The production of human capital in developed countries: Evidence from 196 randomized field experiments - Fryer, Jr, R.G. (Handbook of Economic Field Experiments, 2017)

Entrepreneurship Education in Sub-Saharan Africa: Results of a Case Study in Senegal - Garcia-Rodriguez, Francisco J; Gil-Soto, Esperanza; Ruiz-Rosa, Ines; Sene, Papa Mamour (2017)
The number of entrepreneurship education programs has grown worldwide in the last two decades. This has helped consolidate a fruitful line of research focusing on measuring the impact that these programs have on participating students' entrepreneurship potential. However, to date, these programs have almost exclusively centered on more developed countries. The present work, on the contrary, analyses the impact of an entrepreneurship promotion program carried out for a period of three years in the socioeconomic and cultural context of a less developed country: Senegal. Specifically, the program was aimed at students on different degree programs at the University of Gaston Berger. Theoretical approaches of effectuation and bricolage were applied and students' enterprise potential was tested ex ante and ex post. The results show that students had a significant improvement in their entrepreneurial potential, thus reflecting the effectiveness of entrepreneurship education in these contexts.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Senegal; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; D:less developed country; F:Improvement; F:attitude; P:culture; Q:degree; R:case study; R:impact; T:entrepreneurship education; Z:Attitudes; Z:Developing countries--LDCs; Z:Entrepreneurs; Z:Students; publicImportV1; ⛔ No DOI found

Sparking a Reading Revolution: Results of Early Literacy Interventions in Egypt and Jordan - Gove, Amber; Brombacher, Arnout; Ward-Brent, Michelle (New Directions for Child and Adolescent Development, 2017)
This article examines the effects of two early grade reading interventions in two Arabic-speaking contexts (Egypt and Jordan), developed in partnership with ministries of education. The interventions relied on similar research bases for improving reading instruction in Arabic. In Egypt, the results of a 166-school pilot led to the national scale-up of the Early Grade Reading Program for more than 4 million children in grades 13. Informed by Egypt's experience, a demonstration effort in 43 schools led to a national rollout in Jordan's 2,651 public primary schools and the creation of a remediation program. We reflect on the conditions that influenced the pilot and scale-up outcomes given the commitments made to "inclusive and equitable quality education and lifelong learning opportunities for all" under the United Nations Sustainable Development Goals.
Keywords: _Added to LR; _T:reviewed

Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia - Gove, Amber; Korda Poole, Medina; Piper, Benjamin (New Directions for Child and Adolescent Development, 2017)
Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.
Keywords: Final_citation; cited; existing

Digest of TVET institutions statistics in Nigeria 2014-15 - Government of Nigeria (2017)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Directory of Accredited Programmes Offered in Polytechnics, Technical and Vocational Institutions - Government of Nigeria (2017)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; TVET Provider; publicImportV1

SECT: The standardized early childhood development costing tool - Gustafsson‐Wright, Emily; Boggild‐Jones, Izzy; Gardiner, Sophie (2017)
Keywords: ⛔ No DOI found

Teachers’ Use of Information and Communications Technology in Education: Cameroon Secondary Schools Perspectives - Haji, abdoulai; Moluayonge, Gracemary Eloheneke; Park, Innwoo (TOJET : The Turkish Online Journal of Educational Technology; Adapazari, 2017)
Keywords: :C:Cameroon; Cited; Communications technology; Data acquisition; Developing nations; Education; Education--Teaching Methods And Curriculum; Information technology; Learning; RRQ1:High; RRQ2:Medium; Rural areas; Secondary schools; Statistical tests; Teachers; Teaching; Training; ⛔ No DOI found

Extracting business objects and activities from labels of German process models - Hake, P.; Fettke, P.; Neumann, G. (2017)
Keywords: ⛔ No DOI found

Gestaltungsorientierung als Entwicklungsstrategie zur Beförderung der beruflichen Fortbildung – dargestellt und untersucht am Beispiel des Projektes VET-Net - Haseloff, Gesine (2017)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; C:Mozambique; C:South Africa; publicImportV1; ⛔ No DOI found

The Train the Trainer-System ؊ Results of a research and development project for and with VET pedagogues in Sub-Saharan Africa - Haseloff, Gesine (2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; CLL:en; publicImportV1; ⛔ No DOI found

The Availability of Electronic Courses Using ICT Infrastructure in Teaching and Learning among Teachers in Nigeria's TVET Institutions. - Hashim, MHM; Abubakar, B (2017)
Abstract: As information and communication technology becomes a regular feature of the educational environment, it may be difficult for teaching and learning activities especially in TVET institutions to remain unchallenged. However, ICT application as a pedagogical tool in Nigerian TVET institutions is not a common practice and it also remains unclear how utilisation of ICT enhances pedagogy. This study is interested in the availability of electronic courses using ICT infrastructure in teaching and learning. Using activity theory as a guide, multiple case studies are conducted. The Qualitative Case Study Methodology is used in this research. Five TVET institutions and 20 participants are selected using maximum variation and homogeneous purposive sampling strategies, respectively. During the visits to the institutions, classroom observation is carried out, documents such as the curriculum and teacher's lecture materials are reviewed for triangulation. Semi-structured interviews are conducted with 20 selected participants as the primary data collection method. At the data analysis stage, the inductive and deductive methods are used to analyse the data and two strategies of grounded theory as open and axial coding are employed. The coding process is achieved through the use of an inherent feature of NViVOlO. The findings show that four themes: availability of infrastructure, computer specifications, educational software and connectivity.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:teaching; P:electro; P:teachers; Q:ICT; Q:educational technology; T:TVET; publicImportV1; ⛔ No DOI found

An Atlas of The Forty Colleges of Education in Ghana - Haßler, Björn; Akunor, J. T.; Nyamador, E. S. (2017)
Keywords: Author:Haßler; Author:OpenDevEd; _C:Ghana GHA; _C:Mexico MEX; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence

Effective teaching and learning of large cohorts in institutions of higher learning in Zambia: Challenges and opportunities - Haßler, Björn; Shemi, Alice (2017)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _bjoern_cv; _comingsoon; _r:AddedByMyEducationEvidence

Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers - Henaku, Christina Bampo; Pobbi, Michael Asamani (Journal of Education and Practice, 2017)
Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers--and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study.
Keywords: Behavior Change; Classroom Techniques; Comparative Analysis; Conventional Instruction; Distance Education; ERIC, Current Index to Journals in Education (CIJE); Elementary Education; Elementary School Teachers; Foreign Countries; Ghana; Intermode Differences; Multidimensional Scaling; Questionnaires; Statistical Analysis; Teacher Surveys; Teaching Skills; Training Methods; __:import:01; __:match:final; __:matched; __:study_id:2096069; __finaldtb; ⛔ No DOI found

Improving Mathematics in Key Stages 2 and 3 - Henderson, P; Hodgen, J; Foster, C; Kuchemann, D (2017)
Eight recommendations to improve outcomes in maths for 7-14 year olds

International Experiences with Intergrating Interactive Whiteboards: Policy, Practice, Pedagogy and Professional Development - Hennessy, Sara (Life in schools and classrooms, 2017)
Keywords: __C:filed:1

Features of iPad language applications for speech-language therapy with children - Heyman, Nikki (2017)
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Canada CAN; _C:India IND; _C:Japan JPN; _C:New Zealand NZL; _C:Portugal PRT; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Switzerland CHE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Barriers to and facilitators of the inclusion of learners with special education needs: An appraisal of the education systems of the islands of the Eastern Caribbean - Hodge, Carel Eulena; Bennett, Cary; Harrington, Ingrid; Zafarullah, Habib M. (2017)
Keywords: _Added to LR; _G:reviewed; ⛔ No DOI found

Professional development in clinical leadership: Evaluation of the chief residents clinical leadership and management programme - Hofmann, Riikka; Vermunt, Jan D. (Faculty of Education, University of Cambridge Working Paper, 2017)
Keywords: __C:filed:1; ⛔ No DOI found

EdTech Decision-making in Higher Education - Hollands, Fiona M.; Escueta, Maya (2017)
Keywords: Stefanie

Chapter 12: Considerations in Costing ODL and ICTs in TVET - Hoosen, S; Butcher, N (Using ICTs and Blended Learning in Transforming TVET, 2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Botswana; C:Namibia; C:South Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:OER; T:TVET; publicImportV1

Bring your own device? - Hynes, Paul; Younie, Sarah (Debates in Computing and ICT Education, 2017)
Keywords: __C:filed:1

World Employment and Social Outlook: Trends for Women 2017 - I.L.O. (Essays on the Economics of Education'. International Initiative for Impact Evaluation (3ie). 2016. "Impact Evaluation Repository." In. Islam, Asad. 2019. 'Parent–teacher meetings and student outcomes: Evidence from a developing country, 2017)
Keywords: ⛔ No DOI found

