systematic reviews’ automation.
Keywords: Automation; Data abstraction; Data extraction; Evidence synthesis; Priority ranking; Systematic review; Tools

What is global citizenship education? - UNESCO (UNESCO, 2018)
Global Citizenship Education (GCED) aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies. GCED is based on the three domains of learning - cognitive, socio-emotional and behavioural. Cognitive: knowledge and thinking skills necessary to better understand the world and its complexities. Socio-emotional: values, attitudes and social skills that enable learners to develop affectively, psychosocially, and physically and to enable them to live together with others respectfully and peacefully.

Effectiveness of leadership capacity building in the health sector - Tull, Kerina (2018)
Although there are options available for building health workers’ and health policy makers’ capacity to become stronger leaders (i.e. as public health leaders or managers), there is little evidence that specific training or courses lead to sustainably better leadership and management skills. It is argued that the most effective types of capacity building processes to improve leadership skills in the health sector are monthly intensive training (e.g. ‘Global Nursing Policy Leadership Institute Programme’, GNPLI), or one-year fellowships with mentorship (e.g. ‘Improving Global Health through Learning Development’ programme, IGH) as part of UK-LIC/LMIC partnership programmes.
Keywords: ⛔ No DOI found

Keeping children engaged and achieving in mathematics - Education Review Office (2018)

Teaching approaches and strategies that work; Keeping children engaged and achieving in mathematics - New Zealand Government (2018)
Keywords: C:New Zealand

A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission - Teaching Service Commission; Wright, Dr. Cream (Global Partnership for Education; World Bank, 2018)
Keywords: _C:Sierra Leone SLE

Online tools supporting the conduct and reporting of systematic reviews and systematic maps: a case study on CADIMA and review of existing tools - Kohl, Christian; McIntosh, Emma J.; Unger, Stefan; Haddaway, Neal R.; Kecke, Steffen; Schiemann, Joachim; Wilhelm, Ralf (Environmental Evidence, 2018)
Systematic reviews and systematic maps represent powerful tools to identify, collect, evaluate and summarise primary research pertinent to a specific research question or topic in a highly standardised and reproducible manner. Even though they are seen as the “gold standard” when synthesising primary research, systematic reviews and maps are typically resource-intensive and complex activities. Thus, managing the conduct and reporting of such reviews can become a time consuming and challenging task. This paper introduces the open access online tool CADIMA, which was developed through a collaboration between the Julius Kühn-Institut and the Collaboration for Environmental Evidence, in order to increase the efficiency of the evidence synthesis process and facilitate reporting of all activities to maximise methodological rigour. Furthermore, we analyse how CADIMA compares with other available tools by providing a comprehensive summary of existing software designed for the purposes of systematic review management. We show that CADIMA is the only available open access tool that is designed to: (1) assist throughout the systematic review/map process; (2) be suited to reviews broader than medical sciences; (3) allow for offline data extraction; and, (4) support working as a review team.
Keywords: Evidence synthesis; Managing systems; Rapid review; Review management; Systematic review software; Text mining; Time management; _Added-ailr-2024

Implementation research: The unambiguous cornerstone of implementation science (R&E Search for Evidence, 2018)
By Theresa Hoke: This blog post defines implementation research and outlines why it makes for such a useful concept in development.

Synergies Between the Principles for Digital Development and Four Case Studies - Haßler, Björn; Broadbent, E.; Cunningham, A.; Chimombo, J.; Jamil, B. R.; Kauthria, R.; Lake, L.; Rose, P.; Sarfraz, S.; Szekely, M. (Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge, 2018)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:b

A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning - Sun, Zhong; Lin, Chin-Hsi; Wu, Minhua; Zhou, Jianshe; Luo, Liming (British Journal of Educational Technology, 2018)
Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.
Keywords: Applications programs; China; Collaborative learning; Collaborative virtual environments; Communication; Computer Mediated Communication; Computer Software; Computer assisted instruction--CAI; Content Analysis; Content analysis; Cooperative Learning; ERIC, Current Index to Journals in Education (CIJE); Education--Teaching Methods And Curriculum; Educational technology; Foreign Countries; Handheld Devices; Higher Education; Learning; Network Analysis; Network analysis; Preferences; Preservice Teachers; Social Networks; Social factors; Student Attitudes; Student Surveys; Synchronous Communication; Telecommunications; Tools; Undergraduate Students; __:import:01; __:match:final; __:matched; __:study_id:2096807; __finaldtb

Reducing Physical Violence Toward Primary School Students With Disabilities - Devries, Karen; Kuper, Hannah; Knight, Louise; Allen, Elizabeth; Kyegombe, Nambusi; Banks, Lena Morgon; Kelly, Susan; Naker, Dipak (Journal of Adolescent Health, 2018)
Purpose We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. Methods We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11–14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. Results At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26–.65]), students with some functional difficulties (aOR = .36, 95% CI .21–.63), and students with disabilities (aOR = .29, 95% CI .14–.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. Conclusions The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools.
Keywords: Adolescents; Children; Disabilities; Physical abuse; School-based interventions; Uganda; Violence

Resolving the “Cost-Effective but Unaffordable” Paradox: Estimating the Health Opportunity Costs of Nonmarginal Budget Impacts - Lomas, James; Claxton, Karl; Martin, Stephen; Soares, Marta (Value in Health, 2018)

An overview of e-learning in China: History, challenges and opportunities - Wang, Yan; Liu, Xuan; Zhang, Zhenhong (Research in Comparative and International Education, 2018)
The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest.
Keywords: Challenges; China; ICT in education; e-learning; professional development; successes

The Politics of Learning: Directions for Future Research - Pritchett, Lant (Research on Improving Systems of Education (RISE), 2018)

Global Public Goods: Example document for licensing and publishing documents - Haßler, Björn (2018)
This is an example document to illustrate licensing and publishing, including upload to Zenodo.
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; _yl:d; ⛔ No DOI found

Adoption and Impact of OER in the Global South - Chapter summaries - Hodgkinson-Williams, Cheryl (2018)
Education in the Global South faces several key interrelated challenges for which Open Educational Resources (OER) are seen to be part of the solution and against which use of OER might be evaluated. These challenges include: unequal access to education; variable quality of educational resources, teaching and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project was a four-year research initiative to investigate in what ways and under what circumstances the adoption of OER could address the increasing demand for accessible, relevant, high quality and affordable education in the Global South. The project was comprised of 18 sub-projects, the findings from which are captured as chapters in the edited volume, Adoption and Impact of OER in the Global South. The summaries presented here provide an overview of chapters’ study contexts, methodological approaches, key findings and recommendations, as well as links to accompanying open datasets. Of the total 16 chapters, 12 are based on sub-project findings and four are synthesis and overview chapters. The chapters are organised into five main sections: Overview, South America, Sub-Saharan Africa, South and Southeast Asia, and Conclusion. Within these broader sections, chapters are presented in sequence according to whether the research addresses basic or higher education.
Keywords: adoption and impact of OER in the global south; global south; oep; oer; open educational practices; open educational resources; summaries

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Bjoern; Hennessy, Sara; Hofmann, Riikka (Journal of Learning for Development, 2018)
Keywords: Final_citation; cited; existing

ClassBeacons: Designing Distributed Visualization of Teachers' Physical Proximity in the Classroom - An, Pengcheng; Bakker, Saskia; Ordanovski, Sara; Taconis, Ruurd; Eggen, Berry (Association for Computing Machinery, 2018)
As necessary for creating a learner-centered environment, nowadays teachers are expected to be more mindful about their proximity distribution: how to spend time in different locations of the classroom with individual learners. However feedback on this is only given to teachers by experts after classroom observation. In this paper we present the design and evaluation of ClassBeacons, a novel ambient information system that visualizes teachers' physical proximity through tangible devices distributed over the classroom. An expert review and a field evaluation with eight secondary school teachers were conducted to explore potential values of such a system and gather user experiences. Results revealed rich insights into how the system could influence teaching and learning, as well as how a distributed display can be seamlessly integrated into teachers' routines.
Keywords: ambient information system; classroom; distributed display; learner-centered education; teacher proximity

Donor Organizations and the Principles for Digital Development: A Landscape Assessment and Gap Analysis - Haßler, Björn; Brugha, Meaghan; Muyoya, Chisenga; Mitchell, Joel; Hollow, David; Jackson, Alan (Digital Impact Alliance, 2018)
Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1)   Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Australia AUS; _C:Belgium BEL; _C:Cambodia KHM; _C:Canada CAN; _C:China CHN; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Jordan JOR; _C:Kenya KEN; _C:Liberia LBR; _C:Norway NOR; _C:Philippines PHL; _C:Portugal PRT; _C:Rwanda RWA; _C:Spain ESP; _C:Sweden SWE; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:c; docs.opendeved.net

Classroom dialogue and digital technologies: A scoping review - Major, L.; Warwick, P.; Rasmussen, I.; Ludvigsen, S.; Cook, V. (Education and Information Technologies, 2018)
This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.
Keywords: _C:Australia AUS; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:Greece GRC; _C:Israel ISR; _C:Korea XKOR; _C:Mexico MEX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _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:filed:1; __C:scheme:1; literature / systematic review

Indicators and Methods for Assessing Entrepreneurship Training Programmes - Ismail, Zenobia (2018)
Entrepreneurship training programmes are an important component of demand side job creation strategies in developing countries (Fox and Kaul, 2017). Assessments of such programmes are constrained by variations in the programme content, as entrepreneurship training is often combined with grants, life-skills training, internships and mentorship. The targets of these programmes also vary and include vulnerable groups, subsistence entrepreneurs as well as firms which have greater potential for growth. The indicators of success should be adapted to suit the objectives and target group of the programme. Given the varied nature of entrepreneurship training programmes it is unsurprising that a range of indicators are used to assess them. The indicators can be grouped into three broad categories: indicators of business practices, indicators of business performance and psychological indicators. Income and profits are the most commonly used indicator (Cho & Honorati, 2014). Randomised control trials which compare treatment and control groups are the gold standard method for assessing entrepreneurship training programmes. However, the quality of these studies can be improved by having larger sample sizes, baseline assessments before the intervention and three to four follow-up assessments to assess the long-term success of the programme.
Keywords: ⛔ No DOI found

Mathematical modelling in teacher education: dealing with institutional constraints - Barquero, Berta; Bosch, Marianna; Romo, Avenilde (ZDM: The International Journal on Mathematics Education, 2018)
Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem--the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity--and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints--most of them beyond the scope of action of teachers and students and not approached by previous research--hindering the integration of mathematical modelling in current secondary schools.
Keywords: Barriers; Case Studies; Distance Education; ERIC, Current Index to Journals in Education (CIJE); Ecological Factors; Foreign Countries; Inservice Teacher Education; Instructional Design; Mathematical Models; Mathematics Teachers; Mexico; Online Courses; Prediction; Regression (Statistics); Social Media; __:import:01; __:match:final; __:matched; __:study_id:2095891; __finaldtb

Digital game-based learning for K-12 mathematics education: A meta-analysis - Byun, JaeHwan; Joung, Eunmi (School Science and Mathematics, 2018)
Keywords: Final_citation; cited; existing

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Brok, Perry Den (Journal of Technology and Teacher Education, 2018)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Den Brok, Perry (Journal of Technology and Teacher Education, 2018)
While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions.
Keywords: Active Learning; Behavior Change; Cambodia; Cultural Context; ERIC, Current Index to Journals in Education (CIJE); Education--Computer Applications; Faculty Development; Foreign Countries; Instructional Effectiveness; Knowledge Base for Teaching; Learning; Mixed Methods Research; Questionnaires; Student Centered Learning; Studies; Teacher Attitudes; Teacher Behavior; Teacher education; Teachers; Teaching; Teaching Methods; Training; Video; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2095890; __finaldtb; ⛔ No DOI found

Student Perceptions of the Creation and Reuse of Digital Educational Resources in a Community Development-Oriented Organisation - Paskevicius, Michael; Hodgkinson-Williams, Cheryl (http://jl4d.org/index.php/ejl4d/article/view/253/284, 2018)
This case study explores students’ perceptions of the creation and reuse of digital teaching and learning resources in their work as tutors as part of a volunteer community development organisation at a large South African University. Through a series of semi-structured interviews, student-tutors reflect on their use and reuse of digital educational resources, and identify the challenges they experience in curating, adapting, and reusing educational resources for use in their teaching activities. The data is analysed qualitatively within the framework of an activity system (Engeström, 1987) to surface the primary systemic tensions that student-tutors face in the reuse of resources found online as well as open educational resources (OER). This study found that student-tutors sourced and used educational materials from the Internet, largely irrespective of their licensing conditions, while also creating and remixing a substantial number of educational materials to make them suitable for use in their context. We conclude that greater awareness of the availability of OER and explicit open licencing for works sourced and created within community development organisations could enhance sharing, collaboration, and help sustain high impact resources.
Keywords: _C:Canada CAN; _C:South Africa ZAF; _C:Spain ESP; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Nigeria - University, Kano; S.M. Ali (2018)

Drone Delivery Start-Up Zipline Beats Amazon, UPS And FedEx To The Punch - CNBC (2018)

A computational literature review of the field of System Dynamics from 1974 to 2017 - Kunc, Martin; Mortenson, Michael J.; Vidgen, Richard (Journal of Simulation, 2018)
System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained.
Keywords: System Dynamics; computational literature review; healthcare; methodology; supply chain

Spatially disaggregated population estimates in the absence of national population and housing census data - Wardrop, N. A.; Jochem, W. C.; Bird, T. J.; Chamberlain, H. R.; Clarke, D.; Kerr, D.; Bengtsson, L.; Juran, S.; Seaman, V.; Tatem, A. J. (Proceedings of the National Academy of Sciences, 2018)
Population numbers at local levels are fundamental data for many applications, including the delivery and planning of services, election preparation, and response to disasters. In resource-poor settings, recent and reliable demographic data at subnational scales can often be lacking. National population and housing census data can be outdated, inaccurate, or missing key groups or areas, while registry data are generally lacking or incomplete. Moreover, at local scales accurate boundary data are often limited, and high rates of migration and urban growth make existing data quickly outdated. Here we review past and ongoing work aimed at producing spatially disaggregated local-scale population estimates, and discuss how new technologies are now enabling robust and cost-effective solutions. Recent advances in the availability of detailed satellite imagery, geopositioning tools for field surveys, statistical methods, and computational power are enabling the development and application of approaches that can estimate population distributions at fine spatial scales across entire countries in the absence of census data. We outline the potential of such approaches as well as their limitations, emphasizing the political and operational hurdles for acceptance and sustainable implementation of new approaches, and the continued importance of traditional sources of national statistical data.
Keywords: census; geostatistics; population; remote sensing; surveys

