Call Me Educated: Evidence from a Mobile Monitoring Experiment in Niger - Aker, Jenny C; Ksoll, Christopher (2015)
In rural areas of developing countries, education programs are often implemented through community teachers. While teachers are a crucial part of the education production function, observing their effort remains a challenge for the public sector. This paper tests whether a simple monitoring system, implemented via the mobile phone, can improve student learning as part of an adult education program. Using a randomized control trial in 160 villages in Niger, we randomly assigned villages to a mobile phone monitoring component, whereby teachers, students and the village chief were called on a weekly basis. There was no incentive component to the program. The monitoring intervention dramatically affected student performance: During the first year of the program, reading and math test scores were .15-.30 s.d. higher in monitoring villages than in non-monitoring villages, with relatively stronger effects in the region where monitoring was weakest and for teachers for whom the outside option was lowest. We provide more speculative evidence on the mechanisms behind these effects, namely, teacher and student effort and motivation.
Keywords: C:Niger

The Effects of Computer-Assisted Instruction in Reading: A Meta-Analysis - Kunkel, Amy (University of Minnesota, 2015)
The purpose of this study was to investigate the effectiveness of computer-assisted instruction (CAI) to improve the reading outcomes of students in preschool through high school. A total of 61 studies met criteria for this review, and 101 independent effect sizes were extracted. Results indicated that the mean effects for students receiving reading CAI were small, positive, and statistically significant when compared to control groups receiving no treatment or non-reading CAI. Categorical moderator analyses and meta-regression were conducted to explore the variation in effects. Results of an analysis of research quality indicated that, on average, about half of quality indicators were met. The results of this meta-analysis show that CAI in reading can effectively enhance the reading outcomes of students in preschool through high school. Future, high-quality research should be conducted to identify effective programs and establish best practice in the instructional design of CAI to enhance the reading skills of all students.

Learning from Experiments When Context Matters - Pritchett, Lant; Sandefur, Justin (American Economic Review, 2015)
Suppose a policymaker is interested in the impact of an existing social program. Impact estimates using observational data suffer potential bias, while unbiased experimental estimates are often limited to other contexts. This creates a practical trade-off between internal and external validity for evidence-based policymaking. We explore this trade-off empirically for several common policies analyzed in development economics, including microcredit, migration, and education interventions. Based on mean-squared error, non-experimental evidence within context outperforms experimental evidence from another context. This advantage declines, but may not reverse, with experimental replication. We offer four reasons these findings are of general relevance to policy evaluation.
Keywords: Corporate Finance and Governance; Depository Institutions; Design of Experiments: General, Banks; Micro Finance Institutions; Mortgages, Economic Development: Financial Markets; Saving and Capital Investment

Professional Learning Communities - A Guideline for South African Schools - VVOB (VVOB, 2015)
The Department of Basic Education, with the support of VVOB, and with input from a wide range of stakeholders, developed a practical guideline on implementing PLCs in schools. The Integrated Strategic Framework for Teacher Professional Development (ISPFTED) foresees the nation-wide implementation of Professional Learning Communities by 2017. PLCs are put forward as a central instrument to strengthen teachers’ professional development. During a colloquium held in September 2014 a wide range of speakers from academia, government, unions and subject associations provided input on international and local research, local experiences and various initiatives on PLCs. The participants also provided feedback on two draft documents: a policy document on subject committees and PLCs and a practical guideline on implementing PLCs. The final product of this exercise can be downloaded below.

Environmentally Friendly School Infrastructure - Robles, Marina; Näslund-Hadley, Emma; Ramos, María Clara; Paredes, Juan Roberto (2015)
Educational spaces, apart from their functionality and efficient use of natural resources, should be conducive to learning and offer comfort and security to the people entering them. This requires construction and maintenance processes that keep in mind both the occupants and the environmental conditions that surround them.
Keywords: ⛔ No DOI found

The effects of using exploratory computerized environments in grades 1 to 8 mathematics: a meta-analysis of research - Sokolowski, Andrzej; Li, Yeping; Willson, Victor (International Journal of STEM Education, 2015)
The process of problem solving is difficult for students; thus, mathematics educators have made multiple attempts to seek ways of making this process more accessible to learners. The purpose of this study was to examine the effect size statistic of utilizing exploratory computerized environments (ECEs) to support the process of word problem solving and exploration in grades 1 to 8 mathematics using meta-analysis.
Keywords: Computers; Explorations; Grade 1 to 8 mathematics; Meta-analysis; Problem solving; Student achievement