Chapter 9: INVEST Africa - Isaacs, Shafika (Using ICTs and Blended Learning in Transforming TVET, 2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Kenya; C:Zambia; CA:AandC; CLL:en; publicImportV1

Roll Call: Getting Children into School - J-PAL (2017)
Keywords: ⛔ No DOI found

Tablets im Schulunterricht in Skandinavien - Jahnke, Isa (Tablets in Schule und Unterricht, 2017)
Keywords: __C:filed:1

Open Government Case Study: Costing Sierra Leone’s Open Data Program - Joswiak, Naomi (Results for Development, 2017)
Keywords: _C:Sierra Leone SLE; ___working_potential_duplicate

Improving literacy instruction in Kenya through teacher professional development and text messages support: a cluster randomized trial - Jukes, Matthew CH; Turner, Elizabeth L.; Dubeck, Margaret M.; Halliday, Katherine E.; Inyega, Hellen N.; Wolf, Sharon; Zuilkowski, Stephanie Simmons; Brooker, Simon J. (Journal of Research on Educational Effectiveness, 2017)
Keywords: Final_citation; cited; existing

Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers - Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo (International Journal of Whole Schooling, 2017)
Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school–community and school–university collaborations may foster collaborative school cultures and inclusive inservice teacher education. The study discusses the role of teachers’ voices in informing teacher education development for educational equity and inclusion.
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Central African Republic CAF; _C:Finland FIN; _C:India IND; _C:Japan JPN; _C:Namibia NAM; _C:North Macedonia MKD; _C:Pakistan PAK; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Social Dimension and Participation in Vocational Education and Training - Kaiser, Franz; Krugmann, Susann (Social Dimension and Participation in Vocational Education and Training, 2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Egypt; CLL:en; publicImportV1; ⛔ No DOI found

An Observational Study of Classroom Acoustical Design and Repetitive Behaviors in Children With Autism - Kanakri, Shireen M.; Shepley, Mardelle; Tassinary, Louis G.; Varni, James W.; Fawaz, Haitham M. (Environment and Behavior, 2017)
The objective of the present study is to explore the impact of acoustical design on children with autism in school classrooms. Empirical research on this topic will provide information on how interior space features and spatial environment characteristics can be used to support the learning and developmental needs of children with autism. Specifically, the connection between repetitive behaviors and ambient noise levels in school classroom environments was observed in four classrooms. The occurrence of repetitive motor movements, repetitive speech, ear covering, hitting, loud vocalizations, blinking, and verbally complaining in relation to decibel levels were analyzed using Noldus Observer XT software. As hypothesized, a correlation between noise levels and frequency of target behaviors was found; that is, as decibel levels increased, several of the observed behaviors occurred with greater frequency. Further empirical testing is necessary to test a causal relationship between increased ambient noise levels and autism-related behaviors, and sensory discomfort as a mediator of that relationship. Findings are applied to the development of classroom design guidelines.

A guide for Accelerated Education Programme designers, implementers, evaluators and agencies - Kayla Boisvert; Jennifer Flemming; Ritesh Shah (2017)

Challenges of Technical Vocational Teacher Education and Teaching in Nigeria: The Need for Intervention - Kennedy, George W; Udoetuk, Udeme S (2017)
This paper reviews the critical roles of Technical Vocational teacher education and teaching in Nigeria. The paper establishes a nexus between quality Technical Vocational teacher education and national development. Critical challenges to Technical Vocational teacher education programmes and the teaching profession in Nigeria are identified to include over-crowded classes for teacher’s trainees, inequity in urban/rural deployment of teachers, poor funding and inadequate facilities, low quality Information and Communication technology (ICT) compliance and non-professionalization of teaching in Nigeria. Recommendations which include, a standard class, equity in urban/rural deployment of teachers, training/or retraining of Technical Vocational teacher in qualitative Information and Communication technology (ICT), Technical Vocational teacher mandatory membership in professional organisation, periodic attendance and active participation at conferences, seminars and workshop were made.
Keywords: _C:China CHN; _C:India IND; _C:Japan JPN; _C:Nigeria NGA; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

The impact of teachers’ perspectives on the development of computing as a subject - Kennewell, Steve; Barnes, Jan (Debates in Computing and ICT Education, 2017)
Keywords: __C:filed:1

Blog-based professional development of English teachers in Mumbai: the potential of innovative practice under scrutiny - Khan, Atiya (Australasian Journal of Educational Technology, 2017)
The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.
Keywords: Action Research; Case Studies; Communities of Practice; Diaries; ERIC, Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Faculty Development; Foreign Countries; India; Language Teachers; Participant Observation; Private Schools; Qualitative Research; Questionnaires; Reflective Teaching; Second Language Instruction; Semi Structured Interviews; Teacher Collaboration; Web Sites; Workshops; __:import:01; __:match:final; __:matched; __:study_id:2096053; __finaldtb

Investigating teachers’ pedagogical experiences with tablet integration in Korean rural schools - Kim, Hye Jeong; Kim, Hyeoncheol (The Asia-Pacific Education Researcher, 2017)
Keywords: __C:filed:1

A development and application of the teaching and learning model of artificial intelligence education for elementary students - Kim, Kapsu; Park, Youngki (Journal of The Korean Association of Information Education, 2017)
Keywords: ❓ Multiple DOI

Landscape report on early grade literacy - Kim, Y.-S.G.; Boyle, H.; Zuilkowski, S.S.; Nakamura, P. (USAID, 2017)

Darpa Is Funding Projects that Will Try to Open up AI’s Black Boxes - Knight, W. (MIT Technology Review, 2017)
Keywords: ⛔ No DOI found

Text mining in organizational research - Kobayashi, V.B.; Mol, S.T.; Berkers, H.A. (Organizational Research Methods, 2017)
Keywords: _Added-ailr-2024

Empfehlung zur Beruflichen Orientierung an Schulen - Kultusministerkonferenz (2017)

Implementing the flipped classroom in teacher education: evidence from Turkey - Kurt, Gökçe (Journal of Educational Technology & Society, 2017)
The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.
Keywords: Blended Learning; Blended learning; Classroom Techniques; Classroom management; Classrooms; Control Groups; Conventional Instruction; ERIC, Current Index to Journals in Education (CIJE); Education; Education--Teaching Methods And Curriculum; Educational Technology; English (Second Language); Experimental Groups; Flipped classroom; Focus Groups; Foreign Countries; Higher Education; Homework; Language Teachers; Learning; Postsecondary Education; Pre-service teachers of English; Preservice Teacher Education; Pretests Posttests; Program Effectiveness; Qualitative analysis; Quasiexperimental Design; Reversing; Scores; Second Language Instruction; Self Efficacy; Statistical Analysis; Teacher education; Teachers; Teaching Methods; Teaching methods; Technology Uses in Education; Tests; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2097427; __finaldtb; ⛔ No DOI found

The Concept of Competence Based Assessment in Vocational Education and Training - Kyobe, Ethel (2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; CLL:en; publicImportV1; ⛔ No DOI found

Education ICT assemblage: encounters of discourses, emotions, affects, subjects, and their productive forces - Lameu, Paula Cristina (University of Birmingham, 2017)
Keywords: _C:Australia AUS; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:Korea, Republic KOR; _C:New Zealand NZL; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Chapter 13: Planning for the Use of ICTs at the National and Institutional Levels - Latchem, C (Using ICTs and Blended Learning in Transforming TVET, 2017)
Open and distance learning (ODL) and information and communication technologies (ICTs) are viewed by many policy makers, at both national and institutional levels, as a potentially cost-effective means of tackling the challenges of access, equity and quality in education. Sound and rigorous financial planning is essential for governments and institutions seeking to harness these methods, but unfortunately there has been little analysis of the costs of such provision in the Technical and Vocational Education and Training (TVET) sector. Arguably, this is because there appears to have been less of a focus on research in TVET compared to tertiary education. Also, there may be a perception among some in the sector that ODL is an inappropriate means of imparting vocational and technical skills, a perception that possibly derives from memories of the shortcomings of earlier correspondence education and the notion that technical and vocational skills can only be mastered in the workplace or training centres. With the growing ability to present simulations and modelling using ICTs, it is becoming increasingly possible to offer new forms of TVET at a distance. However, there may be misguided or ill-informed assumptions and claims about the cost savings of employing these technologies that suggest that ODL is less expensive than traditional contact education. For a start, achieving economies of scale can be a major challenge in integrating ICTs in TVET, since the training demand in most developing countries is for small numbers of graduates in a wide range of occupational profiles (UNESCO IITE, 2005). Economic concerns can raise major barriers to offering ODL programmes in TVET. This is particularly challenging in contexts where government funding for TVET is low. For example, in Zambia, the level of government subvention to TVET institutions is less than 6 per cent in some cases (Herd and Mead Richardson, 2015). This lack of funding limits the Considerations in Costing ODL and ICTs in TVET Sarah Hoosen and Neil Butcher CHAPTER 186 extent of training, the number of students who can be trained and the quality of the training, with the recruitment of teachers, modernisation of equipment and acquisition of training resources being especially affected (Siriwardene and Qureshi, 2009). With many TVET systems in the developing world now considering the adoption of ODL and ICTs because of the promised cost efficiencies, it is important to examine the costing of these new educational and training practices. Given the dearth of resources focusing specifically on costing ODL in TVET, this chapter focuses more generally on costs in the use of ODL and ICTs and extrapolates these findings to the TVET context. This chapter explores the costs of ODL and how to avoid the ramifications of weak financial planning.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CLL:en; publicImportV1