The Impact of Entrepreneurship Training Programmes - Ismail, Zenobia (2018)
Entrepreneurship training programmes generally have a positive impact on existing and aspiring entrepreneurs, especially in terms of promoting better business practices. Programmes which provide training for entrepreneurs often include other interventions such as micro-finance, grants, internships or mentorship. The varied content of the programmes as well as differences in length and intensity undermines the extent to which such interventions can be compared. Consequently, it is difficult to reach a consensus regarding how effective entrepreneurship training programmes are. Entrepreneurship training programmes that combine training with finance have more impact on raising self-employment through start-ups as well as enhancing business performance and practices. Entrepreneurs are more likely to remain self-employed if they have access to a second capital grant
Keywords: ⛔ No DOI found

Design and evaluation of a web-based decision support tool for district-level disease surveillance in a low-resource setting - Pore, Meenal; Sengeh, David M.; Mugambi, Purity; Purswani, Nuri V.; Sesay, Tom; Arnold, Anna Lena; Tran, Anh-Minh A.; Myers, Ralph (AMIA Annual Symposium Proceedings, 2018)
During the 2014 West African Ebola Virus outbreak it became apparent that the initial response to the outbreak was hampered by limitations in the collection, aggregation, analysis and use of data for intervention planning. As part of the post-Ebola recovery phase, IBM Research Africa partnered with the Port Loko District Health Management Team (DHMT) in Sierra Leone and GOAL Global, to design, implement and deploy a web-based decision support tool for district-level disease surveillance. This paper discusses the design process and the functionality of the first version of the system. The paper presents evaluation results prior to a pilot deployment and identifies features for future iterations. A qualitative assessment of the tool prior to pilot deployment indicates that it improves the timeliness and ease of using data for making decisions at the DHMT level.
Keywords: _C:Sierra Leone SLE

Approaches to Managing Public Sector Basic Education Systems for Delivery of School and Classroom-Focused Results - Joynes, Chris (2018)
This report provides a summary of global evidence on effective approaches to improving and reforming public sector basic education systems with a particular focus on delivery of school and classroom-focused results. In keeping with the request, the scope of the report focusses primarily on emerging practices associated with financial management, HR Management, and the use of data-gathering and evidence to inform decision-making at all levels of the system.
Keywords: ⛔ No DOI found

Effective Learning Strategies to Improve Basic Education Outcomes - Bolton, Laura (2018)
Improving basic education outcomes is a very broad research area. The time constraints of the helpdesk review directed focus on large-scale reviews of learning strategies in low- and middle-income countries. This was supplemented by rapid searching to see what research could be identified within the limitations of this report that focussed on outcomes on highly marginalised, conflict affected children, or those from federal states. Broader scope strategies to improve learning for other important marginalised groups for example, girls and indigenous populations, are also included.Different systematic reviews emphasise different conclusions. Bashir et al. (2018) highlight a focus on teaching to improve learning. They recommend focus on teacher knowledge, teaching practice, and instructional time.
Keywords: ⛔ No DOI found

Aid Agency Approaches to the Design and Delivery of Basic Education Programmes - Joynes, Chris; Plunkett, Roisin (2018)
This report provides a global selection of case studies providing evidence of approaches to the design of basic education interventions by aid agencies. In keeping with the request, the scope of the report focusses as far as possible on outcome-driven approaches, and includes an analysis of any evidence of programmatic responsiveness to need and context.
Keywords: ⛔ No DOI found

Should We Treat Data as Labor? Moving beyond "Free" - Arrieta-Ibarra, Imanol; Goff, Leonard; Jiménez-Hernández, Diego; Lanier, Jaron; Weyl, E. Glen (AEA Papers and Proceedings, 2018)
In the digital economy, user data is typically treated as capital created by corporations observing willing individuals. This neglects users' roles in creating data, reducing incentives for users, distributing the gains from the data economy unequally, and stoking fears of automation. Instead, treating data (at least partially) as labor could help resolve these issues and restore a functioning market for user contributions, but may run against the near-term interests of dominant data monopsonists who have benefited from data being treated as "free." Countervailing power, in the form of competition, a data labor movement, and/or thoughtful regulation could help restore balance.
Keywords: Computer Programs: General, Equity, Justice, Inequality, and Other Normative Criteria and Measurement, Monopsony; Data Collection and Data Estimation Methodology; Final_citation; Segmented Labor Markets

OER Awareness and Use: The Affinity Between Higher Education and K-12 - Blomgren, Constance (The International Review of Research in Open and Distributed Learning, 2018)
Educators within Higher Education (HE) and K-12 share in the need for high quality educational resources to assist in the pursuit of teaching and learning. Although there are numerous differences between the two levels of education, there are commonalties in the perceptions of the purpose, practical uses, and challenges that abide in the use of Open Educational Resources (OER). Observations made while producing podcasts and videos for OER awareness, use, and championing, form an exposition of the merits of OER for HE and K-12. Benefits include cost-savings in acquiring resources for teaching and learning as well as user-generated content, instructor creativity, and contextualized and responsively timely learning opportunities. Additionally, the teaching culture of K-12 has historically supported the sharing of learning activities and learning resources. At all levels of education, OER awareness requires a deeper understanding of the changes to teaching and learning borne by open educational practices.
Keywords: Final_citation; HE OER; K-12 OER; OER awareness; OER benefits; cited; existing; open educational practices; open pedagogy

Hackathons as a means of accelerating scientific discoveries and knowledge transfer - Ghouila, Amel; Siwo, Geoffrey Henry; Entfellner, Jean-Baka Domelevo; Panji, Sumir; Button-Simons, Katrina A.; Davis, Sage Zenon; Fadlelmola, Faisal M.; Participants, The DREAM of Malaria Hackathon; Ferdig, Michael T.; Mulder, Nicola; Bensellak, Taoufik; Ghansah, Anita; et al. (Genome Research, 2018)
Scientific research plays a key role in the advancement of human knowledge and pursuit of solutions to important societal challenges. Typically, research occurs within specific institutions where data are generated and subsequently analyzed. Although collaborative science bringing together multiple institutions is now common, in such collaborations the analytical processing of the data is often performed by individual researchers within the team, with only limited internal oversight and critical analysis of the workflow prior to publication. Here, we show how hackathons can be a means of enhancing collaborative science by enabling peer review before results of analyses are published by cross-validating the design of studies or underlying data sets and by driving reproducibility of scientific analyses. Traditionally, in data analysis processes, data generators and bioinformaticians are divided and do not collaborate on analyzing the data. Hackathons are a good strategy to build bridges over the traditional divide and are potentially a great agile extension to the more structured collaborations between multiple investigators and institutions.

How international tests fail to inform policy: The unsolved mystery of Australia’s steady decline in PISA scores - Morsy, Leila; Khavenson, Tatiana; Carnoy, Martin (International Journal of Educational Development, 2018)
Keywords: Educational policies; International tests; Private education; Quality of education; Social class differences

Effectiveness of teachers' guides in the Global South: Scripting, learning outcomes, and classroom utilization - Piper, Benjamin; Sitabkhan, Yasmin; Mejia, Jessica; Betts, Kellie (Research Triangle Park, 2018)
This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects.
Keywords: _genre:PR-primary_research; _yl:b

Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization - Piper, Benjamin; Sitabkhan, Yasmin; Mejia, Jessica; Betts, Kellie (RTI Press, 2018)
This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.

Migration Policy Debates - OECD-Organisation for Economic Co-operation and Development (OECD, 2018)

Radical Markets: Uprooting Capitalism and Democracy for a Just Society - Posner, Eric A.; Weyl, E. Glen (Radical Markets, 2018)
Revolutionary ideas on how to use markets to bring about fairness and prosperity for all Many blame today's economic inequality, stagnation, and political instability on the free market. The solution is to rein in the market, right? Radical Markets turns this thinking--and pretty much all conventional thinking about markets, both for and against—on its head. The book reveals bold new ways to organize markets for the good of everyone. It shows how the emancipatory force of genuinely open, free, and competitive markets can reawaken the dormant nineteenth-century spirit of liberal reform and lead to greater equality, prosperity, and cooperation. Eric Posner and Glen Weyl demonstrate why private property is inherently monopolistic, and how we would all be better off if private ownership were converted into a public auction for public benefit. They show how the principle of one person, one vote inhibits democracy, suggesting instead an ingenious way for voters to effectively influence the issues that matter most to them. They argue that every citizen of a host country should benefit from immigration—not just migrants and their capitalist employers. They propose leveraging antitrust laws to liberate markets from the grip of institutional investors and creating a data labor movement to force digital monopolies to compensate people for their electronic data. Only by radically expanding the scope of markets can we reduce inequality, restore robust economic growth, and resolve political conflicts. But to do that, we must replace our most sacred institutions with truly free and open competition— Radical Markets shows how.
Keywords: Final_citation

Unpacking PLCs: What evidence do we have about professional learning communities and how can we produce more? - Soares, Fernanda; Galisson, Kirsten (R&E Search for Evidence, 2018)
In this post, we further define professional learning communities (PLCs) and review existing evidence on the effect of PLCs. We then outline FHI 360-funded research that we have initiated to study PLCs in three low- and middle-income countries: Equatorial Guinea, Ghana and Nigeria.

Is standardization the enemy of personalization? Not necessarily - Fisher, Julia Freeland (Christensen Institute, 2018)
A key difference between a system that standardizes to personalize and one that doesn’t is whether it starts with robust diagnostics that put precision first.
Keywords: Final_citation; existing

Human Capital in Iraq - Tull, Kerina (2018)
This rapid review has found that human capital is developing in Iraq after years of stagnation due to the 2003 war, where the health and education sectors were hit particularly strongly (OCHA, 2018:5). About 50% of Iraq’s population is under 19 years old, and youth unemployment is very high at 34.6% (World Bank, 2017). There is a strong need to invest in young people, to release their economic value at the individual, employer, and community levels. A number of plans and strategies to help build collective skills, knowledge, or other intangible assets of individuals are noted in this review. As there are regional differences in human capital development between areas in Iraq, the evidence is divided into regions or governorates, where appropriate.
Keywords: ⛔ No DOI found

A Manual for Writers of Research Papers, Theses, and Dissertations, Ninth Edition: Chicago Style for Students and Researchers - Turabian, Kate L.; Booth, Wayne C.; Colomb, Gregory G.; Williams, Joseph M.; Bizup, Joseph (University of Chicago Press, 2018)

Making progress with the automation of systematic reviews: principles of the International Collaboration for the Automation of Systematic Reviews (ICASR) - Beller, Elaine; Clark, Justin; Tsafnat, Guy; Adams, Clive; Diehl, Heinz; Lund, Hans; Ouzzani, Mourad; Thayer, Kristina; Thomas, James; Turner, Tari; Xia, Jun; Robinson, Karen; et al. (Systematic Reviews, 2018)
Systematic reviews (SR) are vital to health care, but have become complicated and time-consuming, due to the rapid expansion of evidence to be synthesised. Fortunately, many tasks of systematic reviews have the potential to be automated or may be assisted by automation. Recent advances in natural language processing, text mining and machine learning have produced new algorithms that can accurately mimic human endeavour in systematic review activity, faster and more cheaply. Automation tools need to be able to work together, to exchange data and results. Therefore, we initiated the International Collaboration for the Automation of Systematic Reviews (ICASR), to successfully put all the parts of automation of systematic review production together. The first meeting was held in Vienna in October 2015. We established a set of principles to enable tools to be developed and integrated into toolkits.
Keywords: Automation; Collaboration; Systematic review; _TBC for use ailr-2024

Doing Research In and On the Digital: Research Methods across Fields of Inquiry - Costa, Cristina; Condie, Jenna (2018)

Meeting agenda matters: promoting reflective dialogue in teacher communities - Dogan, Selcuk; Yurtseven, Nihal; Tatık, Ramazan Şamil (Professional Development in Education, 2018)
(2018). Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education. Ahead of Print.
Keywords: _C:Australia AUS; _C:Lebanon LBN; _C:Pakistan PAK; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Building capacity for professional development: the development of teachers as facilitators in Ghana - Perry, Emily; Bevins, Stuart (Professional Development in Education, 2018)
In low- and middle-income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development, which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development, particularly in low- and middle-income countries. In this study, we report on a model of capacity building for professional development in Ghana. In the context of a large-scale programme of science teacher professional development, a group of Ghanaian teachers gradually assumed responsibility for professional development facilitation, working alongside experienced facilitators from the UK. Using interviews focussed on a storyline technique, we explore the experiences of the Ghanaian teachers as they reflected on their roles. We found the teachers’ epistemological beliefs about teaching were coherent with those of the programme and suggest that this may be an important factor in the success of cascade models of professional development. The teachers gained self-confidence and improved their knowledge and skills of teaching and of professional development facilitation. We propose that this is useful learning for all facilitators and that the model described here is one which is potentially useful for capacity building in other contexts.
Keywords: CPD; Ghana; Professional development; _C:Benin BEN; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Lesotho LSO; _C:Netherlands NLD; _C:Nigeria NGA; _C:Singapore SGP; _C:Somalia SOM; _C:Somaliland XSMLD; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; capacity building; facilitation; professional learning; science education