Equitable access to education - Haßler, Björn (2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Concurrent Validity and Inter-rater Reliability (R4D, 2015)

Bringing Learning to Light: The Role of Citizen-Led Assessments in Shifting the Education Agenda - Plaut, Daniel; Jamieson Eberhardt, Molly (Results for Development, 2015)
"Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained

Automated, adaptive guidance for K-12 education - Gerard, Libby; Matuk, Camillia; McElhaney, Kevin; Linn, Marcia C. (Educational Research Review, 2015)
This paper distinguishes features of automated adaptive guidance used in K-12 instructional settings and recommends directions for design. We use meta-analysis to synthesize 24 independent comparisons between automated adaptive guidance and guidance provided during typical teacher-led instruction, and 29 comparisons that isolate the effects of specific adaptive guidance design features in computer-based instruction. We find automated adaptive guidance to be significantly more effective than guidance provided in typical instruction, particularly for students with low prior knowledge. Automated adaptive guidance is most effective when students are generating and integrating ideas (e.g. writing essays, making concept diagrams) as opposed to selecting from the given options. Guidance that promoted self-monitoring was more likely to improve learning outcomes than guidance that addressed only content knowledge. Our findings have implications for researchers who investigate K-12 teaching and learning, designers who create and refine instructional materials using automated guidance, and practitioners who deliver or customize instruction featuring automated guidance.
Keywords: Assessment; Automated guidance; Automated scoring; Pre-college education; Technology

Teacher collaboration: A systematic review - Vangrieken, Katrien; Dochy, Filip; Raes, Elisabeth; Kyndt, Eva (Educational Research Review, 2015)
This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.
Keywords: Teacher collaboration; Teacher teams; Team entitativity

Automating data extraction in systematic reviews: a systematic review - Jonnalagadda, Siddhartha R.; Goyal, Pawan; Huffman, Mark D. (Systematic Reviews, 2015)
Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews.
Keywords: Conditional Random Field; Data Element; PubMed Abstract; Support Vector Machine; Systematic Review Process; _Added-ailr-2024

Does having digital skills really pay off? - OECD (OECD, 2015)
Having the highest levels of skills in problem solving using ICT (information and communication technologies) increases chances of participating in the labour force by six percentage points compared with adults who have the lowest levels of these skills, even after accounting for various other factors, such as age, gender, level of education, literacy and numeracy proficiency, and use of e-mail at home. Adults without ICT experience are less likely to participate in the labour force; if they are employed, they earn less than adults with ICT experience, after accounting for various other factors. Experience in using ICT has a particularly large impact on participation in the labour force and earnings in Australia, England/Northern Ireland (UK) and the United States. Workers who use ICT frequently have substantially higher wages than those who do not use ICT often.
Keywords: Final_citation; existing

The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis - Barrett, Peter; Davies, Fay; Zhang, Yufan; Barrett, Lucinda (Building and Environment, 2015)
Assessments have been made of 153 classrooms in 27 schools in order to identify the impact of the physical classroom features on the academic progress of the 3766 pupils who occupied each of those specific spaces. This study confirms the utility of the naturalness, individuality and stimulation (or more memorably, SIN) conceptual model as a vehicle to organise and study the full range of sensory impacts experienced by an individual occupying a given space. In this particular case the naturalness design principle accounts for around 50% of the impact on learning, with the other two accounting for roughly a quarter each. Within this structure, seven key design parameters have been identified that together explain 16% of the variation in pupils' academic progress achieved. These are Light, Temperature, Air Quality, Ownership, Flexibility, Complexity and Colour. The muted impact of the whole-building level of analysis provides some support for the importance of “inside-out design”. The identification of the impact of the built environment factors on learning progress is a major new finding for schools' research, but also suggests that the scale of the impact of building design on human performance and wellbeing in general, can be isolated and that it is non-trivial. It is argued that it makes sense to capitalise on this promising progress and to further develop these concepts and techniques.
Keywords: BE:RELEVANT; Evidence; Holistic; Learning impacts; Multi-level modelling; Multi-sensory; School design