Chapter 14: Conclusions and Recommendations - Latchem, Colin (Using ICTs and Blended Learning in Transforming TVET, 2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; publicImportV1

Using ICTs and Blended Learning in Transforming TVET - Latchem, Colin (UNESCO; COL, 2017)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; HDR25; publicImportV1

The Future of Jobs and Jobs Training - Lee, Rainee; Anderson, Janna (Pew Research Center, 2017)
As robots, automation and artificial intelligence perform more tasks and there is massive disruption of jobs, experts say a wider array of education and skills-building programs will be created to meet new demands. There are two uncertainties: Will well-prepared workers be able to keep up in the race with AI tools? And will market capitalism survive?

Learning to teach in higher education in South Africa - Leibowitz, Brenda; Bozalek, Vivienne; Garraway, James; Herman, Nicoline; Jawitz, Jeff; Muhuro, Patricia; Ndebele, Clever; Quinn, Lynn; Van Schalkwyk, Susan; Vorster, Jo-Anne (2017)
Keywords: ⛔ No DOI found

THE USE OF MOBILE PLATFORMS IN SCIENCE LEARNING: A COMPARATIVE STUDY BETWEEN PORTUGAL AND THE UK - Leitão, Rui; Turner, Sarah; Maguire, Martin (2017)
Keywords: _C:Portugal PRT; _C:Spain ESP; __C:filed:1; __C:scheme:1

Design-based implementation research - LeMahieu, Paul G.; Nordstrum, Lee E.; Potvin, Ashley Seidel (Quality Assurance in Education, 2017)

Apprentissages scolaires et technologies numériques: une revue critique des méta-analyses - Leroux, Gabrielle; Monteil, Jean-Marc; Huguet, Pascal (L’Année psychologique, 2017)
Keywords: __C:filed:1; literature / systematic review

Generalizing about Public Health Interventions: A Mixed-Methods Approach to External Validity - Leviton, Laura C. (Annual Review of Public Health, 2017)
Public health researchers and practitioners are calling for greater focus on external validity, the ability to generalize findings of evidence-based interventions (EBIs) beyond the limited number of studies testing effectiveness. For public health, the goal is applicability: to translate, disseminate, and implement EBIs for an impact on population health. This article is a review of methods and how they might be combined to better assess external validity. The methods include (a) better description of EBIs and their contexts; (b) combining of statistical tools and logic to draw inferences about study samples; (c) sharper definition of the theory behind the intervention and core intervention components; and (d) more systematic consultation of practitioners. For population impact, studies should focus on context features that are likely to be both important (based on program theory) and frequently encountered by practitioners. Mixed-method programs of research will allow public health to expand causal generalizations.

Effect van een Robot op het aanleren van Productieve Woordenschat in een Tweede Taal bij Kleuters - Limpens, Lisa GA (2017)
Keywords: _C:Chile CHL; _C:Netherlands NLD; _C:United States USA; __C:filed:1; __C:scheme:1

Technical and Vocational Education and Training in Sub-Saharan Africa: the missing middle in post-school education - Lolwana, Peliwe (2017)
The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CLL:en; publicImportV1; ⛔ No DOI found

Introduction Keynotes - Technical and Vocational Education and Training in Sub-Saharan Africa: the missing middle in post-school education - Lolwana, Peliwe; Oketch, Moses O. (Vocational Education and Training in Sub-Saharan Africa, 2017)
The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; AA:SSA; CLL:en; Comparative Analysis; publicImportV1

Geo-spatial analyses in education research: the critical challenge and methodological possibilities - Lubienski, Christopher; Lee, Jin (Geographical Research, 2017)
The usefulness of spatial perspectives in education research is well known, particularly in fields such as school choice that are operationalised in multiple institutional, demographic, and local geographies. But the modes of spatial inquiry, even as they can potentially lend themselves to integrated research strategies, tend to be fragmented and isolated, failing to take into account multiple dimensions of contextual factors. Our purpose is to provide critical deliberations on geo-spatial methods in school choice research and suggest an integrative approach to enhance research on school choice from a geographic perspective. This paper first demonstrates the linkage of spatial approaches to school choice, and then surveys geo-spatial research as typically leveraged on this issue. We argue that there are inherent limitations to the typical conceptions of space in geo-spatial analyses and discuss two of the major challenges to these conceptions as provided by critical theorists and geographers. But we also point out that these challenges suggest alternatives that themselves have serious shortcomings. The concluding discussion sets out some of the possibilities of a more integrated approach to spatial inquiry in education research, and school choice more specifically.
Keywords: Lebanon_event_2021; _C:Australia AUS; _C:Canada CAN; _C:Chile CHL; _C:Georgia GEO; _C:Ireland IRL; _C:Japan JPN; _C:New Zealand NZL; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; access; education policy; equity; school choice; spatial inquiry

The datafied child: The dataveillance of children and implications for their rights - Lupton, Deborah; Williamson, Ben (New Media & Society, 2017)

BRIEF Implementation Science and Practice in the Education Sector - Lyon, Aaron R (2017)
Keywords: education; ⛔ No DOI found

Tablet use in schools: impact, affordances and considerations - Major, Louis; Haßler, Björn; Hennessy, Sara (Handbook on Digital Learning for K-12 Schools, 2017)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Australia AUS; _C:New Zealand NZL; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

The effects of language-and literacy-focused professional development on early educators and children: A best-evidence meta-analysis - Markussen-Brown, Justin; Juhl, Carsten B.; Piasta, Shayne B.; Bleses, Dorthe; Højen, Anders; Justice, Laura M. (Early childhood research quarterly, 2017)

El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria1 The use of tablets and their impact on learning. A national research in Primary Education schools - Martí, Mar Camacho; Mon, Francesc Marc Esteve (Revista de educación, 2017)
Keywords: _C:Dominican Republic DOM; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Iran IRN; _C:Lebanon LBN; _C:Malaysia MYS; _C:Netherlands NLD; _C:Spain ESP; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Can we use Google Scholar to identify highly-cited documents? - Martín-Martín, Alberto; Orduña-Malea, Enrique; Harzing, Anne-Wil; López-Cózar, Emilio Delgado (Journal of informetrics, 2017)

Preschool and Child Development Under Extreme Poverty: Evidence from a Randomized Experiment in Rural Mozambique. - Martinez, Sebastian; Naudeau, Sophie; Pereira, Vitor (World Bank, 2017)

The Integration of Tablet Computers in Preparing Students for the Grade Four Literacy Test: Perception Versus Reality - McGhie-Sinclair, Tracy-Ann S. (Temple University, 2017)
Keywords: __C:filed:1

Challenging Conventional Wisdom for Multivariate Statistical Models With Small Samples - McNeish, Daniel (Review of Educational Research, 2017)

Strengthening Teacher Professional Development: Local and global communities of practice in Kakuma Refugee Camp - Mendenhall, Mary (Columbia University, 2017)
Keywords: C:Kenya; _C:Burundi BDI; _C:Congo XCO; _C:Ethiopia ETH; _C:France FRA; _C:Kenya KEN; _C:Pakistan PAK; _C:Somalia SOM; _C:South Sudan SSD; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; __C:filed:1; __C:scheme:1

Lernprozesse mit digitalen Werkzeugen unterstützen–Perspektiven aus der Didaktik naturwissenschaftlicher Fächer - Meßinger-Koppelt, Jenny; Schanze, S.; Groß, Jorge (Joachim Herz Stiftung Verlag, Hamburg, 2017)
Keywords: _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom - Minaz, Maksal; Tabassum, Rabia; Idris, Muhammad (Pakistan Journal of Education, 2017)
Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan.
Keywords: Education; Educational technology; Learning; Pedagogy; Podcasts; Professional development; Teacher attitudes; __:import:01; __:match:final; __:matched; __:study_id:2096864; __finaldtb; ⛔ No DOI found

What does the African Education Research Database tell us about research in West Africa? - Mitchell, R.; Rose, P. (ADEA. Available at: http://www. adeanet. org/en/blogs/what-does-the-african-education-research-database-tell-us-about-research-in-west-africa (Accessed 05/03/18), 2017)
Keywords: ⛔ No DOI found