Measured and Perceived Conditions of Indoor Environmental Qualities (IEQ) of University Learning Environments in Semi-arid Tropics: a Field Study in Kano-Nigeria - Ali, Sani Muhammad (University of Portsmouth, 2018)
This study investigates the conditions and the levels of satisfaction with indoor environmental quality (IEQ) in naturally ventilated (NV) learning environments in Bayero University, Kano and compares the results to international comfort standards’ thresholds. It examines the thermal and visual comfort, acoustic quality as well as the indoor air quality of six learning environments in the University consisting of four lecture theatres and two laboratories. Researches in IEQ have shown that good quality indoor environment enhances occupants’ comfort, wellbeing, raises their productivity, and most importantly for this research, it raises students’ performances, reduces absenteeism, and reduces stress and fatigue among teachers. IEQ researches are mostly being undertaken in the four most advanced continents that are situated in the temperate regions of the world, but not in subSaharan Africa. Using both measurement and survey methods, internal and external physical parameters (air and radiant temperatures, air velocity, relative humidity, background noise, sound pressure level, horizontal and vertical illumination level, carbon dioxide concentration and particulate matter) were evaluated. The assessments were undertaken three times covering ten months, August 2016 to May 2017, which coincided with the three distinct seasons (warm and wet; cool and dry & hot and dry) in Kano. PMV model, as always, failed to predict the thermal conditions of the learning environments. Similarly some of the measured and calculated IEQ parameters, have not met the thresholds specified by the adaptive components of ASHRAE-55, but were in agreement with EN 15251, the respondents expressed their acceptance of their learning environments, subjectively. This is not surprising as these standards were often based on experiments implemented in developed countries, where the severity of the climatic conditions and the culture are dissimilar to sub Saharan Africa. The outcome of the research is hoped to raise awareness of IEQ potentialities among the academia, building industry professionals, building owners, university managers and other education policy makers in the region.
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; openalex:n:0; ⛔ No DOI found

Closing the Attainment Gap: Collaboration between Schools in Sierra Leone - Mason, Miriam; Galloway, David; Joyce-Gibbons, Andrew (Educational & Child Psychology, 2018)
Background: UK government policy views collaboration with outstanding schools as a way of helping apparently less successful schools to close the attainment gap. However, there has been little debate about criteria for defining a school's success or failure. Moreover it is unclear which aspects of outstanding schools could readily transfer to other schools. These questions applied when EducAid, an NGO with schools for disadvantaged children in Sierra Leone, was asked to provide a programme of workshops for teachers in neighbouring schools. Aims: (i) To establish whether EducAid's results justified agreeing to the request; (ii) To identify key features of EducAid schools that could be transferable to neighbouring schools; (iii) To propose key features of an evaluation. Methods: Collection of national and local data and analysis of key features of EducAid schools that could, and could not, transfer to other schools. Findings: The limited available data supported a decision that EducAid schools should offer workshops for other schools. Key components of the programme are identified, with a design including an ambitious evaluation framework. Conclusions: To our knowledge, this is the first time that teachers in successful schools have been asked to provide a structured programme of workshops for teachers in neighbouring schools. Discussion focuses on the challenge of inter-school collaboration in a low-income country. This includes the tension between the models of pedagogy and interpersonal relations promoted in the CPD and the constraints imposed by the public examination system.
Keywords: Achievement Gap; Data Collection; Developing Nations; Disadvantaged Youth; Elementary School Teachers; Exit Examinations; Foreign Countries; Institutional Cooperation; Nongovernmental Organizations; Outcomes of Education; Professional Continuing Education; Program Design; Replication (Evaluation); School Closing; School Effectiveness; Workshops; ⛔ No DOI found

Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis - Basma, Badriah; Savage, Robert (Educational Psychology Review, 2018)
This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.
Keywords: C: International

Through the looking glass: can classroom observation and coaching improve teacher performance in Brazil? - Bruns, Barbara; Costa, Leandro; Cunha, Nina (Economics of Education Review, 2018)
Keywords: Final_citation; cited; existing

A Systematic Review On Education for Sustainable Development: Enhancing TVE Teacher Training Programme - Chinedu C.C.; Wan Mohamed W.A.; Ajah A.O. (Journal of Technical Education and Training, 2018)
As the call for the advancement of TVET deepens, and as skill requirement for vocations transcends traditional job requirements due to technological advancement and innovation. It becomes imperative that workers in the industrial and vocational ambits of nations develop the requisite skills and capacities for work in the 21st century that adheres to sustainable standards and meets market needs also. Thereby, contributing to societal wellbeing and community development. To achieve this goal, teachers in Technical and Vocational Education (TVE) have a crucial to play as they will be responsible for the training of workers and developing their skills and capacities for work necessary to improving societal well-being and community development. The challenge is that technical and vocational teachers are not being trained to develop capabilities for Sustainability. Using a systematic literature review, this paper critically examines the extant literature on education for sustainable development and provides a synthesis of the literature in identifying the shared message that SD and ESD models attempt to represent. Furthermore, the paper discusses the factors that foster societal well-being and community development through an ESD perspective. Conclusively emphasis is paid on the unique and significant role that technical and Vocational teachers can play in contributing towards the transition to sustainable development. Consequently, this paper culminates with an analysis of the various ways TVE can help contribute towards societal wellbeing and community development if SD is rightly integrated within TVE teacher training programs.
Keywords: _genre:LR-literature_review

Contrasting Screen-Time and Green-Time: A Case for Using Smart Technology and Nature to Optimize Learning Processes - Schilhab, Theresa S. S.; Stevenson, Matt P.; Bentsen, Peter (Frontiers in Psychology, 2018)
Keywords: _C:Denmark DNK; _C:Norway NOR; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

Machine learning vs. Rules and out-of-the-box vs. retrained - Tkaczyk, D.; Collins, A.; Sheridan, P. (2018)

The future of work: Switzerland’s digital opportunity - Bughin, Jacques; Ziegler, Marco; Mischke, Jan; Wenger, Felix; Reich, Angelika; Läubli, Daniel; Schmidt, Minna (McKinsey, 2018)

ROER4D Project Activity Toolkit - Evaluation - Goodier, Sarah (Research on Open Educational Resources for Development project, 2018)
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity building, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these functions in their operational strategy. The focus of this chapter is on the evaluation activity which took place within the ROER4D project. Using a Utilization-Focused Evaluation (UFE) framework as a scaffold, it outlines and reflects on what evaluation activity was undertaken in the ROER4D project against the 12-step UFE process, why this was done and what was learned from the process. It also offers recommendations for other Global South, large-scale networked projects that may wish to implement an internal, use-focused evaluation process.
Keywords: Adoption and Impact of OER in the Global South; CitedIn:eCubed; Done:ReferenceFixed; Evaluation; Global South; OEP; OER; Open Educational Resources; Utilization-Focused Evaluation; eCubed

ROER4D Project Activity Toolkit - Networking - Goodier, Sarah; Hodgkinson-Williams, Cheryl (Research on Open Educational Resources for Development project, 2018)
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity building, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these functions in their operational strategy. The focus of this chapter is on the networking activities conducted within the ROER4D project. It explores the concept of networking in the ROER4D project context, outlines the project approach towards visualising and analysing the project network, identifies useful tools for network visualisation and offers insights into lessons learned. Overall, it highlights the value of positioning the networking function as a specific project objective in order to better engage current and prospective researchers, educators, publishers, other research projects, advocates and policy-makers.
Keywords: Adoption and Impact of OER in the Global South; CitedIn:eCubed; Done:ReferenceFixed; Global South; Networking; OEP; OER; Open Educational Resources; eCubed

ROER4D Project Activity Toolkit - Curation and dissemination - Willmers, Michelle; King, Thomas (Research on Open Educational Resources for Development project, 2018)
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity building, and curation and dissemination (C&D). It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these activities in their operational strategies. While it has a particularly close link to the project’s research capacity building and communications functions, the processes entailed in C&D activity pertained to and supported all aspects of project activity in that they were designed to facilitate the secure storage and findability of content (both internally and externally) and promote collaboration. This document outlines the project’s strategic approach in terms of positioning itself as publisher in the context of an open research framework. It highlights the workflows and processes associated with two key aspects of its C&D activity: publication of a peer-reviewed edited volume and the project’s open data initiative.
Keywords: CitedIn:eCubed; Done:ReferenceFixed; Global South; ROER4D; curation; dissemination; eCubed; open licensing

Gauging the Effectiveness of Educational Technology Integration in Education: What the Best-Quality Meta-Analyses Tell Us - Bernard, Robert; Borokhovski, Eugene; Schmid, Richard; Tamim, Rana (Learning, design, and technology, 2018)
Keywords: Final_citation; anystyle; existing

Individual difference in thermal comfort: A literature review - Wang, Zhe; de Dear, Richard; Luo, Maohui; Lin, Borong; He, Yingdong; Ghahramani, Ali; Zhu, Yingxin (Building and Environment, 2018)
Human individual differences widely and markedly affect thermal comfort and should be carefully considered in the design and operation of the built environment. This paper aims to list and examine the magnitude and significance of individual difference in the preferred/neutral/comfort temperature through reviewing previous climate chamber and field studies. Causal factors for individual differences are investigated, including sex, age and etc. There is no clear and consistent conclusions as to the significance and size of inter-group differences in thermal comfort (between females and males, or the young and the old). To address the issue of individual difference, a paradigm shift from centralized to personalized air condition is on the way with the following three steps: first, collecting individual physiological and psychological response; second, predict individual comfort with machine learning algorithms; and third, accommodating individual difference with Personalized Comfort Systems.
Keywords: Comfort temperature; Individual comfort model; Individual difference; Personal comfort systems

DFID rated “very good”, FCO “poor”, in aid transparency index - Bond (2018)
While DFID is rated as one of the most transparent donors in the world, the FCO is lagging far behind.

ROER4D Project Activity Toolkit - Communication - Walji, Sukaina (Research on Open Educational Resources for Development project, 2018)
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by central Network Hub teams based at the University of Cape Town and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity development, and curation and dissemination. It is hoped that these chapters will be of practical use to other research projects attempting to integrate any of these functions in their operational strategy. The chapter charts the experience of the ROER4D Communications Advisor in developing a research communication strategy for the project. It provides a short overview of the research communication field in order to give context and background to some of the field’s key debates and considerations, with attention given to the specific field of development research communication. Following this, it describes the evolution of the ROER4D research communication strategy.
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed; global south; oer; open educational resources; open research; research communication; roer4d; utilization-focused evaluation

ROER4D Project Activity Toolkit - Research Capacity Development - Trotter, Henry; Hodgkinson-Williams, Cheryl; Willmers, Michelle (Research on Open Educational Resources for Development project, 2018)
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams based at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity development, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these aspects in their operational strategies. This chapter focuses on the research capacity development activities undertaken in the ROER4D project, which were seen as crucial in terms of addressing the project objectives of building an empirical knowledge base on the use and impact of open educational resources (OER) in the Global South, developing the research capacity of Global South OER researchers and building a network of Global South OER scholars. It outlines the rationale behind and implementation of four central aspects of the research capacity development process, namely: research question harmonisation, concept clarification, developmental editing and open research approaches (incorporating open data). Key insights gained in conducting research capacity development activities amongst participating researchers have led the UCT Network Hub to recommend a research capacity development model which has a cohesive trajectory from conceptualisation to conducting research and, ultimately, publishing and profiling the findings of that work.
Keywords: CitedIn:eCubed; Done:ReferenceFixed; Global South; OER; Open Educational Resources; ROER4D; concept clarification; developmental editing; eCubed; question harmonisation; research capacity development

The Design Thinking Playbook: Mindful Digital Transformation of Teams, Products, Services, Businesses and Ecosystems - Lewrick, Michael; Link, Patrick; Leifer, Larry (Wiley, 2018)

WRAHA: We Refugees Also Have Ambitions! - research design for an unsuccessful eCubed application - Haßler, Björn (Open Development & Education, 2018)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; _yl:e

Economic and Gendered Impacts of the Healthcare Workforce - Browne, Evie (2018)
There is general agreement in the literature that getting more girls into school and into higher education should lead to more women in the healthcare workforce, particularly focusing on getting women into better jobs. However, this is not supported by much explicit evidence. It is a causal assumption made by policymakers and donors. There is little evidence to suggest that women in the healthcare workforce have made strong contributions to economic development beyond that of the health sector as a whole. This may be because it is too difficult to separate out different demographic groups’ contributions. There is some evidence that women’s presence as workers and leaders has improved attitudes about women and is making some progress towards women’s rights. It is unclear to what extent this is due to efforts to increase girls’ schooling, as few studies examine this causal link. Women are battling an extremely patriarchal work environment and the literature makes strong recommendations that structural and institutional elements are improved, in order for women to reach their economic potential.
Keywords: ⛔ No DOI found

Linkages Between Poverty, Inequality and Exclusion in Rwanda - Carter, Becky (2018)
This review summarises analysis in the literature that provides more detail behind the quantitative data, exploring the nature of inequalities and exclusion in Rwanda, the drivers of these, and how this shapes Rwandans’ vulnerability to poverty. Undertaken in six days, this review draws largely on academic studies as well as reports by international development agencies (most notably the World Bank). Many of the poverty and development studies include some form of gender analysis; there is also work that focuses solely on women and girl’s situations in Rwanda. There are a few studies looking at the linkages between poverty, exclusion and disabilities in Rwanda. Key findings of this review include few studies looking in-depth at the relationship between poverty and inequality in Rwanda, with a lack of disaggregated analyses or detailed case studies (Dawson 2018). Whilst Rwanda has achieved impressive sustained economic growth since the 1990s, poverty in Rwanda is widespread and Rwanda remains the most unequal country in East Africa. Furthermore, The World Bank’s 2015 poverty assessment finds Rwanda’s high inequality driven by location, education and occupation (Bundervoet et al, 2015) whereby there is a deep rural-urban divide, with those most at risk of poverty dependent on agricultural waged labour or smaller/less productive farms, and household heads with no secondary education. The same assessment finds improvements in agricultural productivity and diversification into non-farm activities the main drivers of consumption growth and poverty reduction for 2006-2011. In contrast, other studies highlight how rapid social transformation leads to winners and losers (in absolute or relative terms), and explores the difficulties faced by many in attempting to escape poverty (Verpoorten, 2014: 4; Abbott et al, 2015). Abbott et al (2015: 932) highlight that about a third of the population face a daily struggle for survival, making it difficult to take advantage of opportunities for empowerment. Finally, Rwanda’s path to development remains controversial, with a sharp contrast between the impressive economic progress and standstill in ‘voice and accountability’ (McKay and Verpoorten, 2016).
Keywords: ⛔ No DOI found