Relationship of Job Satisfaction and Turnover Intention of Private Secondary School Teachers - Shah, Nazir Haider; Jumani, Nabi Bux (Mediterranean Journal of Social Sciences, 2015)
Keywords: Lebanon_event_2021; _C:Australia AUS; _C:Cameroon CMR; _C:Canada CAN; _C:China CHN; _C:Cyprus CYP; _C:Greece GRC; _C:India IND; _C:Italy ITA; _C:Korea XKOR; _C:Malaysia MYS; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

The implications of school improvement and school effectiveness research for primary school principals in Ethiopia - Mitchell, Rafael (Educational Review, 2015)
In the last 20 years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement and teachers’ professional development. Such programmes – imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners – are implemented “mechanistically”, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including “grey” literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.

Systematic review of current efforts to quantify the impacts of climate change on undernutrition - Phalkey, Revati; Aranda-Jan, Clara B.; Marx, Sabrina; Höfle, Bernhard; Sauerborn, Rainer (Proceedings of the National Academy of Sciences of the United States of America, 2015)
Malnutrition is a challenge to the health and productivity of populations and is viewed as one of the five largest adverse health impacts of climate change. Nonetheless, systematic evidence quantifying these impacts is currently limited. Our aim was to assess the scientific evidence base for the impact of climate change on childhood undernutrition (particularly stunting) in subsistence farmers in low- and middle-income countries. A systematic review was conducted to identify peer-reviewed and gray full-text documents in English with no limits for year of publication or study design. Fifteen manuscripts were reviewed. Few studies use primary data to investigate the proportion of stunting that can be attributed to climate/weather variability. Although scattered and limited, current evidence suggests a significant but variable link between weather variables, e.g., rainfall, extreme weather events (floods/droughts), seasonality, and temperature, and childhood stunting at the household level (12 of 15 studies, 80%). In addition, we note that agricultural, socioeconomic, and demographic factors at the household and individual levels also play substantial roles in mediating the nutritional impacts. Comparable interdisciplinary studies based on primary data at a household level are urgently required to guide effective adaptation, particularly for rural subsistence farmers. Systemization of data collection at the global level is indispensable and urgent. We need to assimilate data from long-term, high-quality agricultural, environmental, socioeconomic, health, and demographic surveillance systems and develop robust statistical methods to establish and validate causal links, quantify impacts, and make reliable predictions that can guide evidence-based health interventions in the future.
Keywords: openalex:cites; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Achieving Rigor in Literature Reviews: Insights from Qualitative Data Analysis and Tool-Support - Bandara, Wasana; Furtmueller, Elfi; Gorbacheva, Elena; Miskon, Suraya; Beekhuyzen, Jenine (Communications of the Association for Information Systems, 2015)

Length of secondary schooling and risk of HIV infection in Botswana: evidence from a natural experiment - De Neve, Jan-Walter; Fink, Günther; Subramanian, S V; Moyo, Sikhulile; Bor, Jacob (The Lancet Global Health, 2015)
Background An estimated 2·1 million individuals are newly infected with HIV every year. Cross-sectional and longitudinal studies have reported conflicting evidence for the association between education and HIV risk, and no randomised trial has identified a causal effect for education on HIV incidence. We aimed to use a policy reform in secondary schooling in Botswana to identify the causal effect of length of schooling on new HIV infection. Methods Data for HIV biomarkers and demographics were obtained from the nationally representative household 2004 and 2008 Botswana AIDS Impact Surveys (N=7018). In 1996, Botswana reformed the grade structure of secondary school, expanding access to grade ten and increasing educational attainment for affected cohorts. Using exposure to the policy reform as an instrumental variable, we used two-stage least squares to estimate the causal effect of years of schooling on the cumulative probability that an individual contracted HIV up to their age at the time of the survey. We also assessed the cost-effectiveness of secondary schooling as an HIV prevention intervention in comparison to other established interventions. Findings Each additional year of secondary schooling caused by the policy change led to an absolute reduction in the cumulative risk of HIV infection of 8·1 percentage points (p=0·008), relative to a baseline prevalence of 25·5% in the pre-reform 1980 birth cohort. Effects were particularly large in women (11·6 percentage points, p=0·046). Results were robust to a wide array of sensitivity analyses. Secondary school was cost effective as an HIV prevention intervention by standard metrics (cost per HIV infection averted was US$27 753). Interpretation Additional years of secondary schooling had a large protective effect against HIV risk in Botswana, particularly for women. Increasing progression through secondary school could be a cost-effective HIV prevention measure in HIV-endemic settings, in addition to yielding other societal benefits. Funding Takemi Program in International Health at the Harvard T.H.Chan School of Public Health, Belgian American Educational Foundation, Fernand Lazard Foundation, Boston University, National Institutes of Health.

Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing - Lai, Fang; Luo, Renfu; Zhang, Linxiu; Huang, Xinzhe; Rozelle, Scott (Economics of Education Review, 2015)
The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.
Keywords: China; Computer-assisted learning; Development; Education; Migration; Random assignment; Test scores; __C:filed:1

Are scripted lessons in for-profit schools ‘‘an audacious answer” for poor kids in Africa and Asia? [Web log post] - , D (Learning and teaching materials: Policy and practice for provision, 2015)

Collaborative inquiry as a professional learning structure for educators: a scoping review - DeLuca, Christopher; Shulha, Jason; Luhanga, Ulemu; Shulha, Lyn M.; Christou, Theodore M.; Klinger, Don A. (Professional Development in Education, 2015)

Implementing school-based teacher development in Tanzania - Hardman, Frank; Hardman, Jan; Dachi, Hillary; Elliott, Louise; Ihebuzor, Noel; Ntekim, Maniza; Tibuhinda, Audax (Professional Development in Education, 2015)
This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region.
Keywords: __C:filed:1

Word Embedding based Generalized Language Model for Information Retrieval - Ganguly, Debasis; Roy, Dwaipayan; Mitra, Mandar; Jones, Gareth J.F. (SIGIR '15: The 38th International ACM SIGIR conference on research and development in Information Retrieval, 2015)

Conducive Attributes of Physical Learning Environment at Preschool Level for Slow Learners - Ahmad, Sabarinah Sh; Shaari, Mariam Felani; Hashim, Rugayah; Kariminia, Shahab (Procedia - Social and Behavioral Sciences, 2015)
Conducive attributes of physical learning environment of schools play a dominant role in the successful delivery of lessons for slow learners. This study aims to propose a framework towards achieving conducive attributes of preschool learning environment suitable for slow learners through literature review. In summary, the physical conditions including human comfort (visual, thermal, acoustic), spatial planning, quality of furnishing and finishing and safety features are important attributes to consider for conducive learning environment. Findings are useful for designers, service providers and policy makers of special needs preschools when making decisions to provide conducive facilities for the slow learners.
Keywords: BE:RELEVANT; Slow learners; conducive attributes; physical learning environment; preschool

Employability Skills in TVET Curriculum in Nigeria Federal Universities of Technology - Ismail, Sarimah; Mohammed, Dahiru Sale (Procedia - Social and Behavioral Sciences, 2015)
In the 21st century, employability skill is the most required skill besides technical knowledge in an attempt to compete for employment and sustain job at the industrial global market. However, Nigerian TVET graduates are not equipped with the employability skills needed by the industries and as a result, they are not ready to enter into workforce. This concept paper is written to discuss how the curriculum of one of TVET programmes at the Federal Universities of Technology in Nigeria, which is Electrical Technology Education has contributed to this issue. Analytical review on Electrical Technology Education programme curriculum showed that the curriculum gave less attention to practice based courses that provide skills of the programme than theory based courses and no course in the programme curriculum that directly teaches good attitudes and traits. As a result, there is lack of incorporation of employability skills such as Problem solving and decision making, Lifelong learning and Competencies amongst the graduates. Other issues discussed are the need of employability skills in TVET curriculum of Nigeria, employability skills, Electrical Technology Education in Nigeria, and the analysis of Electrical Technology Education curriculum in Nigeria The last part of this paper is recommendation for the curriculum of Electrical Technology Education to be designed with equal number of theory and practice courses by giving emphasize on all eleven generic skills, good traits and attitudes.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; Analysis; C:Nigeria; CC:Nigeria; CLL:en; Electrical Technology Education; curriculum; employability skills; integrations; needs; publicImportV1