The economy of hope - Miyazaki, Hirokazu; Swedberg, Richard (University of Pennsylvania Press, 2017)
Keywords: Hope

Education Sector Plan (2018-2020) - MOEST (2017)

Sierra Leone Ethics and Scientific Review Committee – APPLICATION GUIDELINES - MoHS (Ministry of Health and Sanitation, 2017)
Keywords: _C:Sierra Leone SLE

‘The best app is the teacher’Introducing classroom scripts in technology-enhanced education - Montrieux, Hannelore; Raes, Annelies; Schellens, Tammy (Journal of Computer Assisted Learning, 2017)
Keywords: _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Greece GRC; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Can new modes of digital learning help resolve the teacher crisis in sub-Saharan Africa? - Moon, Bob; Villet, Charmaine (Journal of Learning for Development, 2017)
Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.
Keywords: Africa; Computer Uses in Education; ERIC, Current Index to Journals in Education (CIJE); Educational Change; Educational Policy; Electronic Learning; Faculty Development; Foreign Countries; Higher Education; Inservice Teacher Education; Online Courses; Postsecondary Education; Preservice Teacher Education; Resource Units; Teacher Shortage; ⛔ No DOI found

The strategic action field framework for policy implementation research - Moulton, Stephanie; Sandfort, Jodi R. (Policy Studies Journal, 2017)

Analysis of factors affecting pupil performance in Malawi’s primary schools based on SACMEQ survey results - Mulera, David Mc W.J.; Ndala, Ken Kaziputa; Nyirongo, Richard (International Journal of Educational Development, 2017)
The paper employs techniques of multilevel modelling and geographical information systems (GIS) on Malawi’s SACMEQ1 I, II and III data to identify factors aﬀecting pupil performance in primary education of Malawi. The study reveals that in some districts pupils performed much better than others. Whilst in majority of cases the achievement levels of pupils were closely associated with the levels of inputs and services, there were some districts that did not demonstrate a positive correlation. The analysis further shows that pupils’ low socioeconomic status, high pupil-teacher ratios and the more time head teachers spent in teaching other than on school management were more signiﬁcant factors that negatively aﬀected pupil performance.
Keywords: _C:Botswana BWA; _C:Colombia COL; _C:Kenya KEN; _C:Laos LAO; _C:Malawi MWI; _C:Mozambique MOZ; _C:Namibia NAM; _C:South Africa ZAF; _C:Thailand THA; _C:Uganda UGA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Cycling to School: Increasing Secondary School Enrollment for Girls in India - Muralidharan, Karthik; Prakash, Nishith (American Economic Journal: Applied Economics, 2017)
We study the impact of an innovative program in the Indian state of Bihar that aimed to reduce the gender gap in secondary school enrollment by providing girls who continued to secondary school with a bicycle that would improve access to school. Using data from a large representative household survey, we employ a triple difference approach (using boys and the neighboring state of Jharkhand as comparison groups) and find that being in a cohort that was exposed to the Cycle program increased girls’ age-appropriate enrollment in secondary school by 32 percent and reduced the corresponding gender gap by 40 percent. We also find an 18 percent increase in the number of girls who appear for the high-stakes secondary school certificate exam, and a 12 percent increase in the number of girls who pass it. Parametric and non-parametric decompositions of the triple-difference estimate as a function of distance to the nearest secondary school show that the increases in enrollment mostly took place in villages that were further away from a secondary school, suggesting that the mechanism of impact was the reduction in the time and safety cost of school attendance made possible by the bicycle. We also find that the Cycle program was much more cost effective at increasing girls’ secondary school enrollment than comparable conditional cash transfer programs in South Asia.
Keywords: _genre:PR-primary_research; interesting

The need of developing a self-critical experimental attitude – intentions, concepts and consequences for vocational teacher education - Naeve-Stoß, Nicole (2017)
The central aim of teacher education is to develop a profound scientific professionalism, which enables teachers to reflect upon their educational actions in a complex and non-standardized pedagogical environment. In this sense, study programs in teacher education for vocational schools should foster the development of both a self-critical experimental attitude and an inquiry-based disposition, as well as the willingness to engage in self-reflection. The development of such attitudes is enabled by the concepts of reflexive and research-based learning, which will be outlined in this paper.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; publicImportV1; ⛔ No DOI found

Whatsapp auto responder using natural language processing and AI - Nagender, Y.; Patil, Kiran H. (Int. J. Comput. Eng. Technol, 2017)
Keywords: ⛔ No DOI found

Participatory Learning and Action (PLA) - Napier, Alison; Simister, Nigel (INTRAC for Civil Society, 2017)

Community Information Policing Booklet - National Police Service (2017)

Promoting effective Work Integrated Learning (WIL) and Recognition of Prior Learning (RPL) practices in the TVET sector through research - Nduna, Nothemba Joyce (2017)
There is a growing interest in increasing research capacity in South African public Higher Education Institutions (HEIs) in general and in Universities of Technology (UoTs) and Technical and Vocational Education and Training (TVET) Colleges in particular. As part of its strategy to increase research capacity, the Education, Training and Development Practices Ϫ Sector Education and Training Authority (ETDP SETA) has established six Research Chairs in six public HEIs. This article introduces the work of the Research Chair for Work Integrated Learning (WIL) and Recognition of Prior Learning (RPL) that was established by the ETDP SETA in August 2015. The purpose of introducing the work of the Research Chair is to explore possibilities for research collaborations and partnerships with a variety of stakeholders at local, national and international levels. The article is divided into five sections. The first section is an introduction which provides the context, focus and purpose of the Research Chair. This section also highlights the need for research into WIL current practices and WIL staff development needs and advocates for the development of WIL related HEQSF qualifications in the TVET sector. The second section provides an overview of literature on WIL and RPL and relates the work of the Research Chair to the 2013 Policy on Professional Qualifications for lecturers in TVET and the 2015 Draft RPL Policy for the Higher Education Qualifications Sub-Framework (HEQSF). The third section deals with the research methodology that covers the research questions, intended outcomes and data collection processes that were involved. The fourth section discusses the research findings and enabling factors for the Research Chair. The final section provides a summary of the findings and calls for research collaborations.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; CLL:en; publicImportV1; ⛔ No DOI found

Medien im naturwissenschaftlichen Unterricht - Nerdel, Claudia (Grundlagen der Naturwissenschaftsdidaktik, 2017)
Keywords: __C:filed:1

Implications of the University of South Africa's (UNISA) shift to open distance e-learning on teacher education - Ngubane-Mokiwa, Sindile A. (Australian Journal of Teacher Education, 2017)
Keywords: ⛔ No DOI found

Blended learning vid lärares professionella lärande - Nilsson, Malin (2017)
Keywords: _C:Canada CAN; _C:Finland FIN; _C:New Zealand NZL; _C:Portugal PRT; _C:Tanzania TZA; _C:United Kingdom GBR; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Cross-country comparison of TVET systems, practices and policies, and employability of youth in sub-Saharan Africa - Oketch, M. O. (In: Eicker, F and Haseloff, G and Lennartz, B, (eds.) Vocational Education and Training in sub-Saharan Africa: Current situation and development. (pp. 25-38). W.Bertelsmann Verlag: Bielefeld, Germany. (2017), 2017)
In recent years, organisations such as the African Development Bank (AfDB), and several African governments have conceded that TVET may have a positive impact on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth skills development. The criticisms of TVET in the past, and attitudes toward it, coupled with a period of neglect by governments and donors have all resulted in insufficient understanding of the positive effects TVET can have on the youth and on economic development compared to other regions of the world that have had clearly developed agenda for youth skills development through further colleges, community colleges, or apprenticeships. Nevertheless, there are signs of renewed interest and possible progress, and some countries have started to put in place innovative policies to strengthen Technical and Vocational Education and Training (TVET) systems. But this progress is limited and hasn‘t been well researched and understood in comparison with other regions of the world. This is partly due to the past attitudes toward TVET, but may also result from limited understanding of the present positive role that TVET can play to harness youth dividend in the region. This paper aims to add to better and more research evidence on the role of TVET in youth skills development and employment in Africa using key economic and education highlights and the cases of Kenya, Ghana and Botswana by examining the policies and practices that characterize the TVET landscape across these Sub-Saharan African countries from a political economy approach.