Evidence on Inequalities in Rwanda - Orrnert, Anna (2018)
This review identifies and reviews the evidence on inequalities in Rwanda. Undertaken in six days, it draws primarily on national Rwandan datasets and smaller-scale case studies from academic research. This study focuses primarily on quantitative datasets and sources, supplemented by some qualitative research. A related report by Carter (2018) which examines the relationship between inequality, exclusion and poverty in Rwanda, also provides insights from key qualitative studies.The body of evidence around inequality in Rwanda is mixed, both in terms of scope and coverage and quality. It is also characterised by competing narratives about whether or not inequality is declining or not (Behuria and Goodfellow 2016: 3). This reflects, in part, the inherently complex nature of inequality, how it is measured, and different approaches to gathering data. Key findings of the review include: there is limited body of disaggregated data on inequalities in Rwanda (Dawson 2018); commonly used standard indicators to measure poverty and inequality don’t always resonate with experiences of poverty and wellbeing of local communities (including women and historically marginalised people), particularly in rural areas (Dawson 2018); inequality measured by access to basic services such as health, education, water, sanitation and electricity shows improvements over the past two decades; enrolment in primary and secondary education has grown and gender gaps narrowed – in some cases, girls’ enrolment is higher than boys; inequalities in access to the labour market were also identified, with variation across contexts; and other factors that affect economic empowerment include distribution of land and financial assets. This study also identified evidence gap in the need for more detailed disaggregated data and for research that takes into account the heterogeneity of the Rwandan poor, in order to better understand rural poverty and inequality (Ansoms and McKay 2010).
Keywords: ⛔ No DOI found

The Influence of The Transformational Leadership and Work Motivation on Teachers Performance - Andriani, Septi; Kesumawati, Nila; Kristiawan, Muhammad (International Journal of Scientific & Technology Research, 2018)
This study aimed at determing the effect of transformational leadership and work motivation on teachers performance. This research used quantitative method with correlational research type. The research population were 790 teachers of SMK Negeri in Palembang. The sample of research were 193 teachers. Sampling technique in this research was cluster sampling (area sampling). Data collection technique was questionnaires. Data were analyzed using correlation and multiple regression analysis technique. The results showed that (1) transformational leadership has a positive and significant effect on the teachers performance SMK Negeri in Palembang; (2) work motivation has a positive and significant effect on the teachers performance of SMK Negeri in Palembang; and (3) transformational leadership and work motivation have a positive and significant influence on the teachers performance of SMK Negeri in Palembang.
Keywords: ⛔ No DOI found

Legislation and Policy Addressing Inequality and Redistribution in Rwanda - Orrnert, Anna (2018)
This report is one of three related K4D helpdesk reports on inequality in Rwanda. The other two examine links between poverty, inequality and exclusion (Carter 2018) and provide data on inequalities (Orrnert 2018). This review summarises key national policies and legislation related to inequality and redistribution2 in Rwanda. Where available, this review provides insights into how these policies perpetuate inequality or work to address it, as well as how effective they are. Undertaken in six days, this review draws largely on policy documents from the Government of Rwanda, and academic studies, as well as some reports by international donors. A comprehensive review of all the relevant policies and legislation is beyond the scope of this study. Thus, the review focuses on key policies and legislation in specific sectors (economic empowerment and agriculture; health; education; housing and infrastructure) as well as policies and legislation targeted at particular groups (the poorest, women and girls, youth and other marginalised groups). The key findings include: there is a lack of systematic evaluation of many Rwandan government policies, including those aimed at tackling extreme poverty and inequality; Evidence suggests that there exists a tension between the government’s competing policy goals of achieving economic growth and decreasing inequality. In some cases (notably agricultural policies), the government prioritises its economic growth objectives, which can have a negative impact on vulnerable segments of the population; and despite efforts to combat inequality on the policy-level, several groups remain significantly disadvantaged, including the poorest, women, persons with disabilities and historically marginalised people (HMP). Furthermore, the study also identified the gaps in policy assessments based on non-standard measures (such as food insecurity and land tenure) that may illuminate relevant insights about experienced inequalities in rural and agricultural communities and the impact of policies on these. It also highlighted the limitation on the evidence of policy impacts on vulnerable communities, including youth, persons with disabilities and HMP and thus, there is a need for data that provides insights into the challenges that interlocking inequalities present to policy-makers working to dismantle inequality.
Keywords: ⛔ No DOI found

Girls' Education in Dominica - Ventura, Joseph (The Borgen Project, 2018)
Girls’ education in Dominica is a success story among the broader educational initiatives enacted in the country.

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

The Systems Approach to Child Protection - Joynes, Chris; Mattingly, Jacqui (2018)
This purpose of this review is to identify the outcomes of taking a systems approach to child protection by basing on six days of desk-based research. There are four basic principles of design reflectedin the system-based approaches to child protection services in a development context. First, organising all systems components around a common goal or vision in order to provide the strategic direction for system implementation (Delaney et al. 2014: 13; Wulczyn et al. 2010: 2, 11). Second, defining the activities of each system on the basis of a specific set of functions, structures and capacities that interact and influence each other (Wulczyn et al 2010: 2, 12-13; Delaney et al. 2014: 13), while also establishing clear systemic boundaries, roles and responsibilities in order to ensure accountability and good governance (Delaney et al. 2014: 14). Third, involving a wide range of different actors as part of the system, including across and within sectors in horizontal and vertical networks (Delaney et al. 2014: 13; Wulczyn et al. 2010: 10). And fourth, ensuring that the shape, functions and actions of the system should always be grounded in the context in which it operates, and make sense to the communities who are the end users (Wulczyn et al. 2010: 2, 11). There is limited evidence of the impact of a systems approach to child protection in a development context. Across many contexts and national settings, the consensus is that the necessary legal and policy frameworks for child protection are in place at national level, but programme implementation and service delivery still lags far behind (Stuckenbruck 2018: 12). This review noted that there is a significant gap in the availability of evidence, making an assessment of the impact of a systems approach extremely difficult (Krueger et al. 2014; Krueger 2014: 30; Stuckenbruck 2018). Additionally, much of the research and monitoring and evaluation focuses on systems-development programmes delivered by international agencies, rather than on national state-led child protection systems. Within the time available, the review was only able to identify limited examples where overviews of child protection systems development inputs are accompanied by evidence of impact on child protection, rather than just outcomes in terms of targets associated with systems strengthening.
Keywords: ⛔ No DOI found

Collaborative workshops for sustainable teacher development. In Proceedings of AFRICME5 - Golding J. (AFRICME5, 2018)

Teacher Professional Development around the World: The Gap between Evidence and Practice - Popova, Anna; Evans, David K.; Breeding, Mary E.; Arancibia, Violeta (World Bank, 2018)
Keywords: C:Low- and middle-income countries; STC-TLC; __C:filed:1; _genre:LR-literature_review

Location Matters: A Geospatial Analysis of Principal Turnover in the Denver Metropolitan Area - Beckett, Lorna (2018)
Keywords: _C:India IND; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Geospatial mapping of access to timely essential surgery in sub-Saharan Africa - Juran, Sabrina; Broer, P. Niclas; Klug, Stefanie J.; Snow, Rachel C.; Okiro, Emelda A.; Ouma, Paul O.; Snow, Robert W.; Tatem, Andrew J.; Meara, John G.; Alegana, Victor A. (BMJ Global Health, 2018)
Introduction Despite an estimated one-third of the global burden of disease being surgical, only limited estimates of accessibility to surgical treatment in sub-Saharan Africa exist and these remain spatially undefined. Geographical metrics of access to major hospitals were estimated based on travel time. Estimates were then used to assess need for surgery at country level. Methods Major district and regional hospitals were assumed to have capability to perform bellwether procedures. Geographical locations of hospitals in relation to the population in the 47 sub-Saharan countries were combined with spatial ancillary data on roads, elevation, land use or land cover to estimate travel-time metrics of 30 min, 1 hour and 2 hours. Hospital catchment was defined as population residing in areas less than 2 hours of travel time to the next major hospital. Travel-time metrics were combined with fine-scale population maps to define burden of surgery at hospital catchment level. Results Overall, the majority of the population (92.5%) in sub-Saharan Africa reside in areas within 2 hours of a major hospital catchment defined based on spatially defined travel times. The burden of surgery in all-age population was 257.8 million to 294.7 million people and was highest in high-population density countries and lowest in sparsely populated or smaller countries. The estimated burden in children <15 years was 115.3 million to 131.8 million and had similar spatial distribution to the all-age pattern. Conclusion The study provides an assessment of accessibility and burden of surgical disease in sub-Saharan Africa. Yet given the optimistic assumption of adequare surgical capability of major hospitals, the true burden of surgical disease is expected to be much greater. In-depth health facility assessments are needed to define infrastructure, personnel and medicine supply for delivering timely and safe affordable surgery to further inform the analysis.

Die Schritte zu einer internationalen und international vergleichenden Berufsbildungsforschung - Lauterbach, Uwe (Handbuch Berufsbildungsforschung, 2018)
Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden

Scaling up successfully: Lessons from Kenya’s Tusome national literacy program - Piper, Benjamin; Destefano, Joseph; Kinyanjui, Esther M.; Ong’ele, Salome (Journal of Educational Change, 2018)
Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.
Keywords: Evaluation; Final_citation; Implementation; Literacy; National; Reading; Reform; Systems; cited; existing

Handbuch Berufsbildungsforschung - Rauner, Felix; Grollmann, Philipp (UTB, 2018)
Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden

Towards an inclusive digital literacy framework for digital India - Nedungadi, Prema P.; Menon, Rajani; Gutjahr, Georg; Erickson, Lynnea; Raman, Raghu (Education + Training, 2018)
Purpose – The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity.

Toward the 2020 goal of soil-transmitted helminthiasis control and elimination - Becker, Sören L.; Liwanag, Harvy Joy; Snyder, Jedidiah S.; Akogun, Oladele B; Belizario., Vicente; Freeman, Matthew C.; Gyorkos, Theresa W.; Imtiaz, Rubina; Keiser, Jennifer; Krolewiecki, Alejandro; Levecke, Bruno; Mwandawiro, Charles; et al. (PLOS Neglected Tropical Diseases, 2018)

Defining the process to literature searching in systematic reviews: a literature review of guidance and supporting studies - Cooper, Chris; Booth, Andrew; Varley-Campbell, Jo; Britten, Nicky; Garside, Ruth (BMC Medical Research Methodology, 2018)
Systematic literature searching is recognised as a critical component of the systematic review process. It involves a systematic search for studies and aims for a transparent report of study identification, leaving readers clear about what was done to identify studies, and how the findings of the review are situated in the relevant evidence.
Keywords: Citation Chasing; Information Specialists; Literature Search Process; Tacit Models; Unique Guidance

Think Tanks’ Influence on Education Policymaking in Low-Income Contexts - Boateng, Pearl (2018)
Though think tanks are acknowledged as critical partners bridging research with policy formulation, one significant challenge that almost all think tanks face is measuring and demonstrating their effectiveness and influence. Whilst their engagement might be visible in public discourse, think tanks’ direct impact on policy is somewhat limited. Many ideas generated by think tanks, even when adopted as government policy, are rarely credited as such. Even in instances where think tanks’ ideas seem to have influenced policy change or processes, the timing of such decisions by policymakers often suggests that larger political forces are driving the agenda. In addition to measuring impact, think tanks face a number of challenges which impinge on their operational and organisational capacity and therefore their ability to engage and influence policymakers and other end users of their outputs such as the general public. These challenges include: financing, autonomy and integrity, changes in political and economic environments, relevance, staff capacity, quality and overall sustainability. Notwithstanding, there are a number of potential opportunities for think tanks to increase their efficacy. These include: exploring alternative funding routes, co-creation and genuine partnership with government and other end users of their research/policy outputs, establishing regional/continental think tank networks, making research accessible using technology and other means, creating strategic plans, designing a creative and proactive research agenda, developing a pipeline for early career researchers and collaboration with universities and other research institutions to strengthen influence. There is great interest in collaboration between universities and think tanks and when collaborating under mutually beneficial terms, partnership has resulted in strong engagement with decision makers. This interest in collaboration is not only among the institutions themselves but extends to the individuals working in them as well as the organisations that use and fund policy research, training, policy dialogue and consultancy. Potentially useful synergies between both types of institutions include improved quality of research outputs and training, networking, increased visibility, financial gains and capacity building.
Keywords: ⛔ No DOI found

Inclusive and Special Education Approaches in Developing Countries - Price, Roz (2018)
The aim of this review was to present the recent evidence on the effectiveness of inclusive and special education approaches in improving learning and behavioural outcomes, with a focus on developing countries, particularly Ethiopia. One of the key difficulties surrounding inclusive education in developing countries is the lack of research about education in these countries. Although there has been an increase of research in the last 5 years, robust, empirical evidence for low- and middle-income countries is still lacking, and difficulties around clear definitions of inclusive education and comparability of data on education of children with disabilities, makes it difficult to assess to what extent they are being left behind. In particular, there is limited long-term data and evidence around learning achievements and outcomes for learners with disabilities, making it difficult to enact systemic changes to the education system that would improve learning achievements for children with disabilities (Schuelka, 2013). For most studies reviewed, data were lacking on whether outcomes differed according to gender, or whether interventions were cost-effective. The lack of data comparing different approaches that try to improve educational inclusion and outcomes for children with disabilities makes it difficult to judge what approach is most effective (Kuper et al, 2018).
Keywords: ⛔ No DOI found