Effects of Classroom Ventilation Rate and Temperature on Students’ Test Scores - Haverinen-Shaughnessy, Ulla; Shaughnessy, Richard J. (PLOS ONE, 2015)
Using a multilevel approach, we estimated the effects of classroom ventilation rate and temperature on academic achievement. The analysis is based on measurement data from a 70 elementary school district (140 fifth grade classrooms) from Southwestern United States, and student level data (N = 3109) on socioeconomic variables and standardized test scores. There was a statistically significant association between ventilation rates and mathematics scores, and it was stronger when the six classrooms with high ventilation rates that were indicated as outliers were filtered (> 7.1 l/s per person). The association remained significant when prior year test scores were included in the model, resulting in less unexplained variability. Students’ mean mathematics scores (average 2286 points) were increased by up to eleven points (0.5%) per each liter per second per person increase in ventilation rate within the range of 0.9–7.1 l/s per person (estimated effect size 74 points). There was an additional increase of 12–13 points per each 1°C decrease in temperature within the observed range of 20–25°C (estimated effect size 67 points). Effects of similar magnitude but higher variability were observed for reading and science scores. In conclusion, maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students.
Keywords: African American people; BE:RELEVANT; Carbon dioxide; Hispanic people; Human learning; Mathematics; Schools; Standardized tests; Teachers

Mobility-Related Teacher Turnover and the Unequal Distribution of Experienced Teachers in Turkey - Özoğlu, Murat (Educational Sciences: Theory & Practice, 2015)
This study investigates the issue of mobility-related teacher turnover in Turkey through both quantitative and qualitative methods. The quantitative findings derived from descriptive and correlational analyses of countrywide teacher-assignment and transfer data indicate that a high rate of mobility-related turnover is observed in the less- developed, eastern provinces of Turkey. The qualitative findings derived from semi-structured, in-depth interviews with school principals suggest that the factors contributing to the issue of mobility-related teacher turnover experienced in eastern Turkey are largely related to the socio-economic and geographic conditions of the region. The qualitative findings further suggest that this turnover issue may have far-reaching negative consequences across school-wide performances and processes. Participants consistently reported that the issue of teacher turnover had negative impacts on student performance, teacher motivation and commitment, instructional planning, administrative processes, and school climate. The study concludes by exploring possible policy implications for alleviating the issue of mobility-related teacher turnover as experienced in the less-developed, eastern regions of Turkey.
Keywords: Lebanon_event_2021; Turkey; _C:Georgia GEO; _C:Italy ITA; _C:Turkey TUR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

Synchronizing learning material on Moodle and lecture based supportive tool: The REST based approach - Kautsar, I. A.; Musashi, Y.; Kubota, S. I.; Sugitani, K. (2015 International Conference on Information Communication Technology and Systems (ICTS), 2015)
A lecturer's role are the important part for the success of any eLearning platform, include Moodle LMS. Because only lecturers that enrich learning materials. Unfortunately, Indonesia still faces the bandwidth gap that made difficulties to use Moodle as a daily basis. Moreover, it will become complex when lecturer decide to install it on a local machine. This paper presents supportive tool that not only for enrich learning materials in offline conditions with easy initiation steps, but also synchronize it on remote LMS using Moodle RE ST web service in order to share learning material in limited bandwidth.
Keywords: Decision support systems; Hafnium; Information and communication technology; Moodle; Moodle LMS; Moodle REST Web service; REST; REST-based approach; Supportive Tool; Web Service; Web services; bandwidth gap; e-Learning platform; learning management systems; learning material; remote LMS; synchronisation; synchronization

On the impact of early marriage on schooling outcomes in Sub-Saharan Africa and South West Asia - Delprato, Marcos; Akyeampong, Kwame; Sabates, Ricardo; Hernandez-Fernandez, Jimena (International Journal of Educational Development, 2015)
This paper examines the effect of age of marriage on women's schooling outcomes for 36 countries from Sub-Saharan Africa and South West Asia. We employ an instrumental variable approach to account for the endogeneity of early marriage driven by socio-economic and cultural factors. Our results show that delaying early marriage by one year is associated with an increase of half a year of education in Sub-Saharan Africa and nearly one third of a year of education in South West Asia as well as a lower likelihood of dropping out from secondary school of 5.5% in South West Asia.
Keywords: Early marriage; Empowerment; Instrumental variable; South West Asia; Sub-Saharan Africa; Women education

Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments - McEwan, Patrick J. (Review of Educational Research, 2015)
I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primary schools. On average, monetary grants and deworming treatments had mean effect sizes that were close to zero and not statistically significant. Nutritional treatments, treatments that disseminated information, and treatments that improved school management or supervision, had small mean effect sizes (0.04–0.06) that were not always robust to controls for study moderators. The largest mean effect sizes included treatments with computers or instructional technology (0.15); teacher training (0.12); smaller classes, smaller learning groups within classes, or ability grouping (0.12); contract or volunteer teachers (0.10); student and teacher performance incentives (0.09); and instructional materials (0.08). Metaregressions suggested that the effects of contract teachers and materials were partly accounted for by composite treatments that included training and/or class size reduction. There are insufficient data to judge the relative cost-effectiveness of categories of interventions.
Keywords: _Source:Intuitive

Bringing Human Rights Education to US Classrooms: Exemplary Models from Elementary Grades to University - Katz, Susan Roberta (Palgrave, 2015)
Bringing Human Rights Education to US Classrooms presents ten research-based human rights projects powerfully implemented in a range of U.S. classrooms, from elementary school through community college and university. In these classrooms, the students-pri

Enhancing teacher development through 'teacher learning circles' in Malaysian primary schools - Malakolunthu, Suseela (European Conference on Educational Research (ECER 2015), 2015)
Literature reiterates that collaborative inquiry and cooperation with colleagues enhance teacher learning. The experiences and encounters of a two-year Teacher Learning Circle (TLC) project in Malaysia, affirms that teachers do achieve higher levels of pedagogical proficiency through peer observation, joint planning, and post lesson evaluation that allow critical review and reinterpretation of their own teaching.Three major characteristic dimensions-detached talk to collegiality,adoption of key principles, and depths of pedagogical talks did indicate the nature of teacher interactions and the complex dynamics of the teacher learning circles.Judiciously implemented TLC would make a difference in teacher learning.
Keywords: __C:filed:1

Perceptions of pre-service English teachers towards the integration of an LMS into English language teacher education - Basal, Ahmet (Journal of Technology and Teacher Education, 2015)
With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments.
Keywords: ERIC, Current Index to Journals in Education (CIJE); Education--Computer Applications; Educational technology; English (Second Language); English teachers; Foreign Countries; Foreign language instruction; Higher Education; Language Teachers; Language teachers; Learning management systems; Likert Scales; Management Systems; Mixed Methods Research; Positive Attitudes; Postsecondary Education; Preservice Teachers; Questionnaires; Second Language Instruction; Second Language Learning; Semi Structured Interviews; Student Attitudes; Teacher Education; Teacher education; Technology Integration; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2096949; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Theme 1: Creative Approaches (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 1: Creative approaches (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

UNESCO Global Network of Learning Cities - UNESCO Institute for Lifelong Learning (2015)

Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends? - Cilliers, Francois J. (Perspectives on Medical Education, 2015)
Newman JH. Discourses on the scope and nature of university education, addressed to the Catholics of Dublin. Dublin: James Duffy; 1852. Osler W. Examinations, examiners and examinees. Lancet. 1913;1047–59. Deng F, Gluckstein JA, Larsen DP. Student-directed retrieval practice is a predictor of medical licensing examination performance. Perspect Med Educ. 2015;4. DOI: 10.1007/s40037-015-0220-x Cilliers FJ, Schuwirth LWT, Adendorff HJ, Herman N, Vleuten CPM van der. The mechanism of impact of summative assessment on medical students’ learning. Adv Health Sci Educ. 2010;15:695–715. Article Google Scholar Dochy F, Segers M, Gijbels D, Struyven K. Assessment engineering: breaking down barriers between teaching and learning, and assessment. In: Boud D, Falchikov N, editors. Rethinking assessment in higher education: learning for the longer term. Oxford: Routledge; 2007. pp. 87–100. Cilliers FJ, Schuwirth LWT, Herman N, Adendorff H, Vleuten CPM van der. A model of the pre-assessment learning effects of summative assessment in medical education. Adv Health Sci Educ. 2012;17:39–53. Article Google Scholar Roediger HL, Butler AC. The critical role of retrieval practice in long-term retention. Trends Cogn Sci. 2011;15:20–7. Article Google Scholar Watling C. Cognition, culture, and credibility: deconstructing feedback in medical education. Perspect Med Educ. 2014;3:124–8. Article Google Scholar Saville BK, Pope D, Lovaas P, Williams J. Interteaching and the testing effect: a systematic replication. Teach Psychol. 2012;39:280–3. Article Google Scholar Lundeberg MA, Fox PW. Do laboratory findings on test expectancy generalize to classroom outcomes? Rev Educ Res. 1991;61:94–106. Article Google Scholar Watling CJ. Unfulfilled promise, untapped potential: feedback at the crossroads. Med Teacher. 2014;36(8):692–7. Article Google Scholar Sundre DL, Kitsantas A. An exploration of the psychology of the examinee: can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance? Contemp Educ Psychol. 2004;29:6–26. Article Google Scholar Cilliers FJ, Schuwirth LWT, Vleuten CPM van der. A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC Med Educ. 2012;12. Download references Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, Anzio Road, 7925, Observatory, South Africa Francois J Cilliers You can also search for this author in PubMed Google Scholar Correspondence to Francois J Cilliers. This article is published under an open access license. Please check the 'Copyright Information' section for details of this license and what re-use is permitted. If your intended use exceeds what is permitted by the license or if you are unable to locate the licence and re-use information, please contact the Rights and Permissions team. Cilliers, F. Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends?. Perspect Med Educ 4, 280–281 (2015). https://doi.org/10.1007/s40037-015-0229-1 Download citation Published: 23 October 2015 Issue Date: December 2015 DOI: https://doi.org/10.1007/s40037-015-0229-1
Keywords: __C:filed:1

Exploring the Emergence of Community Support for School and Encouragement of Innovation for Improving Rural School Performance: Lessons Learned at Kitamburo in Tanzania - Ngalawa, Athanas August; Simmt, Elaine; Glanfield, Florence (Global Education Review, 2015)
This article describes a qualitative exploration of a primary school in a remote rural community of Tanzania, whose students showed promising performance in mathematics, as measured by the Primary School Leaving Examinations (PSLE). Case study methods were used to conduct research about the school and community in order to understand the dynamics that shape the school and village as community and communities. Interviews, focus groups, and observations were conducted. The paper identifies the role of village leadership in generating a learning community (Warren, 2005), that initiated community support of the school, which in turn prompted teachers’ innovations for developing in their work as professionals, that improved teaching and learning practices in mathematics and contributed to the noted promising performance on the PSLE. The article concludes that although school principals and teachers are regarded as keys in generating professional learning communities (DuFour, DuFour, & Eaker, 2008; Fullan, Hill &Crévola, 2006 ), under good community leadership communities may be essential catalysts in establishing and sustaining professional learning communities and contribute to school improvement.
Keywords: ⛔ No DOI found

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
Keywords: Access to education; Digital Divide; Distance learning; Education; Final_citation; MOOCs; Socioeconomic factors; cited; existing

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
Keywords: Access to education; Digital Divide; Distance learning; Education; MOOCs; Socioeconomic factors