Cross-country comparison of TVET systems, practices and policies, and employability of youth in Sub-Saharan Africa - Oketch, Moses (2017)
In recent years, organisations such as the African Development Bank (AfDB), and several African governments have conceded that TVET may have a positive impact on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth skills development. The criticisms of TVET in the past, and attitudes toward it, coupled with a period of neglect by governments and donors have all resulted in insufficient understanding of the positive effects TVET can have on the youth and on economic development compared to other regions of the world that have had clearly developed agenda for youth skills development through further colleges, community colleges, or apprenticeships.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; C:Botswana; C:Kenya; CLL:en; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in Uganda - Okiror, J.J.; Hayward, Geoff; Winterbottom, M (The Journal of Agricultural Education and Extension, 2017)
This paper examines the in-service teacher training needs of secondary school agriculture teachers in Uganda as the country moves towards an ‘outcome-based’ education by removal of subjects and instead, uses learning areas, presenting a need for new pedagogical skills among teachers. Design/methodology/approach: A cross-sectional survey was conducted in Uganda between June and September 2016 to assess the teaching methods and teacher training needs for secondary school agriculture curriculum. Data were collected from 80 agriculture teachers and 57 administrators from 60 secondary schools, randomly drawn from 25 districts in Uganda. The data were analysed with descriptive statistics. Findings: The findings show that there about 10 key competences required by the teachers to thrive in their profession. These range from traditional classroom teaching to community outreach and linkages with agribusinesses which is in tandem with outcome-based education beyond the classroom walls. Respondents highlight lack of practical agriculture skills and exposure to the modern farming practices. Theoretical implications: This paper examines role of formal in-service teacher training based on theory of change and proposes using professional learning communities for school-level improvements. Practical implication: The results were not significant enough to warrant strong recommendations. However, they suffice to highlight a growing need for in-service teacher support mechanism for a dynamic subject like agriculture using communities of practice at school and district levels. Originality/value: In the current context of growing concern for unemployment in Africa, secondary schools will require competent teachers to engage students into transferable learning, given that it is the terminal level of education for majority. © 2017 Wageningen University.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:Improvement; F:curriculum; F:learning; F:outcomes; F:pedagogy; F:teaching method; P:agricultural; P:agriculture; P:measurement; P:mechanic; P:services; P:teacher education; P:teacher training; P:teachers; Q:community of practice; Q:secondary education; R:interview; R:observation; R:questionnaire; R:survey; T:Classroom teaching; T:learning community; T:work-based learning; Z:Administrator Surveys; Z:Agricultural Education; Z:Agricultural education; Z:Curriculum reform; Z:Educational Needs; Z:Employment skills; Z:Foreign Countries; Z:Inservice Teacher Education; Z:Interviews; Z:Observation; Z:Outcome Based Education; Z:Questionnaires; Z:Secondary School Teachers; Z:Secondary education; Z:Teacher Competencies; Z:Teacher Surveys; Z:Teacher capacity; Z:Teacher education; Z:Teaching Methods; Z:Teaching methods; _C:Uganda UGA; publicImportV1

Comparison of Errorless Learning and Response Cost to simple Trial and Error learning in an automated learning environment - Ólafsson, Brynjar (2017)
Keywords: _C:Iceland ISL; __C:filed:1; __C:scheme:1

Public Policies of Agroecology in the State of Minas Gerais: An Analysis from the perspective of dichotomic paradigms of agrarian development - Oliveira, Andre Correa de (Anais do Encontro Nacional de Ensino e Pesquisa do Campo de Públicas, 2017)
Keywords: Author:OpenDevEd

Google Scholar as a source for scholarly evaluation: a bibliographic review of database errors - Orduña Malea, Enrique; Martín-Martín, Alberto; Delgado-López-Cózar, Emilio (Revista española de documentación científica, 2017)
Keywords: ⛔ No DOI found

Do ResearchGate Scores create ghost academic reputations? - Orduna-Malea, Enrique; Martín-Martín, Alberto; Thelwall, Mike; López-Cózar, Emilio Delgado (Scientometrics, 2017)

Effectiveness of an iPad Intervention to Support Development of Maths Skills in Foundation Year Children - Outhwaite, Laura (2017)

Closing the gap: efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children - Outhwaite, Laura A.; Gulliford, Anthea; Pitchford, Nicola J. (Computers & Education, 2017)
Keywords: __C:filed:1

Access and use of clinical informatics among medical doctors in selected teaching hospitals in Nigeria and South Africa - Owolabi, Kehinde Aboyami (University of Zululand, 2017)
Keywords: _C:Angola AGO; _C:Australia AUS; _C:Austria AUT; _C:Belgium BEL; _C:Benin BEN; _C:Bhutan BTN; _C:Bosnia and Herzegovina BIH; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Canada CAN; _C:China CHN; _C:Colombia COL; _C:Congo XCO; _C:Cuba CUB; _C:Denmark DNK; _C:Egypt EGY; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Gambia GMB; _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:Kuwait KWT; _C:Liberia LBR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mexico MEX; _C:Morocco MAR; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Philippines PHL; _C:Portugal PRT; _C:Qatar QAT; _C:Romania ROU; _C:Saudi Arabia SAU; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Togo TGO; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

MOOCs for in-service teachers: the case of Uganda and lessons for Africa - Oyo, B.; Kalema, B. M.; Byabazaire, J. (Revista Española de Pedagogía, 2017)
Keywords: Final_citation; cited; existing

MOOCs for in-service teachers: the case of Uganda and lessons for Africa - Oyo, B.; Kalema, B.M.; Byabazaire, J. (Revista Española de Pedagogía, 2017)
In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.
Keywords: _Source:Intuitive; _THEME: Education management; _THEME: Teacher Professional Development; __:import:03; __:match:final; __:matched; __:study_id:2426079; __finaldtb

A comparative study of TVET in 5 African Countries with a specific focus on TVET Teacher Education - Papier, Joy (2017)
This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘TVET Teacher Education in Africa’ that was commissioned in terms of an EU-South African collaboration in 2013. While the focus was on vocational teacher education, the contextual realities of each country‘s vocational systems was studied as this would impact on every aspect of vocational teacher development, for instance, what teachers would have to teach, who the students might be, how students would be expected to learn, available funding for Vocational Education and so on. Comparisons were therefore made over a range of elements that included the systems in place for vocational training, systems of vocational teacher education, and the modalities for training of VET teachers.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CLL:en; _C:Denmark DNK; _C:Egypt EGY; _C:Finland FIN; _C:Ghana GHA; _C:Ireland IRL; _C:Netherlands NLD; _C:South Africa ZAF; _C:Sweden SWE; _C:Tanzania TZA; __C:filed:1; __C:scheme:1; publicImportV1; ⛔ No DOI found

Fundamentals... Session 1 - Vocational Education and Training: basics for teaching and research in Vocational Education and Training at universities - Papier, Joy; Hartmann, Martin D.; Ogwo, Benjamin A.; Ezekoye, Benadeth N.; Gessler, Michael (W. Bertelsmann Verlag, 2017)
This session highlights the basics of Vocational Education and Training (VET). Each university has its own characteristics. The contributions seek to encourage various forms of VET. Challenges for universities and other institutions are emphasised. The contributions help draw conclusions for the Further structuring of VET in Sub-Saharan Africa. Other country-specific articles from the session concentrate on the characteristics and orientation of VET systems, thereby helping create an overall picture of the status of VET in all participating countries. The participants endeavored to analyze the current situation of VET in Sub-Saharan Africa by exploring the character and individual design of the current VET systems in the participating countries. Contributions by: Duncan Ken Downing Jillian D'Oliveira Singo Brígida Papier Joy Hartmann Martin D. Ogwo Benjamin A. Ezekoye Benadeth N. Gessler Michael
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Cameroon; C:Ghana; C:South Africa; C:Tanzania; CA:AandC; CL:de; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:pedagogy; F:policy; F:qualification; F:teaching; P:construction; P:culture; P:economy; P:teacher education; Q:ICT; Q:degree; Q:e-learning; Q:flexible; Q:masters; T:Ausbildung; T:Educação profissionalizante; T:Lehrlingsausbildung; T:TVET; T:dual TVET; T:in-service TVET; T:occupational education; T:trainee; publicImportV1; ⛔ No DOI found

Nutiseadmete kasutamise profiilid loodusainete ja matemaatika õppimise kontekstis - Pedaste, Margus; Must, Olev; Leijen, Äli; Mäeots, Mario; Siiman, Leo; Kori, Külli; Adov, Liina (Eesti Haridusteaduste Ajakiri, 2017)
Keywords: _C:Estonia EST; _C:Luxembourg LUX; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Creating Research Practice Partnerships in Education. - Penuel, William R.; Gallagher, Daniel J. (ERIC, 2017)
Keywords: Final_citation

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis - Perelmutter, Bogi; McGregor, Karla K.; Gordon, Katherine R. (Computers & education, 2017)
Keywords: __C:filed:1; literature / systematic review

Diferencias por Género y Contexto Socioeconómico del Impacto de la Plataforma Adaptativa de Matemática. - Perera, Marcelo; Aboal, Diego (CINVE., 2017)

Evaluación del Impacto de la Plataforma Adaptativa de Matemática en los Resultados de los Aprendizajes - Perera, Marcelo; Aboal, Diego (Centro de Investigaciones Económicas, 2017)
Keywords: ⛔ No DOI found

Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system - Piper, Benjamin; Oyanga, Arbogast; Mejia, Jessica; Pouezevara, Sarah (International Journal of Education and Development using Information and Communication Technology, 2017)
Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.
Keywords: C:Kenya; _C:Brazil BRA; _C:Catalan Republic XCATA; _C:Ghana GHA; _C:Guinea GIN; _C:Honduras HND; _C:India IND; _C:Kenya KEN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Malawi MWI; _C:Niger NER; _C:Peru PER; _C:Portugal PRT; _C:Tanzania TZA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

A Quasi-Experimental Study of the Classroom Practices of English Language Teachers and the English Language Proficiency of Students, in Primary and Secondary Schools in Bangladesh - Power, Tom; McCormick, Robert; Asbeek-Brusse, Elsbeth (2017)
English in Action (EIA) is an English language teacher development project based in Bangladesh that was intended to run from 2008 to 2017, but which was extended at the request of the Government of Bangladesh, with additional funding from UKAID, for a further year to 2018. By the time of the design of this study (2014-2015) EIA was drawing to the end of upscaling (phase III, 2011-2014) and entering institutionalisation and sustainability (phase IV, 2014-17, extended 2018). Successive prior studies had indicated substantial success in improving both teachers’ classroom practices and student learning outcomes, over the pre-project baseline (e.g. EIA 2011, 2012). The 2014 Annual Review of EIA recommended that in the final phase, EIA should explore whether it would be possible to carry out a study that compared a ‘counterfactual’ or control-group of teachers and students, to the ‘EIA’ or treatment schools: i.e. a Randomised Control Trial or Quasi-Experimental study. A proposal for a Quasi-Experimental study was developed in collaboration with DFID’s South Asia Research Hub (SARH), which also provided the additional funding necessary to implement such a study. The teachers and students who were the subject of this study, were the fourth cohort to participate in English in Action (together with teachers from ‘control’ schools, in the same Upazilas). This fourth EIA cohort included Schools, Teachers and Students from approximately 200 Upazilas (of approximately 500 in total) across Bangladesh, including some of the most disadvantaged areas (with reference to UNICEF deprivation index), such as Char, Hoar and Monga districts. Teachers took part in a school-based teacher development Programme, learning communicative language teaching approaches through carrying out new classroom activities, guided by teacher development videos that showed teachers, students and schools similar to those across the country. Teachers also had classroom audio resources for use with students. All digital materials were available offline, on teachers own mobile phones, so there is no dilution of the Programmes core messages about teaching and learning, by some intermediary coming between the teacher and the materials. Teachers were supported through these activities, by other teachers in their schools, by their head teachers and by local education officers. Some teachers from each area were also given additional support and guidance from divisional EIA staff, to act as Teacher Facilitators, helping teachers work through activities and share their experiences at local cluster meetings. Whereas previous cohorts of teachers had attended eight local teacher development meetings over their participation in the project, for Cohort Four, this was reduced to four meetings, with a greater emphasis being placed on support in school by head teachers, as well as support from local education officers. This change was part of the move towards institutionalisation and sustainability of project activities within and through government systems and local officers. The purpose of this study was both to provide the evaluation evidence required for the final phase of the EIA project and to contribute to the international body of research evidence on effective practices in teacher development in low-to-middle income country contexts.
Keywords: Final_citation; cited; existing

Mobiles Lernen. Auch zu Hause? - Prasse, Doreen; Egger, Nives; Honegger, Beat Döbeli (Tablets in Schule und Unterricht, 2017)
Keywords: __C:filed:1

Girls’ Schooling and Women’s Literacy: Schooling targets alone won’t reach learning goals (CGD Policy Paper 104) - Pritchett, Lant; Sandefur, Justin (Washington, DC: Center for Global Development, 2017)
Keywords: ⛔ No DOI found

Terminology for dissemination and implementation research - Rabin, Borsika A.; Brownson, Ross C. (Dissemination and implementation research in health: Translating science to practice, 2017)
Keywords: ⛔ No DOI found

Neural sequence learning models for word sense disambiguation - Raganato, A.; Bovi, CD; Navigli, R. (2017)
Keywords: ⛔ No DOI found

Empowering Students to Improve the World in Sixty Lessons. Version 1.0 - Reimers, Fernando (CreateSpace Independent Publishing Platform, 2017)

P for Platform. Architectures of large-scale participatory design - Roland, Lars Kristian; Sanner, Terje Aksel (2017)
Participatory Design (PD) has traditionally been committed to extensive interaction between developers and situated users to mitigate the disempowering consequences of computerization, such as the deskilling of labour workers. However, the widespread adoption of off-the-shelf software and the emergence of complex information system architectures with interdependencies across user groups and organizations challenge the applicability of traditional custom PD. Pressure is put on PD to scale with initiatives that span an increasing number and distribution of heterogeneous settings, developers, users and uses over time. In this article, we follow a PD project that started out in post-apartheid South Africa more than two decades ago. The project, which centres on the development of a software product for decentralised public health care management, has since grown into a venture with a significant footprint in the Global South. In order to problematise the scaling of key aspects of PD, such as the politics of design, the nature of participation and participatory design techniques, we first review extant literature and develop a classification of four different types of PD with respect to scale. We then apply the typology to our empirical case to discuss PD in relation to architectural traits at different stages of project scale. We contribute to PD literature by addressing the exploratory research question: What role does architecture play in large scale PD? Specifically, the study highlights how an emergent platform architecture and its surrounding ecosystem co-constitute a platform for participation in design.

Un modèle dédié à la conception et l’analyse de ressources numériques visant leur appropriation par les élèves - Rosillo, Taïma del Carmen Pérez (Université de Lyon, 2017)
Keywords: _C:Argentina ARG; _C:Australia AUS; _C:Brazil BRA; _C:Canada CAN; _C:France FRA; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

WAYZ: a co-designed touch-ready game for children with special needs to assess and improve visual perception skills - Rougnant, Alexis; Gelsomini, Mirko; Garzotto, Franca (IEEE, 2017)
Keywords: __C:filed:1; __C:scheme:1

A conceptual framework to understand teachers’ Professional Dispositions and Orientation towards tablet technology in secondary schools - Sackstein, Suzanne; Slonimsky, Lynne (South African Computer Journal, 2017)
Keywords: _C:Cuba CUB; _C:South Africa ZAF; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Co-creation of OER by teachers and teacher educators in Colombia - Sáenz Rodríguez, María del Pilar; Pino, Ulises Hernandez; Hernández, Yoli Marcela (Adoption and impact of OER in the Global South, 2017)
This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.
Keywords: __:import:02; __:match:final; __:matched; __:study_id:3123702; __finaldtb

Understanding elementary teachers' experiences and views using interactive whiteboards for pedagogical practices - Samsonova, Olga (2017)
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Cyprus CYP; _C:Egypt EGY; _C:Iran IRN; _C:Jordan JOR; _C:Lithuania LTU; _C:Malaysia MYS; _C:Netherlands NLD; _C:North Cyprus XNCYP; _C:Spain ESP; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Digital media and youth: A primer for school psychologists - Savina, Elena; Mills, Jennifer L.; Atwood, Kelly; Cha, Jason (Contemporary School Psychology, 2017)
Keywords: __C:filed:1

Praxishandbuch Wirtschaft in Afrika - Schmidt, Thomas; Pfaffenberger, Kay; Liebing, Stefan (Springer Gabler, 2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; CLL:de; publicImportV1

How to Construct a Mixed Methods Research Design - Schoonenboom, Judith; Johnson, R. Burke (Kolner Zeitschrift Fur Soziologie Und Sozialpsychologie, 2017)
This article provides researchers with knowledge of how to design a high quality mixed methods research study. To design a mixed study, researchers must understand and carefully consider each of the dimensions of mixed methods design, and always keep an eye on the issue of validity. We explain the seven major design dimensions: purpose, theoretical drive, timing (simultaneity and dependency), point of integration, typological versus interactive design approaches, planned versus emergent design, and design complexity. There also are multiple secondary dimensions that need to be considered during the design process. We explain ten secondary dimensions of design to be considered for each research study. We also provide two case studies showing how the mixed designs were constructed.