School Feeding Interventions in Humanitarian Responses - Tull, Kerina; Plunkett, Róisín (2018)
School feeding interventions aim to support food and nutrition security, improved learning and educational outcomes, and social needs and social safety nets in humanitarian crises. Evidence about their impact is limited and mixed. In terms of the value added by school feeding initiatives when combined with other social protection programmes, evidence suggests that programmes operating cash transfers provide greater opportunities for improving school participation, but generally tend not to improve learning outcomes although some individual programmes have demonstrated positive results. The main findings in the literature on school feeding programmes specifically in humanitarian contexts that we were able to identify in the time available for this report are: - Children’s access to food and protection from deprivation are elementary and primary functions of emergency school feeding (Hatløy & Sommerfelt, 2017:5). - Nutritional impacts of school feeding in humanitarian contexts are less often documented, in part because the age group reached directly is less at risk of undernutrition than younger (pre-school) children (Gentilini, 2016). - In crisis settings, increased school attendance and reduction in school-drop out objectives are regularly met by school feeding and Food for Education (FFE) programmes (Gentilini, 2016). - Protection (against child labour, recruitment into armed forces, and early marriage) cannot be a stand-alone objective of a humanitarian intervention, but must be a co-objective, alongside aims to improve children’s food access, nutrition and educational access (Hatløy & Sommerfelt, 2017:35). In a case in South Sudan, school feeding ‘pulled’ children from other schools to the schools supported by school meals, which resulted in some children walking longer distances to school and which could result in protection risks (UNICEF SSEC, 2018:13). - When responding to natural disasters or economic or political shocks, relationships with governments from the national to the local level are key to successful school feeding programmes (Berger-Fenning & Keylock, 2017), especially as there is a tendency to favour local purchase of food for ‘home grown’ programmes which support local (smallholder) agriculture as well as reduce costs. - Food for Education (FFE) is considered a safety net during times of crisis, but is not a substitute for a well-organised education system and teacher performance (Alderman and Bundy, 2011:213). FFE programmes can only be effective in education terms if combined with quality education programmes (Alderman and Bundy, 2011:213). - The school feeding system is potentially an important base for shock-response and humanitarian assistance. Despite concerns about capacity, FFE has proven flexible in response to crises. However, the flexibility in the system is currently provided by WFP and its partners. Governments can only adjust their own school meals programme to respond to an emergency if they handle two capacity requirements that this would impose: additional material resources and timely financing (O’Brien et al., 2018:31). - School feeding programmes (SFPs) often provide more food, and food of higher nutritional quality, than take-home ration (THR) programmes (Alderman et al., 2012:193). In general, both SFP and THR programmes perform similarly well; for example, significant positive impacts on attendance in both in-school meals and THR programmes have been reported in Internally Displaced Person (IDP) camps in Northern Uganda. However, school meals may have the unintended effect of increasing the time taken to complete primary school because the child is motivated to attend through the provision of meals and may place less emphasis on the learning environment (Alderman et al., 2012:190-192).
Keywords: ⛔ No DOI found

GIS Based Suitable Site Selection and Road-map Preparation for Equitable Distribution of Secondary Schools of Amhara Region, Ethiopia - Ayel, Leykun; Wondim, Yirga; Abebe, Abiyu (2018)
The main objective of this study is to select suitable sites for high school construction and prepare 10 years Road-map plan for the equitable distribution of secondary schools in Amhara Region, Ethiopia. The school site selection analysis is done by Multi-Criteria Analysis Method (MCAM) using Arc GIS software and GIS models. Three models: Restriction Model, Suitability Model and Integrated Suitable Sites Model were developed. First, Restriction Model was developed to identify areas excluded from suitability site analysis. Constraints or restrictions considered in this study includes: the area covered by roads, 150-meter noise level buffer along roads, 5-kilometer radius area around existing high schools, ecologically sensitive areas (parks and conservation areas), lakes and dams, and gorges of major rivers. Having Restriction Model results, Suitability Model was developed to identify suitable areas for high school construction. The major criteria used were: number of students in each school and their spatial distribution, slope, access to road, power access, drinking water access and telecommunication access. Finally, the integrated suitable sites model was developed to combine the restricted areas and suitable areas. The combination gives the final suitable sites for construction of new high schools. The finding of high school suitability sites of Amhara Region indicated that 235,903.67ha (2.1%), 2,551,599.57ha (22.3%), 7,518,477.63ha (65.8), 1,127,206.72ha (9.9%) of the areas of the Region were least suitable, marginally suitable, moderately suitable and highly suitable respectively. Finally, prioritization was done by clustering the primary schools according to the number of students, nearness to each other and considering geographical barriers. In general, about 902 school sites were selected and prioritized for the construction of new high schools in the coming 10 years. In connection, a 10-year road-map plan was prepared so as to achieve a reasonable high school coverage in Amhara region.
Keywords: ⛔ No DOI found

Reducing class size - Education Endowment Foundation (Education Endowment Foundation, 2018)

Implementing Inclusive Education - Schuelka, Matthew J. (2018)
This rapid review synthesises evidence and literatures on the key elements of successful implementation of inclusive education. This includes a clear concept and definition of inclusive education. Second element is concrete inclusive education targets, indicators, measures, and outcomes. Third, an understanding of existing structural, educational, and cultural challenges to successful implementation. Fourth, a well-designed implementation strategy that includes a clear plan, evaluation, and school review process. Fifth, providing inclusive education training, sustained support, and resources for all teachers and school leaders. Final element is national leadership on inclusive education policy, education management information systems, curricular-reform, and coordinating social systems such as inclusive education and inclusive employment. In addition to this, this review also identifies that inclusive education is a continuous process of educational transformation, and a clear set of equity indicators – such as from UNESCO (2017) – can support inclusive education implementation. Measuring the success of inclusive education should go beyond merely counting students to evaluate access, but should include measures of educational quality, outcomes, and experiences. It also finds that the barriers to inclusive education are well-understood now, and include inadequacies in policy and legal support, resources and facilities, specialised staff, teacher training, pedagogical techniques, flexible curricula, supportive leadership, and cultural attitudes. However, current thinking suggests that it is perhaps more useful to think about ways in which existing successful inclusive education practices can be identified and scaled up, rather than focusing attention on deficiencies. In summary, key factors in inclusive education implementation include school and classroom level implementation such as school reviews and plans; training and supporting all teachers in inclusive practices, not just ‘specialised’ ones; and supporting school leadership to enact an inclusive vision for their schools. National-level implementation requires enabling policy to clearly articulate and support inclusive education; having strong systems to data collection and management; providing flexibility in curriculum; and coordinating with other aspects of society in which inclusive education factors, such as employment.
Keywords: ⛔ No DOI found

Dinus Intelligent Assistance (DINA) Chatbot for University Admission Services - Agus Santoso, Heru; Anisa Sri Winarsih, Nurul; Mulyanto, Edy; Wilujeng saraswati, Galuh; Enggar Sukmana, Septian; Rustad, Supriadi; Syaifur Rohman, Muhammad; Nugraha, Adhitya; Firdausillah, Fahri (2018 International Seminar on Application for Technology of Information and Communication, 2018)
Nowadays, universities offer most of their services using corporate website. In higher education services including admission services, a university needs to always provide excellent service to ensure student candidate satisfaction. To obtain student candidate satisfaction apart from the quality of education must also be accompanied by providing consultation services and information to them. This paper proposes the development of Chatbot which acts as a conversation agent that can play a role of as student candidate service. This Chatbot is called Dinus Intelligent Assistance (DINA). DINA uses knowledge based as a center for machine learning approach. The pattern extracted from the knowledge based can be used to provide responses to the user. The source of knowledge based is taken from Universitas Dian Nuswantoro (UDINUS) guest book. It contains of questions and answers about UDINUS admission services. Testing of this system is done by entering questions. From 166 intents, the author tested it using ten random sample questions. Among them, it got eight tested questions answered correctly. Therefore, by using this study we can develop further intelligent Chatbots to help student candidates find the information they need without waiting for the admission staffs's answer.
Keywords: Chatbot; Knowledge based systems; NLP; Neural network; Ontologies; Robots; Seminars; Task analysis; ontology

Unbundling and Rebundling Higher Education in an Age of Inequality - Czerniewicz, Laura (2018)
Unbundling and rebundling are happening in different parts of college and university education, through new forms of teaching and learning provision a
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Randomized Trial of Tablet Computers for Education and Learning in Children and Young People with Low Vision - Gothwal, Vijaya K.; Thomas, Rachel; Crossland, Michael; Bharani, Seelam; Sharma, Sujata; Unwin, Hilary; Xing, Wen; Khabra, Komel; Dahlmann-Noor, Annegret (Optometry and Vision Science, 2018)
SIGNIFICANCE Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision. PURPOSE A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial. METHODS This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between <20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device. RESULTS Nineteen participants (95%) enrolled within 6 months in the United Kingdom, and 20 participants (100%), in India. Retention at 3 months was 85% (n = 17) in the United Kingdom and 95% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90%) found it easily accessible. CONCLUSIONS This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily.

Interaction in a discussion list: an exploration of cognitive, social, and teaching presence in teachers’ online collaborations - Nami, Fatemeh; Marandi, S Susan; Sotoudehnama, Elaheh (ReCALL: the Journal of EUROCALL, 2018)
Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education.
Keywords: Asynchronous Communication; Blended Learning; CALL teacher education; CASE studies; COMPUTER assisted language instruction; Cognitive processes; Collaborative learning; Colleges & universities; Computer Mediated Communication; Computer assisted instruction--CAI; Computer assisted language learning; Critical thinking; Curriculum development; Data analysis; Discourse Analysis; Distance learning; ERIC, Current Index to Journals in Education (CIJE); Educational Technology; Educational technology; English (Second Language); English as a second language instruction; Faculty Development; Foreign Countries; Foreign languages; Group Discussion; Higher Education; Higher education; Hybrid computers; Interactive learning; Iran; LANGUAGE & languages; Language Teachers; Linguistics--Computer Applications; PROFESSIONAL education; Professional development; School environment; Second Language Instruction; Second language teachers; Social factors; TEACHERS; Teacher Education Programs; Teacher education; Teachers; Teaching; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2095858; __finaldtb; asynchronous interaction; cognitive presence; online collaboration; social presence; teaching presence

Transparency in literature reviews: an assessment of reporting practices across review types and genres in top IS journals - Templier, Mathieu; Paré, Guy (European Journal of Information Systems, 2018)
The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field.
Keywords: Literature reviews; assessment; reporting; transparency; trustworthiness

Benefits of STEM Education - Ismail, Zenobia (2018)
The literature on STEM education in developing countries focuses on the challenges many young people face with regard to access to secondary and tertiary education in general as well as the gender gaps in STEM education. It therefore proposes strategies for overcoming these difficulties. Studies on STEM education usually adopt a regional focus such as Africa or Asia and therefore the reports amalgamate data from middle-income and low-income countries. There is some literature on the benefits of science and technology (as a sector) on economic growth or combating diseases such as HIV or malaria. The literature does not discuss the benefits of STEM education beyond the general view that STEM facilitates economic growth and competitiveness. Given that the literature does not address the query directly, the following approach is used in this rapid literature review: literature from developed and developing countries is used to discuss the rationale for STEM education and the key trends in this field. Statistics relating to the gender gap are presented and the impact of some programmes which aim to improve female participation in STEM in developing countries is discussed. Since much of the literature on STEM education mentions teacher training, this is discussed as a benefit of STEM education, together with meeting the demand for skills and innovations for secondary education. Case studies of STEM education projects in Rwanda, a low-income country which has prioritised education and undertaken several initiatives to improve STEM education, are used to highlight the benefits of STEM education.
Keywords: ⛔ No DOI found

Girls’ Educational Needs in Libya - Carter, Becky (2018)
Girls’ – and boys’ – education in Libya has been affected by the ongoing conflict. Seven years on from the 2011 crisis, three governments compete for power, with deep divisions along political, geographic, religious and ethnic lines (Freedom House, 2018; OCHA, 2017, pp. 7-8). Fighting continues in populated areas, and there is an environment of deepening vulnerability for the population at large with a proliferation of weapons and autonomous militias, and a rapidly deteriorating economy and public sector (Freedom House, 2018; OCHA, 2017, p. 7). The protracted crisis has damaged vital education infrastructure, and impacted on the education system’s delivery, outreach, coverage, retention and quality. In 2017 the majority of households with school-aged children (87.3%) reported facing no barrier to accessing education; IDP households were more likely to report barriers. For those that did report barriers, the most common challenges were the distance to school and not being able to afford educational services. Girls are particularly vulnerable to violence and insecurity in Libya. Their educational needs are shaped by multiple, intersecting factors such as location, tribal affiliation, presence of armed militias and organised crime, social norms driving gendered experiences including harmful practices such as child marriage, and the lack of adequate school WASH facilities, among others (Larsson and Mannergren, 2014, p. 21).
Keywords: ⛔ No DOI found

How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching - Cilliers, Jacobus; Fleisch, Brahm; Prinsloo, Cas; Taylor, Stephen (Research on Improving Systems of Education (RISE), 2018)
We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the ofﬁcial literacy curriculum. Pupils exposed to two years of the program improved their reading proﬁciency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proﬁciency.
Keywords: C: South Africa; _C:South Africa ZAF; _C:United States USA; __C:filed:1; __C:scheme:1

Impact of Education Interventions for Working Children - Orrnert, Anna (2018)
Recent global estimates indicate that 152 million children – 64 million girls and 88 million boys – are engaged in child labour across the world (ILO 2017b: 8). According to these same estimates, 71% of child labourers work in the agricultural sector and 69% in unpaid work within their own family. Nearly half of all those in child labour are doing ‘hazardous work’ (ibid). According to the ILO, the total number of children in child labour has declined by about 94 million since 2000, although this trend has slowed significantly in recent years (ILO 2017a: 10). Four policy areas have been identified as key to tackling the problem of child labour: legal standards and regulation, social protection, labour markets and – the topic of this review – education. This report examines the available evidence on short and long-term impacts of interventions targeted at working children. The existing body of evidence on the impact of education interventions on children in work is mixed. There is a relatively substantial volume of research which examines the impacts of conditional cash transfers linked with children’s education. There is also a smaller body of evidence around the impact of financial incentives to children and their families (including scholarships and school subsidies). The evidence on other types of education interventions – such as provision of non-financial subsidies (for example, Food-for-Education or free transportation), improving quality of education as well as transitional or informal learning programmes for working children- is much more fragmented and patchy.
Keywords: ⛔ No DOI found