Children's travel to school—the interaction of individual, neighbourhood and school factors - Easton, Sue; Ferrari, Ed (Transport Policy, 2015)
The increase in average distance from home to secondary school over recent decades has been accompanied by a significant growth in the proportion of pupils travelling to school by motorized means as opposed to walking or cycling. More recently this switch in travel mode has received considerable attention as declining levels of physical activity, growing car dependence and the childhood obesity “crisis” have pushed concerns about the health of future generations up the public health agenda, particularly in the U.S., but also in the UK and Europe. This has led to a proliferation of international studies researching a variety of individual, school and spatial characteristics associated with children's active travel to school which has been targeted by some governments as a potential silver bullet to reverse the trend. However, to date national pupil census data, which comprises annual data on all English pupils, including a mode of travel to school variable, has been under-utilised in the analysis of how pupils commute to school. Furthermore, methodologically, the grouped nature of the data with pupils clustered within both schools and residential neighbourhoods has often been ignored - an omission which can have considerable consequences for the statistical estimation of the model. The research presented here seeks to address both of these points by analysing pupil census data on all 26,709 secondary pupils (aged 11–16) who attended schools in Sheffield, UK during the 2009–10 school year. Individual pupil data is grouped within school, and neighbourhood, within a cross-classified multilevel model of active versus motorised modes of commuting to school. The results support the findings of other research that distance to school is key, but suggest that sociospatial clustering within neighbourhoods and schools is also critical. A further finding is that distance to school varies significantly by ethnicity, with white British pupils travelling the shortest distance of all ethnic groups. The implications of these findings for education and transport policy are discussed.
Keywords: Active transport; Mode of travel; Motorised transport; Multilevel model; Pupils; Secondary; Sociospatial; Travel to school

Predicting poverty and wealth from mobile phone metadata - Blumenstock, J.; Cadamuro, G.; On, R. (Science, 2015)

Theme 2: Questioning (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 2: Questioning (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning - Pritchett, Lant (Research on Improving Systems of Education, 2015)
Keywords: Final_citation; existing

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.

Successes and challenges of implementing a teacher education project in rural Sierra Leone - Mcdermott, Peter; Allen, Nancy (International Journal of Educational Research, 2015)
Keywords: _C:Sierra Leone SLE

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

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

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

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

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

T-TEL school partnership innovation (2016)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Teacher Professional Development: Insights, Programmes & Resources - Haßler, Björn (African Deans of Education, 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

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

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

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

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

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

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

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

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

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

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

A short guide on the use of technology in learning: Perspectives and Toolkit for Discussion - Haßler, Björn; Major, L; Warwick, P; Watson, Steve; Hennessy, S; Nichol, B (Faculty of Education, University of Cambridge, 2016)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; Monday; TL:English; TL:Translated; TranslationGoingAhead; Zenodo; _r:ImportedToMyEducationEvidence

Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development - Haßler, Björn; Major, L; Warwick, P; Watson, Steve; Hennessy, S; Nichol, B (Faculty of Education, University of Cambridge, 2016)
Keywords: AWP2; Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; CitedIn:BIBBTVET; CitedIn:OER4Schools-HHH3-B; CitedIn:OER4Schools-HHH3-B-AUTHORS; CitedIn:eCubed; DIAL-RDO; Done:ReferenceFixed; IMPORT_FROM_DFID_RITE; InPrep; TPD@Scale-cited; _bjoern_cv; _r:ImportedToMyEducationEvidence; eCubed; ⛔ No DOI found

Tablet use in schools: a critical review of the evidence for learning outcomes - Haßler, Björn; Major, Louis; Hennessy, Sara (Journal of Computer Assisted Learning, 2016)
The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; Android; Australia AUS; Author:Haßler; Author:OpenDevEd; Belgium BEL; Björn-CV-OECS; Canada CAN; Chile CHL; DL4D cited; Malawi MWI; Monday; New Zealand NZL; Spain ESP; TL:Arabic; TL:English; TL:Translated; Thailand THA; TranslationGoingAhead; Turkey TUR; _C:Brazil BRA; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Kenya KEN; _C:Norway NOR; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:United Kingdom GBR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; iPad; learning outcomes; publicImportV1; school; systematic reviews; tablets

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

(untitled) - Piper (2016)
Keywords: auto_merged

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

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

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

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

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

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

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

Planning and governance for blended pedagogies and engagement of knowledge economy for South Africa's national development agenda - Ramoroka, Tlou Millicent (University of Limpopo, 2016)
Keywords: _C:Algeria DZA; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Congo XCO; _C:Dominican Republic DOM; _C:Egypt EGY; _C:Estonia EST; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Ireland IRL; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Latvia LVA; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:Nigeria NGA; _C:North Macedonia MKD; _C:Norway NOR; _C:Poland POL; _C:Romania ROU; _C:Serbia SRB; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sweden SWE; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

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

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