Left to their own devices: the everyday realities of one-to-one classrooms - Selwyn, Neil; Nemorin, Selena; Bulfin, Scott; Johnson, Nicola F. (Oxford Review of Education, 2017)
Keywords: __C:filed:1

The Contribution of Digital Technologies to Service Delivery: An Evidence Review - Sharmin, Shumona; Faith, Becky; Prieto Martín, P.; Ramalingam, Ben (IDS, 2017)
Keywords: _C:Afghanistan AFG; _C:Armenia ARM; _C:Australia AUS; _C:Azerbaijan AZE; _C:Bangladesh BGD; _C:Bhutan BTN; _C:Bolivia BOL; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Catalan Republic XCATA; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Costa Rica CRI; _C:Cuba CUB; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guatemala GTM; _C:Guinea GIN; _C:Guyana GUY; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Kyrgyzstan KGZ; _C:Lesotho LSO; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mexico MEX; _C:Myanmar MMR; _C:Nepal NPL; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Panama PAN; _C:Paraguay PRY; _C:Peru PER; _C:Philippines PHL; _C:Qatar QAT; _C:Romania ROU; _C:Rwanda RWA; _C:Samoa WSM; _C:Singapore SGP; _C:Solomon Islands SLB; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Venezuela VEN; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; literature / systematic review

Establishment of a VET-system with focus on Further Education: presentation of ideas on the motivation and establishment of a Further Education system, especially in universities in sub-Saharan Africa - Shindi, Alpheas (2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Namibia; CLL:en; publicImportV1; ⛔ No DOI found

EDUCATION IN POST-FEDERATION MONTSERRAT: REFLECTIONS, INTROSPECTIONS AND PROPOSITIONS - SHOTTE, GERTRUDE (The Caribbean in a Changing World: Surveying the Past, Mapping the Future, Volume 2, 2017)
Keywords: ⛔ No DOI found

Curriculum re-engineering and development in Zambia: the sociology of education in the face of globalisation. - Simamuna, Mubita Likando; Mulenga, Innocent Mutale (The University of Zambia Press, 2017)

The Relationship Between School Distance And Academic Achievement Of Primary School Pupils In Ovia North-East Lga, Edo State, Nigeria. - Stanley, Udoka; Emmanuel, Nelly; Igboh, Benedict (2017)
The aim of this study was to investigate the relationship between school distance and academic achievement of primary school pupils in Ovia North-East LGA. As a guide to this study, four research questions as well as three hypotheses were tested the correlational research design was adopted for this study. The population of the study comprised all primary schools in Ovia North-East LGA. There are one hundred and one primary schools out of which twenty schools (20%) were sampled using the random sampling technique and one hundred teachers were used as sample for the study. The research instrument was a structured questionnaire on relationship between school distance and academic achievement of primary school pupils (S.D.A.A.Q). The reliability of the instrument was established through the use of test re-test method. The collected data were analyzed using simple percentage and Pearson Product Moment Correlation (PPMC) statistic was used in testing the hypotheses at 0.05 level of significance. The instrument was trial tested in Uselu primary school, Egor Local Government Area in Edo State using 20 teachers. The reliability coefficient was 0.86. The findings of the study revealed that: pupils in Ovia North-East LGA covered long distance to school; there is significant relationship between school distance and academic achievement of primary school pupils; there is a relationship between school distance and academic achievement of male primary school pupils While for the female, there is no significant relationship between school distance and academic achievement. It was thus recommended that primary schools should be located in different strategic locations in the Local Government Area to reduce the distance covered by the pupils. Alternatively, school buses should be made available to convey the pupils to and from schools to overcome the problem of late coming and tiredness on the part of the pupils thereby by enhancing their academic achievement. Parents and guardians should locate schools closer to their place of residence so as to prevent the pupils from walking long distance to schools which may reduce the level of their academic achievement. Furthermore, the Government should ensure that the available primary schools are made conducive for effective learning so as to improve the academic achievement of the pupils. Again, pupils should be motivated as well as reinforced on regular basis to encourage them to attend school regularly.

Integrating deep linguistic features in factuality prediction over unified datasets - Stanovsky, G.; Eckle-Kohler, J.; Puzikov, Y. (2017)
Keywords: ⛔ No DOI found

Sierra Leone 2015 population and housing census: Thematic report on poverty and durables - Statistics Sierra Leone (Statistics Sierra Leone, 2017)
Keywords: _C:Sierra Leone SLE

Sierra Leone Multiple Indicator Cluster Survey 2017, survey findings report - Statistics Sierra Leone (Statistics Sierra Leone, 2017)
Keywords: _C:Sierra Leone SLE

Midline survey: Transforming teacher education and learning - T-TEL (2017)
Keywords: _C:Ghana GHA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

The Digital Divide in Language and Literacy Education - Tate, Tamara; Warschauer, Mark (Language, Education and Technology, 2017)
Keywords: __C:filed:1

How to do your research project: a guide for students in education and applied social sciences - Thomas, Gary (SAGE Publications, 2017)

Living systematic reviews: 2 - Thomas, J.; Noel-Storr, A.; Marshall, I. (Combining human and machine effort. Journal of Clinical Epidemiology, 2017)

Teacher education in the 21st century digitalization: Open access, digital health and wellness: Colloquium presentation at the Aga Khan-IED Conference Oct 23-25, 2017, Hotel Africana, Kampala, Uganda - Tibenderana, Prisca Dr; Sumil, Novembrieta Dr; Busingye, Janice Dr; Mayende, Kiwelu Jackline; Osamai, Moses Odeke; Bounty, Kirabo Joseph Dr (2017)
Keywords: __C:filed:1; ⛔ No DOI found

Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence - Tondeur, Jo; Van Braak, Johan; Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne (Educational Technology Research and Development, 2017)
Keywords: Final_citation

Influencing appraisals of emotional valence with spatial touchscreen interactions: An embodied approach to Positive Technology - Torres, Sergio Cervera (2017)
Keywords: _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Italy ITA; _C:Netherlands NLD; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Indoor environmental quality, pupils' health and academic performance - Toyinbo, Oluyemi Olagoke (Itä-Suomen yliopisto, 2017)
Basic elementary school is compulsory for students in most countries of the world. Therefore, children spend a considerable amount of their time in school studying. Subsequently, exposure to substances in their school indoor environment can affect their studies and health. In addition , children are more susceptible to indoor pollutants because their organ systems are immature. In general, there has been more research on the impact of offices and industrial environments on adult occupants than research on school environments involving pupils. The aim of this thesis is to assess elementary schools’ indoor environmental quality, and its associations with pupils’ health and learning outcomes. Data were collected from three countries (samples including all elementary schools in Finland, seventy elementary schools in United States of America and five elementary schools in Nigeria). This included measuring classroom indoor and outdoor temperature, carbon dioxide, carbon monoxide and relative humidity. Ventilation rates were also assessed as well as cleaning effectiveness. A walkthrough was done to evaluate school building characteristics while students and school principals were asked questions about health and school environmental conditions respectively. Data were also recovered from registries. The results from Finland showed that noise and poor air quality in classrooms were the most prevalent indoor environmental (IEQ) factors causing discomfort, while headache, fatigue and stuffy nose were the most prevalent health problems reported by students. Where students reported poor air quality in classrooms, it was associated with high measured mean temperature and low ventilation rates in those classrooms. Respiratory symptoms increased with thermal discomfort, inadequate ventilation and moisture damage. Missed school days as a result of respiratory symptoms was more common in schools with inadequate ventilation. Inadequate ventilation was associated with learning outcomes. Ventilation rate was dependent on the type of the ventilation system. Upgraded systems were found to provide more adequate ventilation and thermal comfort in schools. A negative significant correlation was also found between the number of students in the classroom and ventilation rate per student. In the US study, academic performance such as passing mathematical and reading tests was related to ventilation rates and indoor temperature in classrooms. Inadequate ventilation was associated with increased visits to school nurses due to respiratory symptoms while biological contamination of high contact surfaces was related to increased visits due to gastro-intestinal symptoms. In the Nigerian study, thermal discomfort was observed in classrooms especially in the afternoon even though most classrooms were adequately ventilated judging by indoor carbon dioxide (CO2) concentration. There was lack of functioning bathrooms in most schools studied and biological contamination of student desk was moderately high based on adenosine triphosphate (ATP) testing. It was considered important that activities that emit or produce hazardous materials are not present or near school buildings, as this will ultimately affect the IEQ of classrooms. There is a need to constantly and continuously evaluate school buildings, so that the best possible indoo r environment can be provided for students at all times.
Keywords: BE:LMIC; BE:RELEVANT

Building and Sustaining National Educational Technology Agencies : Lessons, Models and Case Studies from Around the World - Trucano, Michael; Dykes, Gavin (World Bank Education, 2017)
National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions.