Links Between Education and Child Labour - Orrnert, Anna (2018)
According to recent estimates, approximately 152 million children were engaged in child labour globally in 2016 (ILO 2017a: 5). There are many forms of children's work, involving different levels of demand and danger. The International Labour Organisation (ILO) defines child labour as work that is detrimental to children, by depriving them of their childhood, their potential and their dignity. Children's work is sometimes distinguished as being hazardous or more benign (e.g., safe and does not undermine schooling), although this distinction is not relevant in all contexts. In some cases, children's work has the potential for both benefit and harm, and assessing harm and benefit in each context may be more useful than applying generalised standards. The worst forms of child labour (as defined by ILO Convention No. 182) are out of scope for this review. In many cases, work interferes with children's formal education by depriving them of the opportunity to attend school; forcing them to drop out prematurely; or requiring them to balance the competing pressures of schooling and work. Since the launch of the global Education for All (EFA) movement, education is often understood to mean formal schooling. However, this definition excludes non-traditional and informal spaces of learning, as well as significant forms of learning that happen in the workplace. Many children's rights organisations and anti-child labour campaigns believe that child labour and education are incompatible, that children's work is an obstacle to EFA, that child labour should be abolished and that education is a key element in its prevention. With regards to hazardous child labour, this view is widely accepted. However, there is a counterview which argues that not all children's work is bad, that children's labour can be compatible with education and learning and that work can actually enable education. This study examines evidence on the links between child labour and education, including the use of education as a tool to bring children out of child labour, poor quality education pushing children out of the classroom and into work, as well as on children who combine work and school. It is one of a two-part series of reports. The second report examines the evidence on short- and long-term impacts of education interventions targeting working children.
Keywords: ⛔ No DOI found

Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia - Pouezevara, Sarah (RTI Press, 2018)
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Belgium BEL; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Congo XCO; _C:Cuba CUB; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea, Republic KOR; _C:Liberia LBR; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Morocco MAR; _C:Namibia NAM; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Panama PAN; _C:Papua New Guinea PNG; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:Somalia SOM; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Tuvalu TUV; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university - Rooyen, Carina Van; Marais, Ingrid Estha (Scholarship of Teaching and Learning in the South, 2018)
In a highly unequal society such as South Africa, higher education is seen as having a social justice mandate to widen participation, and using technology is one way to achieve this. One university in South Africa made mobile devices compulsory for all first-year students since 2014. This article, drawing on data collected from first-year Humanities students at this university, attempts to understand whether the use of mobile devices for learning met requirements for a socially just pedagogy. We used a sequential mixed methods research design, first surveying the first-year Humanities students in late 2015, and then followed up with focus group discussions in 2016 and early 2017. We utilise Nancy Fraser’s idea of ‘participatory parity’ to unpack a socially just pedagogy, and specifically focus on the component of access to resources. We found that most students had functional access to devices and on-campus data. The manner in which these were accessed was affirmative, rather than transformative. By extending the notion of access beyond just opportunity (functional access as owning or having access to a device and data), to also knowing how to use the opportunity (digital access through digital literacies and fluencies), we found that our case study fell short of being socially just pedagogy. We urge that lecturers take up a central role in enabling students to use their devices for transformative learning. How to cite this article:VAN ROOYEN, Carina; MARAIS, Ingrid Estha. A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 53-70, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=66 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
Keywords: _C:France FRA; _C:India IND; _C:Saudi Arabia SAU; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Teaching Learning Toolkit: An accessible summary of the international evidence on teaching 5-16 year-olds (2018)

Early Marriage, Pregnancy and Girl Child School Dropout - Birchall, Jenny (2018)
The aim of this review was to present the recent evidence on the impact of early marriage and/or pregnancy on the rates of girl child drop out. It also synthesises evidence that focus on laws, policies and practices that force pregnant girls or new mothers out of school. Although early marriage and pregnancy are often linked to school dropout, evidence proving a direct and causal link is limited. This is because early marriage and pregnancy can be both the cause and consequence of dropping out of school. Girls certainly leave or are taken out of school because they are pregnant or married, but girls who have already dropped out of school are more likely to marry and/or become pregnant. There is a significant body of evidence looking at the links between early pregnancy (often outside of marriage) and school dropout in Sub-Saharan Africa, and there are some studies that consider the relationship between early marriage (and resulting early pregnancies) and school drop out in South Asia. While it is clear that early pregnancy and marriage play an important part in girl child school dropout, the different perimeters of available studies, combined with a lack of robust, comparable national data, and the fact that early marriage and pregnancy, as well as school dropout, are so interlinked with socioeconomic inequalities and unequal gender norms, means it is difficult to make simple causal assumptions about exactly how early marriage and pregnancy influence school dropout.
Keywords: ⛔ No DOI found

Learning through play - The LEGO Foundation (2018)

Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course - Zengin, Yilmaz (International Journal of Mathematical Education in Science and Technology, 2018)
The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.
Keywords: Colleges & universities; Computer Software; Content analysis; Data acquisition; ERIC, Current Index to Journals in Education (CIJE); Foreign Countries; GeoGebra; Geometry; Higher Education; History; History of mathematics; Mathematical Concepts; Mathematical Logic; Mathematical analysis; Mathematics; Mathematics Instruction; Mathematics Teachers; Preservice Teachers; Qualitative analysis; Qualitative research; Software; Student Attitudes; Teachers; Turkey; Validity; __:import:01; __:match:final; __:matched; __:study_id:2098800; __finaldtb; dynamic mathematics software; pre-service teachers' views

Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education - Evens, Marie; Elen, Jan; Larmuseau, Charlotte; Depaepe, Fien (Teaching and Teacher Education, 2018)
The study investigates the explicit and integrated presentation of pedagogical content knowledge (PCK), pedagogical knowledge (PK), and content knowledge (CK) in teacher education. We compare learning environments to study whether only presenting PK and CK is sufficient for PCK development, whether only presenting PCK is sufficient for PK and CK development, and whether PCK development is affected by integrating PCK, PK and CK. We find that only presenting two knowledge domains to students is insufficient to develop the third one, and integrating knowledge domains does not impact PCK development.
Keywords: Digital learning environment; Instructional design; Knowledge integration; Pedagogical content knowledge; Teacher professional knowledge

Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups - Lantz-Andersson, Annika; Lundin, Mona; Selwyn, Neil (Teaching and Teacher Education, 2018)
This paper presents a systematic review of 52 empirical studies of formally-organized and informally-developed online teacher communities from the early 2000s to the present time. Focusing on the social as well as technological aspects of online participation, the review explores how teacher communities are shaped by broader contexts of teaching. The review shows that while formally-organized and informally-developed communities address different needs amongst teachers and support different outcomes, they also share several common characteristics. Indeed, regardless of type, online communities can be a valuable means of developing supportive and collegial professional practices. That said, more evidence is required on the specific collaborative merits of teachers' online interactions.

Correlation of ambient air temperature and cognitive performance: A systematic review and meta-analysis - Yeganeh, Armin Jeddi; Reichard, Georg; McCoy, Andrew P.; Bulbul, Tanyel; Jazizadeh, Farrokh (Building and Environment, 2018)
Despite their impact on work performance, cognitive responses to thermal variations in buildings have not been accurately quantified. Practical limitations in individual laboratory experiments with limited participants often cause low statistical power and restrict generalizability. Thus, inconsistencies in individual studies motivate summary reviews and meta-analyses. The objective of this study is to estimate the correlation between ambient air temperature and cognitive performance through a systematic literature review. We identified laboratory experiment reports published between 1980 and 2018, out of which 45 passed the targeted inclusion and exclusion criteria set forward by the scope of this study. To obtain summary effect statistics, 28 reports were included in a single analysis conducted by the use of the Comprehensive Meta-Analysis software. Under laboratory conditions with fixed clothing values, studies with the weighted mean of 4.34 °C, 10.04 °C, and 26.68 °C increase in the control air temperature show about % 0.40, % 5.37, and % 7.97 reductions in cognitive performance, respectively. Heat stress causes the most significant decline in the most attention-demanding tasks. The results show an overall decline in both speed and accuracy measures due to changes in ambient air temperature. Accuracy measures and longer exposures are associated with relatively more decline in heat and cold. The estimated temperature-performance correlation follows a bell-shaped curve centered around the average control temperature. The results help inform policy and design decisions concerned with thermal comfort and upper limits for occupational exposure to cold and heat.
Keywords: Cold; Comfort; Heat; Indoor; Productivity; Work

Mixing and matching: using qualitative methods to improve quantitative impact evaluations (IEs) and systematic reviews (SRs) of development outcomes - Jimenez, Emmanuel; Waddington, Hugh; Goel, Neeta; Prost, Audrey; Pullin, Andrew; White, Howard; Lahiri, Shaon; Narain, Anmol (Journal of Development Effectiveness, 2018)
Recent evaluations have begun to use qualitative data in a manner that helps improve the quality and relevance of studies through the inferences that are drawn from them, and their applicability to policy makers and programme implementers. This paper reviews this work and identiﬁes good practices to integrate qualitative methods into quantitative impact evaluations (IEs) and systematic reviews (SRs). Using recent literature on the characteristics of such practices, we developed two tools to assess the methodological rigour and mixed methods integration of 40 IEs and 7 SRs, drawing upon previous approaches. Our ﬁndings are that successful mixed methods quantitative impact evaluations: (1) provide a clear rationale for integration of methods; (2) deploy multidisciplinary teams; (3) provide adequate documentation; and (4) acknowledge limitations to the generalisability of qualitative and quantitative ﬁndings. Successful integration tended to improve mixed methods impact evaluations by collecting better data to inform the study design and ﬁndings, which helped contextualise quantitative ﬁndings. Our main observation on the integration of mixed methods in the systematic reviews is that mixed methods systematic reviews bringing together literatures that answer diﬀerent questions can go beyond the ‘sum of their parts’ to provide holistic answers about development eﬀectiveness. The ﬁndings of this study inform several recommendations to improve the conduct and reporting of mixed methods impact evaluations and systematic reviews.
Keywords: ___duplicate_item

World Yearbook of Education 2019: Comparative Methodology in the Era of Big Data and Global Networks - Gorur, Radhika; Sellar, Sam; Steiner-Khamsi, Gita (Routledge, 2018)
Digital methodologies, new forms of data visualization and computer-based learning and assessment are creating new challenges as well as opportunities for scholars in educational research. The World Yearbook of Education 2019 explores this highly relevant topic, opening a new discussion about the various conceptual and methodological challenges and opportunities in contemporary educational research. This volume explores contemporary methods of inquiry, with chapters organized around four topics of enduring interest in this field: impacts, patterns, relations and contexts. The World Yearbook of Education 2019 comprises contributions from internationally renowned scholars exploring novel concepts and methodologies in grappling with contemporary empirical phenomena in educational research. Vital questions such as how we understand the technological developments that are creating new possibilities for and demands on education, and how we make sense of complex cases that cut across multiple nations, are discussed. This newest addition to the prestigious World Yearbook of Education series provides a fascinating read for scholars in the fields of education policy and comparative education. It is not only a useful resource for educational researchers and policy makers examining new trends and emerging issues, but would be of interest to graduate students exploring innovative methodologies, particularly in the study of education and education policy.
Keywords: Education / Experimental Methods; Education / General; Education / Research

Innovation in Mixed Methods Research: A Practical Guide to Integrative Thinking with Complexity - Poth, Cheryl N. (SAGE, 2018)
Explaining both why and how to use mixed methods for discovering solutions to complex research problems, this guide gives readers the tools to adapt approaches to suit their own research conditions. Written in a warm, encouraging tone and packed with helpful diagrams and visual organizers, it provides an easy-to-follow map to the mixed methods process, covering everything from ‘what is mixed methods research?’ to framing, integrating, and describing a complexity-sensitive mixed methods approach. Features include: Key questions to navigate the important concepts of each chapter Practice alerts to provide practical tips on working in the field Chapter check-ins to assess development of key skills Further reading to expand and deepen knowledge of mixed methods practices An annotated glossary to get to grips with foundational terms and revise for exams Supported throughout by real-world examples and advice from the author and other mixed methods experts, this book helps readers succeed in their projects and think innovatively about the methods they use.
Keywords: Reference / Research; Social Science / Methodology; Social Science / Research

Teacher self-efficacy in online education: a review of the literature - Corry, Michael; Stella, Julie (Publisher, 2018)
Although empirical validation of teacher self-efficacy in face-to-face environments continues, it remains a relatively new construct in online education. This literature review, which was conducted over academic databases and which examined work published in the past 15 years, explores three areas of research about teacher self-efficacy in online education: (1) ease of adopting online teaching, (2) online teaching self-efficacy in comparison to demographic and experience variables and (3) changes in teacher self-efficacy in professional development scenarios where self-efficacy was measured before and after treatment. Research studies demonstrate agreement (or no discernible disagreement) in the importance of system/curriculum quality in the implementation of online learning and the recognition that a measure of self-efficacy in online pedagogy has not yet been empirically derived. Researchers continue to examine the balance of technological and pedagogical knowledge that supports the development of teacher self-efficacy, the role of learner self-efficacy in teacher self-efficacy and whether teacher self-efficacy differs fundamentally in online education. In addition, it seems clear that empirical validation of the association of teacher self-efficacy and student success has yet to occur in online education with the rigour seen in face-to-face modes of delivery.
Keywords: _C:State of Palestine PSE; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Mental health and Psychosocial Support and Social and Emotional Learning support for Learning Outcomes in Conflict-Affected Settings - Gallagher, Emma (2018)
This rapid review synthesises findings on the importance of provision of mental health and psychosocial support interventions (MHPSS) and social and emotional learning (SEL) support for protecting or promoting the general psychosocial wellbeing of individuals and the treatment of more serious mental health issues, particularly in conflict or post-conflict situations. In conducting the literature search for this report, several papers which discuss how education can have a positive impact on psychosocial wellbeing were identified. However, the evidence showing the link in the other direction - on the effect of psychosocial support interventions on education outcomes - is sparse. Of the three studies identified which do attempt to show this link between MHPSS and education, one measured school attendance and classroom behaviour only (not learning), while another included academic performance as one element of a multi-component ‘school wellbeing’ metric. It was therefore impossible to ascertain the extent to which the programme had actually improved learning. The third study identified no effect of the intervention on education outcomes. It is therefore impossible to draw any conclusions about MHPSS and their effects on learning other than that a research link may have been established, which is based on evidence from a small number of studies, and often using less objectively verifiable research methods such as self-reported feedback or qualitative interviewing. The review finds body of evidence indicating direct links between SEL and learning is more established than MHPSS; however, given the context-specific nature of both MHPSS and SEL it will not be sufficient to rely on this body of evidence alone. Therefore, there is learning to be had from the US-based studies and the small number of LMICs studies which do exist and can draw a clear link between SEL and learning outcomes. However, further empirical research is needed in order to understand if and how such programmes will work in conflict-affected settings. Aber et al. (2016a; 2016b) makes a useful first step with this but more evidence is required in order to ensure the benefits are transferable.
Keywords: ⛔ No DOI found

In Bringing a Literacy Project to Scale, has Kenya Found a Holy Grail? - Bruns, Barbara (Center For Global Development, 2018)
An article of faith among development economists is that “evidence-based policy” holds the promise of faster progress. Barbara Bruns set out to find a rigorously evaluated pilot whose evidence had led to a program at scale. It wasn’t easy.
Keywords: _yl:b

Present and future Köppen-Geiger climate classification maps at 1-km resolution - Beck, Hylke E.; Zimmermann, Niklaus E.; McVicar, Tim R.; Vergopolan, Noemi; Berg, Alexis; Wood, Eric F. (Scientific Data, 2018)
We present new global maps of the Köppen-Geiger climate classification at an unprecedented 1-km resolution for the present-day (1980–2016) and for projected future conditions (2071–2100) under climate change. The present-day map is derived from an ensemble of four high-resolution, topographically-corrected climatic maps. The future map is derived from an ensemble of 32 climate model projections (scenario RCP8.5), by superimposing the projected climate change anomaly on the baseline high-resolution climatic maps. For both time periods we calculate confidence levels from the ensemble spread, providing valuable indications of the reliability of the classifications. The new maps exhibit a higher classification accuracy and substantially more detail than previous maps, particularly in regions with sharp spatial or elevation gradients. We anticipate the new maps will be useful for numerous applications, including species and vegetation distribution modeling. The new maps including the associated confidence maps are freely available via www.gloh2o.org/koppen.
Keywords: Climate sciences; Ecology

Lean Impact: How to Innovate for Radically Greater Social Good - Chang, Ann Mei (John Wiley & Sons, 2018)
Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices, popularized by bestseller The Lean Startup, that have fueled technology breakthroughs touching every aspect of our lives, Lean Impact turns our attention to a new goal - radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the need. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a tech executive in Silicon Valley to her most recent experience as the Chief Innovation Officer at USAID. She vividly illustrates the book with real stories from interviews with over 200 organizations across the US and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.
Keywords: Business & Economics / Development / Sustainable Development; Business & Economics / General; Business & Economics / Nonprofit Organizations & Charities / Management & Leadership; Social Science / Philanthropy & Charity

Lean Impact: How to Innovate for Radically Greater Social Good - Chang, Ann Mei (Wiley, 2018)

Exploring Five Online Collaboration Tools to Facilitate a Professional Learning Community - Moore, Julie A. (TechTrends, 2018)
Critical Friends Groups (CFGs) are a form professional learning community that has been used for teacher learning in K-12 environments for many years. In order to foster community and learning amongst distributed participants, CFGs are beginning to make their way online. This article describes the expereience of a four-year old online CFG whose goal was to explore how different technologies can support the work of a virtual CFG by being an online CFG. This article describes the technologies used to host this CFG, the attributes of those technologies to support this collaborative work and the lessons learned from the group’s experience.
Keywords: Critical friends group; Online learning; Professional development; Professional learning community; Virtual community

Voices Confined to Classrooms: The Marginalised Status of Teachers in Curriculum Development in Lusaka, Zambia - Mwanza, Christine (2018)

The Words Between Us: How Well Do Enumerators Understand the Terminology Used in Humanitarian Surveys? A Study from Northeast Nigeria - Translators Without Borders (2018)

Outcome Harvesting: Principles, Steps, and Evaluation Applications - Wilson-Grau, Ricardo (Information Age Publishing, 2018)
Are you a grant maker, manager or evaluator who must assess your work to improve as well as be accountable for the use of resources and results? Does the project, program or organization you fund, manage or evaluate contend with substantial uncertainty about what to do and what will be the results? Do you thus experience constant change and unexpected and unforeseeable actors and factors in your intervention? Do you need to know what you are achieving and how in real time? And therefore, do you seek an alternative to conventional monitoring and evaluation of social change results? If yes, then you are the audience for this book. Beginning in 2002, working closely with co-evaluators and commissioners of evaluations, the author developed Outcome Harvesting to enable evaluators, grant makers, and managers to identify, formulate, verify, and make sense of changes that interventions have influenced in a broad range of cutting–edge innovation and development projects and programs around the world. Over these years, he led Outcome Harvesting evaluative exercises involving almost 500 non-governmental organizations, networks, government agencies, funding agencies, community-based organizations, research institutes and university programs. In over fifty evaluations, with forty co-evaluators he has harvested thousands of outcomes on six continents. Outcome Harvesting has proven useful in evaluations of a great diversity of initiatives: human rights advocacy, political, economic and environmental advocacy, arts and culture, health systems, information and communication technology, conflict and peace, water and sanitation, taxonomy for development, violence against women, rural development, organic agriculture, participatory democracy, waste management, public sector reform, good governance, eLearning, social accountability, and business competition, amongst others. In this book, the author explains the steps of Outcome Harvesting and how to customize them according to the nine underlying principles. He shares his experience and gives practical advice on how to work with Outcome Harvesting and remain true to its essential features.

An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere - Bozkurt, Aras; Koseoglu, Suzan; Singh, Lenandlar (Australasian Journal of Educational Technology, 2018)
Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.
Keywords: Open Education; Open Educational Practices (OEPs); Open Educational Resources (OERs); Open Learning; Openness; __C:filed:1

Work-integrated learning for TVET lecturers: Articulating industry and college practices - Bijl, André van der; Taylor, Vanessa (Journal of Vocational, Adult and Continuing Education and Training, 2018)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:LOW; -RRQ:M:final; C:South Africa; RRQ:other; __C:filed:1; publicImportV1; ⛔ No DOI found

Researching vocational education and training: An international perspective - Mulder, Martin (Journal of Vocational, Adult and Continuing Education and Training, 2018)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:LOW; -RRQ:M:final; RRQ:other; publicImportV1

Thinking and Working Politically Through Applied Political Economy Analysis (2018)
This guidance provides information on how USAID can think and work in ways that are more politically aware — an approach known as “thinking and working politically” (TWP) 1 — through the use of applied political economy analysis. PEA is a structured approach to examining power dynamics and economic and social forces that influence development. Through programming that seeks to more rigorously respond and adapt to these realities, USAID is working to improve the effectiveness and sustainability of its international development efforts.

An Overview of ICT for Education of Refugees and IDPs - Joynes, Chris; James, Zoe (2018)
This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson & Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson & Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson & Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin & Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson & Stannard 2018).
Keywords: ⛔ No DOI found

Migration, Education & Development: Databases and Bibliography. Annex G to “Dutch labour market shortages and potential labour supply from Africa and the Middle East” - Hoog, Tycho van der; Dietz, Ton; Düvell, Franck (African Studies Centre Leiden, 2018)
Keywords: ⛔ No DOI found

National and sub-national variation in patterns of febrile case management in sub-Saharan Africa - Alegana, Victor A.; Maina, Joseph; Ouma, Paul O.; Macharia, Peter M.; Wright, Jim; Atkinson, Peter M.; Okiro, Emelda A.; Snow, Robert W.; Tatem, Andrew J. (Nature Communications, 2018)
Given national healthcare coverage gaps, understanding treatment-seeking behaviour for fever is crucial for the management of childhood illness and to reduce deaths. Here, we conduct a modelling study triangulating household survey data for fever in children under the age of five years with georeferenced public health facility databases (n = 86,442 facilities) in 29 countries across sub-Saharan Africa, to estimate the probability of seeking treatment for fever at public facilities. A Bayesian item response theory framework is used to estimate this probability based on reported fever episodes, treatment choice, residence, and estimated travel-time to the nearest public-sector health facility. Findings show inter- and intra-country variation, with the likelihood of seeking treatment for fever less than 50% in 16 countries. Results highlight the need to invest in public healthcare and related databases. The variation in public sector use illustrates the need to include such modelling in future infectious disease burden estimation.

MOOCs and OER in the Global South: Problems and Potential - King, Monty; Pegrum, Mark; Forsey, Martin (The International Review of Research in Open and Distributed Learning, 2018)
This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online learning technologies in Southern contexts, we identify five interrelated themes emerging from the literature: 1) access to the Internet; 2) participant literacies; 3) online pedagogies; 4) the context of content; and 5) the flow of knowledge between North and South. The significance of Southern voice and participation is addressed in the final section, which concludes that on balance, the literature offers a qualified endorsement of the potential and actualities of MOOCs and OER in the global South. The ongoing tendency for the research literature to pay little heed to the agency of the social actors with the most to gain from these innovations is noted, opening up space for further research into the lived experience of online learners in the global South.
Keywords: __C:filed:1

Teacher Motivation in Economic Crises - James, Zoe (2018)
This helpdesk review presents evidence of strategies and approaches that have worked to motivate teachers, with a focus on applications to contexts facing the sudden shock of economic crisis. It begins by presenting an overview of the ways in which economic crisis can impact education systems, drawing on recent relevant examples and presenting a detailed case study of Greece. It then moves on to review frameworks to understand teacher motivation, identifying the different factors that may be important in improving teacher motivation. Finally it presents evidence of strategies and approaches to improve teacher motivation. Evidence of strategies and approaches taken to explicitly improve teacher motivation in the context of the sudden shock of economic crisis is minimal. The examples of Greece, Indonesia, Venezuela, Argentina, Russia and beyond were consulted, and whilst there was some documentation of the impact of economic crisis in these contexts, there was very limited documentation of strategies and approaches taken to mitigate the effects of crisis on teachers. Evidence of strategies and approaches beyond financial incentives was also limited, even when considering a broader set of contexts. The focus of this review is therefore on strategies and approaches that have worked in resource-constrained LMIC contexts, whilst situating the discussion in the context of the ways in which economic crisis can (and has) impacted on education systems.
Keywords: ⛔ No DOI found

Sierra Leone Media Landscape Report - BBC Media Action (2018)
Keywords: _C:Sierra Leone SLE

How Outdoor Trees Affect Indoor Particulate Matter Dispersion: CFD Simulations in a Naturally Ventilated Auditorium - Hong, Bo; Qin, Hongqiao; Jiang, Runsheng; Xu, Min; Niu, Jiaqi (International Journal of Environmental Research and Public Health, 2018)
This study used computational fluid dynamics (CFD) models, coupling with a standard k-ε model based on the Reynolds-averaged Navier-Stokes (RANS) approach and a revised generalized drift flux model, to investigate effects of outdoor trees on indoor PM1.0, PM2.5, and PM10 dispersion in a naturally ventilated auditorium. Crown volume coverage (CVC) was introduced to quantify outdoor trees. Simulations were performed on various CVCs, oncoming wind velocities and window opening sizes (wall porosities were 3.5 and 7.0%, respectively, for half and fully opened windows). The results were as follows: (1) A vortex formed inside the auditorium in the baseline scenario, and the airflow recirculation created a well-mixed zone with little variation in particle concentrations. There was a noticeable decrease in indoor PM10 with the increasing distance from the inlet boundary due to turbulent diffusion. (2) Assuming that pollution sources were diluted through the inlet, average indoor particle concentrations rose exponentially with increasing oncoming wind speed. PM10 changed most significantly due to turbulent diffusion and surface deposition reduction intensified by the increased wind velocity. (3) Increasing the window opening improved indoor cross-ventilation, thus reducing indoor particle concentrations. (4) When 2.87 m3/m2 ≤ CVC ≤ 4.73 m3/m2, indoor PM2.5 could meet requirements of the World Health Organization’s air quality guidelines (IT-3) for 24-hour mean concentrations; and (5) average indoor particle concentrations had positive correlations with natural ventilation rates (R2 = 0.9085, 0.961, 0.9683 for PM1.0, PM2.5, and PM10, respectively, when the wall porosity was 3.5%; R2 = 0.9158, 0.9734, 0.976 for PM1.0, PM2.5, and PM10, respectively, when the wall porosity was 7.0%).

Mathematical problem solving and mathematical connections abilities of students with accelerated learning cycle - Amelia, S. (International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia, 2018)
This quasi-experimental research examines the abilities of mathematical problem solving and mathematical connections through the application of Accelerated Learning Cycle. The samples of research were 63 students of seventh grade students in Riau Province, which were divided into an experimental group and a control group. The research instruments were mathematical problem solving and mathematical connection abilities test, and the data were analyzed using Mann-Whitney and two ways ANOVA test. The results of this study indicate that there was a significant effect of Accelerated Learning Cycle on the overall students’ mathematical problem solving and connection skills (p = 0,000; p <0.050) and in all categories of KAM, except both of two categories on mathematical connections ability, high (p = 0.349; p <0.050) and middle (p = 0.100; p <0.050), did not significantly differ. In the problem solving and mathematical connections abilities of students, there was no difference between the categories of KAM and there was no interaction betw een learning and mathematical ability.
Keywords: Experimental; HQ; LMIC; Math; _AcademicRecoveryOECS; content; pedagogy; quant; quasi-experimental; ⛔ No DOI found

Experimental evidence on scaling up education reforms in Kenya - Bold, Tessa; Kimenyi, Mwangi; Mwabu, Germano; Ng’ang’a, Alice; Sandefur, Justin (Journal of Public Economics, 2018)
What constraints arise when translating successful NGO programs to improve public services in developing countries into government policy? We report on a randomized trial embedded within a nationwide reform of teacher hiring in Kenyan government primary schools. New teachers offered a fixed-term contract by an international NGO significantly raised student test scores, while teachers offered identical contracts by the Kenyan government produced zero impact. Observable differences in teacher characteristics explain little of this gap. Instead, data suggests that bureaucratic and political opposition to the contract reform led to implementation delays and a differential interpretation of identical contract terms. Additionally, contract features that produced larger learning gains in both the NGO and government treatment arms were not adopted by the government outside of the experimental sample.
Keywords: Contract teachers; Education; External validity; Kenya; Randomized evaluation; State capacity

Interdistrict mobility and charter schools in Arizona: Understanding the dynamics of public school choice. - Powers, Jeanne; Topper, Amy Marcetti; Potterton, Amanda (2018)
This paper investigates the mobility patterns of elementary students enrolled in Arizona’s traditional public school districts and charter schools. We address movement related to two forms of public school choice simultaneously: interdistrict choice and charter schools. Most student movement is interdistrict or between school districts. In Arizona, interdistrict mobility has played a greater role in creating and sustaining an educational market than charter schools. There is also a substantial amount of student movement from charter schools to school districts. Regression analyses suggested that the relationships between different types of student mobility and school characteristics varied across the two sectors. We also document regional differences in mobility patterns, which indicate that education markets vary considerably across and within local contexts.
Keywords: _C:India IND; _C:Jordan JOR; _C:Sweden SWE; _C:United States USA; __C:filed:1; __C:scheme:1

Making Kolibri an All-Around Inclusive EdTech - Matic, Radina (Medium, 2018)
Interactive Components, Documentation and Beyond

Social Services Budgeting in Southern Africa - Bolton, Laura (2018)
It is not possible to do a formal comparison of budget allocations within social services in different countries with the data identified. The data from different countries are from different sources and different years and budget allocations are measured and reported in different ways. There are even some discrepancies from different sources on the same country. The data reported here, however, can be used to give a broad impression of the amounts of social budgets apportioned to wages for comparison. High wage bills for general government expenditure has been highlighted as problematic in recent years and a focus for development reform across different sectors. The concern of this query was the amount of budgets spent on employment within health, education and social protection services. Budget apportioned to other areas of services is more difficult to compare as reporting is not uniform. Some reports describe data on other allocations more specifically, such as amount apportioned to infrastructure, supplies, equipment, and donor development. And some are described more broadly eg. Other recurrent transactions. A balance between funding for different areas is required for optimising services. For example, a well-staffed health facility requires equipment and infrastructure with which to function and conversely a well-equipped facility needs trained staff to deliver the services (UNICEF, 2017a). This rapid review draws on literature on social services budgeting in Southern Africa by drawing samples from Zambia, Malawi, Botswana, Mozambique and South Africa by focusing on three key services including Health, Education and Social Protection.
Keywords: ⛔ No DOI found

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
Keywords: _C:Sierra Leone SLE

The Effectiveness of School Grants in Low- and Middle-Income Contexts - James, Zoe; Joynes, Chris (2018)
This helpdesk review has drawn primarily on evidence from systematic reviews and synthesis studies focused on the effectiveness of school grants for the improvement of (i) equitable access to quality education, and (ii) the student learning outcomes. The rationale for school grants has emerged as part of relatively recent policy-driven practices for educational decentralisation and, within that, school-based decision-making. The devolution of a range of decisions to the school-level is assumed to improve accountability, efficiency and responsiveness to local needs (Bruns et al. 2011; Carr-Hill et al. 2016; Slater 2013). These decisions may include concerns related to curricula, finance, management and teachers, and may be taken at one or more administrative level (Bruns et al. 2011; Slater 2013). The literature identifies several key principles for effective implementation. This includes an acknowledgement of the range of challenges and barriers that are associated with the implementation of these type of models at the school level, including (i) the need for all actors to support the principles of decision-making reform; (ii) the need for local district support; and (iii) the reality that this type of reform places increased time and work demands on teachers and parents (Bruns et al. 2011). The review found that evidence of the effectiveness of school grant policies for equitable access to quality education was limited. Few studies provided rigorous examinations of the impact of school grants on equity of access across a range of measures, for example between rural/ urban locations, gender, or socio-economic status. The evidence base is relatively stronger in relation to the effectiveness of school grant policies for student learning outcomes, being suggestive of small but positive impacts. However, according to a 2016 synthesis study, these positive results are concentrated in middle-income countries, and stronger impacts tend to be found for wealthier students with more educated parents, with smaller effects found in disadvantaged communities (Carr-Hill et al. 2016; see also Hanushek et al. 2011; UNESCO 2017).
Keywords: ⛔ No DOI found

(untitled) - Roy, Paramita (International Journal of Innovative Knowledge Concepts, 2018)
Keywords: ⛔ No DOI found

Education and Disability in the Global South: New Perspectives from Africa and Asia - Singal, Nidhi; Lynch, Paul; Johansson, Shruti Taneja (Bloomsbury Publishing, 2018)
Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments.
Keywords: Education / Educational Policy & Reform / General; Education / Inclusive Education; Education / Special Education / General

Strategies and Approaches to Ensure Equitable Access to Quality Education in Economic Crises - James, Zoe (2018)
This helpdesk review has drawn primarily on evidence from systematic reviews and synthesis studies focused on (i) the impact of economic crises on education systems, and (ii) the effectiveness of strategies and approaches that aim to improve educational participation. It has focused on policy responses at the primary and secondary levels of education, and where possible has drawn on examples from effective responses in the context of large-scale economic crisis. Where evidence was not available from contexts of economic crisis, studies from resource-constrained low- and middle- income countries (LMICs) were considered. Economic crises pose particular challenges to the achievement of goals around equitable access to quality education. Falling household incomes can affect the ‘demand’ for schooling, increasing the cost of schooling, particularly for the poorest. Meanwhile, constrained government budgets can lead to reduced investments in schools and teachers, and associated declines in education quality (World Bank 2009). This review discusses five strategies and approaches to ensure equitable access to quality education, which have been identified as appropriate responses in literature on the impact of economic crisis on education (Lundberg and Wuermli 2012; Shafiq 2010; World Bank 2009). These are: (1) cash transfers; (2) scholarship programmes and fee waivers; (3) school feeding; (4) decentralisation and school grants; and (5) information-related activities. For all except ‘information-related activities’, there are examples of the effective implementation of that policy in contexts of economic crisis.
Keywords: ⛔ No DOI found

Digital transformation in German higher education: student and teacher perceptions and usage of digital media - Bond, Melissa; Marín, Victoria I.; Dolch, Carina; Bedenlier, Svenja; Zawacki-Richter, Olaf (International Journal of Educational Technology in Higher Education, 2018)
Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools. Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.
Keywords: Digital media usage; Digitalization; Educational technology; Germany; Higher education; Student perceptions; Teacher perceptions; University professors; University students; _C:Australia AUS; _C:Canada CAN; _C:Finland FIN; _C:Germany DEU; _C:Israel ISR; _C:Luxembourg LUX; _C:New Zealand NZL; _C:Spain ESP; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; _genre:LR-literature_review

Exploring barriers to adoption of virtual reality through social media analytics and machine learning–an assessment of technology, network, price and trialability (Journal of Business Research, 2019)

Ghana government invests 500m in TVET (2019)

Ghana signs agreement with Germany for TVET support (2019)

Ghana TVET project voucher launched in Western Region (2019)

Global Views - Policy Research; Data on Policy Research Described by Researchers at Makerere University (Technical and Vocational Education and Training In Uganda: a Critical Analysis) (2019)

Minister reiterates significance of TVET in addressing Ghana’s employment challenges (2019)

Sudan: Sudanese Minister of Education Expresses her Support for the TVET Development of UNESCO in Sudan (2019)

Sudan: UNESCO Reported to the Sudanese National Assembly on the Status of the Technical and Vocational Education and Training System (2019)

Towards universal health coverage:reforming the neglected district health system in Africa (2019)

World: TVET Coordination Committee founded in South Sudan (2019)

TVET in Sudan: government negligence, employers' response and challenges of reform under cluttered socio-economic conditions - Abdelkarim, Abbas (INTERNATIONAL JOURNAL OF TRAINING RESEARCH, 2019)
While TVET literature focuses on the potential role of the sector in socio-economic development, seldom is attention given to how socio-economic conditions and policies affect the development of the sector. This paper endeavours to contribute to filling this gap. It argues that examining the factors that influence access, equity and outcomes of TVET and education may not be possible without being embedded in their socio-economic context. A main finding of the paper is that cluttered socio-economic conditions and the public governance system in Sudan have resulted in a weak TVET system - severely deficient finance, contraction, inadequacy and irrelevance of provision, and uncoordinated institutional governance. Industrial employers' response is to rely largely on informal apprenticeship, which, while helping the poor and creating employment, may not be a replacement for formal TVET provision. A further finding is that the sector is neglecting rural and conflict-ridden regions and girls.\n

Teacher Retention: A Review of Policies for Motivating Rural Basic School Teachers in Ghana - Acheampong, Phinihas; Gyasi, Juliana Fosua (Asian Journal of Education and Training, 2019)
The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers? salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools.
Keywords: Administrator Attitudes; Disadvantaged; Educational Facilities; Faculty Development; Faculty Mobility; Foreign Countries; Housing; Incentives; Rural Schools; School Districts; Student Recruitment; Teacher Education; Teacher Motivation; Teacher Persistence; Teacher Salaries; Transportation; Water Quality; _C:Botswana BWA; _C:Canada CAN; _C:China CHN; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:Lesotho LSO; _C:Malawi MWI; _C:Mozambique MOZ; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Connecting the Dots: Digitizing Teaching and Learning in Rural Schools in Uganda - Aduno, Freda (2019)
Keywords: _C:Malaysia MYS; _C:Uganda UGA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

EDUCAUSE Horizon Report: 2019 Higher Education Edition - Alexander, Bryan; Ashford-Rowe, Kevin; Barajas-Murphy, Noreen; Dobbin, Gregory; Knott, Jessica; McCormack, Mark; Pomerantz, Jeffrey; Seilhamer, Ryan; Weber, Nicole (EDUCAISE, 2019)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Four Ways Technology Has Negatively Changed Education - Alhumaid, Khadija (Journal of Educational and Social Research, 2019)
Keywords: _C:Bulgaria BGR; _C:Canada CAN; _C:China CHN; _C:Egypt EGY; _C:Iran IRN; _C:Poland POL; _C:Romania ROU; _C:Saudi Arabia SAU; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ❓ Multiple DOI

Constructionism, ethics, and creativity: Developing primary and middle school artificial intelligence education - Ali, Safinah; Payne, Blakeley H.; Williams, Randi; Park, Hae Won; Breazeal, Cynthia (2019)
Keywords: ⛔ No DOI found

A Review on Adopting Personalized Gamified Experience in the Learning Context - Aljabali, R.N.; Ahmad, N. (Institute of Electrical and Electronics Engineers Inc., 2019)
Gamification illustrates motivation and encouragement that can be gained by people during using gamified experience. Gamification technology has been successfully applied in several domains including health and fitness, marketing, daily activities and education. It is the strategy which uses heterogeneous game elements within nonentertainment context. As Millennial Generation students have their own needs and preferences, the necessity of having personalized learning is increased recently to boost the effectiveness of the education system. Thus, many researches have investigated how dissimilarities between students can influence their suitable game elements. Since 2010 the published studies on gamification area increased; moreover, some attempts have been made to study the personalization in the gamification model. In this paper, we conducted a review of personalization in gamified learning experience to answer two review questions. We collect, review and synthesize studies related to gamified learning and personalization published from 2010 to 2017. The review strategy included six stages to identify the articles. 13 studies were identified which discussed adopting personalization and gamified learning experience in education. The results show that the studies that apply personalization within gamified learning approach accelerated during the last 3 years. This review reveals the trends in personalization parameters used in the studies, such as student's learning style and personality type. Moreover, most studies have shown high student performance while using the personalized gamified learning experience. © 2018 IEEE.
Keywords: E-learning; Education computing; Education systems; Gamification; Gamified learning; Learning approach; Learning experiences; Personalization; Personalizations; Personalized learning; Student performance; Students; _AcademicRecoveryOECS

Approximating the Equilibrium Effects of Informed School Choice - Allende, Claudia; Gallego, Francisco; Nielson, Chistopher (2019)
This paper studies the potential small and large scale effects of a policy designed to produce more informed consumers in the market for primary education. We develop and test a personalized information provision intervention that targets families of public Pre-K students entering elementary schools in Chile. Using a randomized control trial, we ﬁnd that the intervention shifts parents’ choices toward schools with higher average test scores, higher value added, higher prices, and schools that tend to be further from their homes. Tracking students with administrative data, we ﬁnd that student academic achievement on test scores was approximately 0.2 standard deviations higher among treated families ﬁve years after the intervention. To quantitatively gauge how average treatment effects might vary in a scaled up version of this policy, we embed the randomized control trial within a structural model of school choice and competition where price and quality are chosen endogenously and schools face capacity constraints. We use the estimated model of demand and supply to simulate policy effects under different assumptions about equilibrium constraints. In counterfactual simulations, we ﬁnd that capacity constraints play an important role mitigating the policy effect but in several scenarios, the supply-side response increases quality, which contributes to an overall positive average treatment effect. Finally, we show how the estimated model can inform the design of a large scale experiment such that reduced form estimates can capture equilibrium effects and spillovers.
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Approximating the Equilibrium Effects of Informed School Choice. - Allende, Claudia; Gallego, Francisco; Nielson, Christopher (2019)
Keywords: ⛔ No DOI found

Taking Advantage of Students’ Passion for Apps in Sustainability and CSR Teaching - Alonso-Martínez, Daniel; Jiménez-Parra, Beatriz; González-Álvarez, Nuria; Godos-Díez, José-Luis; Cabeza-García, Laura (Sustainability, 2019)
Keywords: _C:Brazil BRA; _C:Israel ISR; _C:Japan JPN; _C:Netherlands NLD; _C:Spain ESP; _C:Switzerland CHE; __C:filed:1; __C:scheme:1

Acceptabilité des technologies d'apprentissage mobile: le cas des tablettes - Amadieu, Franck; Mulet, Julie; Van der Linden, Jan; Lombard, Jordan; Van De Leemput, Cécile (2019)
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Cyprus CYP; _C:France FRA; _C:Jordan JOR; _C:Malaysia MYS; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Spatial Distribution of Soil Cationic Micronutrients along Rainfall Gradient in Sorghum-Based Cropping System in Sudano Sahelian Zone of Nigeria. ISSN: 2350-0328 - Amin, M.A.; Omar, G.; Tudunwada, I.Y. (International Journal of Advanced Research in Science, Engineering and Technology, 2019)
Keywords: ⛔ No DOI found

Measuring Human Capital. Policy Research Working Paper - Angrist, N.; Djankov, S.; Goldberg, P.K.; Patrinos, H.A. (2019)