A GIS Based Biophysical Analysis of the Karfi Sector in Kano River Irrigation Project, Kano State, Nigeria - Tudunwada, I.Y.; Khalifa, S.S. (Soil Science Society of Nigeria. ATBU Bauchi, 2017)
Keywords: ⛔ No DOI found

Lineament Mapping for Groundwater Exploration in Kano State, Nigeria - Tudunwada, I.Y.; Maina, M.M. (2017)
Keywords: ⛔ No DOI found

The Influences of Emotion on Learning and Memory - Tyng, Chai M; Amin, Hafeez U; Saad, Mohamad N; Malik, Aamir S (Frontiers in Psychology, 2017)
Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving. Emotion has a particularly strong influence on attention, especially modulating the selectivity of attention as well as motivating action and behavior. This attentional and executive control is intimately linked to learning processes, as intrinsically limited attentional capacities are better focused on relevant information. Emotion also facilitates encoding and helps retrieval of information efficiently. However, the effects of emotion on learning and memory are not always univalent, as studies have reported that emotion either enhances or impairs learning and long-term memory (LTM) retention, depending on a range of factors. Recent neuroimaging findings have indicated that the amygdala and prefrontal cortex cooperate with the medial temporal lobe in an integrated manner that affords (i) the amygdala modulating memory consolidation; (ii) the prefrontal cortex mediating memory encoding and formation; and (iii) the hippocampus for successful learning and LTM retention. We also review the nested hierarchies of circular emotional control and cognitive regulation (bottom-up and top-down influences) within the brain to achieve optimal integration of emotional and cognitive processing. This review highlights a basic evolutionary approach to emotion to understand the effects of emotion on learning and memory and the functional roles played by various brain regions and their mutual interactions in relation to emotional processing. We also summarize the current state of knowledge on the impact of emotion on memory and map implications for educational settings. In addition to elucidating the memory-enhancing effects of emotion, neuroimaging findings extend our understanding of emotional influences on learning and memory processes; this knowledge may be useful for the design of effective educational curricula to provide a conducive learning environment for both traditional “live” learning in classrooms and “virtual” learning through online-based educational technologies.

6 out of 10 children and adolescents are not learning a minimum in reading and math - UIS (News, Sustainable Development Goals, 2017)
New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs)....

The world is off track in achieving the global education goal, SDG 4 - UNESCO Digital Library - UNESCO (2017)
Keywords: Final_citation; cited; existing

Unpacking Sustainable Development Goal 4: Education 2030 - UNESCO (UNESCO, 2017)

Greening Technical and Vocational Education and Training: A Practical Guide for Institutions - UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany) (UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. UN Campus, Hermann-Ehlers-Strasse 10, 53113 Bonn, Germany. Tel: +49-228-8150-100; Fax: +49-228-8150-199; e-mail: info@unevoc.unesco.org; Web site: https://unevoc.unesco.org/go.php?q=UNEVOC%20Publications, 2017)
This "Guide" describes the macro need for [technical and vocational education and training] (TVET) reform in conformity with the Sustainable Development Goals, the Global Action Programme (GAP) on Education for Sustainable Development (ESD), and other United Nations, UNESCO and national initiatives. The "Guide" also provides specific practical help for institutional greening transition teams to plan and carry out the changes that are deemed necessary. It is essential that all such greening undertakings have a clear vision, are known to all those concerned, follow a strategic plan, set targets and milestones, and include a monitoring/assessment tool. The concept of shared vision and team reformation combined with the support of senior leaders is evident throughout this "Guide." A major goal is that greening will grow into an ongoing process which is eventually infused into the culture of each institution. Specifically included in this "Guide" is a rubric or framework designed for most TVET institutions. The rubric/framework is designed as both an assessment tool and a learning instrument, as it contains clear descriptions of possible goals and destinations. Since TVET institutions and programmes are so varied, these suggested assessment goals are also designed for discussion and adaptation to the specific situation on each site, while modifications are encouraged. The central theme is Greening the Institution, while also embracing the broader concept of education for sustainable development (ESD). In particular the focus is on the role of TVET in delivering a crucial element of the GAP. By having local teams of leaders, faculty, students and community experts working in concert and infusing the concepts of related educational initiatives, the institution will transition itself into an even more effective and meaningful greening agent for its graduates, its communities and all who are associated with the institution.

Sierra Leone Multiple Indicator Cluster Survey - UNICEF (2017)
Keywords: _C:Sierra Leone SLE

SiTan St. Lucia - UNICEF (UNICEF Office for the Eastern Caribbean Area, 2017)

Situation Analysis of Children: Commonwealth of Dominica - UNICEF (2017)

Situation Analysis of Children in Grenada - UNICEF (UNICEF Office for the Eastern Caribbean Area, 2017)

Situation Analysis of Children in Saint Vincent and the Grenadines - UNICEF (UNICEF Office for the Eastern Caribbean Area, 2017)
Keywords: ⛔ No DOI found

The Future of Learning and Technology in Deprived Contexts - Unwin, Tim; Weber, Mark; Brugha, Meaghan; Hollow, David (2017)

Competence and TVET Innovation in Sub-Saharan Africa: The Case of Rwanda - van Halsema, Wybe (Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education, 2017)
In many African countries, technical and vocational education and training (TVET) is considered a means to stimulate strategic economic growth. In order to render TVET more in line with market demands, governments increasingly promote the competence-based education (CBE) approach. In this chapter, the Central African country Rwanda is studied as an exemplary case for sub-Saharan Africa in how they apply CBE. Through competence-based curriculum development and teacher training, a centralised form of workforce planning is envisaged that would shape the TVET reform in the Central African country.In Rwanda, the Belgian Technical Cooperation (BTC) follows a systems approach to implement CBE in TVET. Having done so over the past 4 years, it becomes apparent that in the transitional phases of the systems, there is much ‘transitional noise’ that hampers implementation. This fact challenges the centralist view on CBE and its scope for national workforce planning. However, some positive features emerge from CBE implementation in that it stimulates practical learning and creativity in TVET.It is argued that by adapting the concept of competence to a more decentralised, intrinsic and generic form of TVET, a more capable, innovative and employable workforce can be formed. Government should thereby not just focus on formal employment but follow a diversified and inclusive approach of TVET for youth employment in all segments of the economy.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; Competence Development; Competency Statement; Informal Sector; Master Trainer; Pilot School; T:TVET; publicImportV1

Partnering with the private sector in the post-2015 era? The main political and social implications in the educational arena - VERGER, ANTONI; MOSCHETTI, MAURO (Progressive Lab for Sustainable Development, 2017)
Keywords: Final_citation; ⛔ No DOI found

Indoor environmental quality of classrooms and occupants' comfort in a special education school in Slovak Republic - Vilcekova, Silvia; Meciarova, Ludmila; Burdova, Eva Kridlova; Katunska, Jana; Kosicanova, Danica; Doroudiani, Saeed (Building and Environment, 2017)
Keywords: BE:RELEVANT

The different ways that teachers can influence the socio-emotional development of their students: A literature review - Villaseñor, Paula (2017)
Keywords: ⛔ No DOI found

Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes - Volk, Marina; Cotič, Mara; Zajc, Matej; Starcic, Andreja Istenic (Computers & Education, 2017)
Keywords: __C:filed:1

Putting SDG4 into practice: professional learning communities in education | Unesco IIEP Learning Portal - VVOB (VVOB, 2017)
Inclusive and equitable education provides all learners with the capabilities to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies, and enhance individual wellbeing. This technical brief describes how professional learning communities (PLCs) matter for quality education, as they play an important role in the professional development and motivation of teachers and school leaders. The experiences of VVOB demonstrate how reinforcing the capacities of national and local education authorities to establish and support PLCs is of crucial importance to the success of these communities.

Refugee Education: is technology the solution? - Wagner, E. (Save the Children, 2017)
Keywords: ⛔ No DOI found

Violence against children perpetrated by peers: A cross-sectional school-based survey in Uganda - Wandera, Stephen Ojiambo; Clarke, Kelly; Knight, Louise; Allen, Elizabeth; Walakira, Eddy; Namy, Sophie; Naker, Dipak; Devries, Karen (Child Abuse & Neglect, 2017)

Examining the perceived impact of technology on teacher-student math discussions in early elementary classrooms - Weisel, Derek (University of California, Los Angeles, 2017)
Keywords: _C:Canada CAN; _C:Cuba CUB; _C:Dominican Republic DOM; _C:United States USA; __C:filed:1; __C:scheme:1

Education and the electrification of rural schools - Welland, Alicia (2017)
Keywords: Final_citation; ⛔ No DOI found

The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature - Wenner, Julianne A.; Campbell, Todd (Review of Educational Research, 2017)
In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity.
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Israel ISR; _C:Singapore SGP; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

The_Beginner_s_Guide_to_PEA.pdf - Whaites, A. (UKAID, 2017)
Keywords: Final_citation; cited; existing

Physical, psychological, sexual, and systemic abuse of children with disabilities in East Africa: Mapping the evidence - Winters, Niall; Langer, Laurenz; Geniets, Anne (PloS one, 2017)

Mobile learning in schools: Key issues, opportunities and ideas for practice - Wishart, Jocelyn (Routledge, 2017)
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Brunei Darussalam BRN; _C:Canada CAN; _C:China CHN; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Italy ITA; _C:Jamaica JAM; _C:Japan JPN; _C:Korea XKOR; _C:Lebanon LBN; _C:Malaysia MYS; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Portugal PRT; _C:Qatar QAT; _C:Singapore SGP; _C:Slovenia SVN; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Sweden SWE; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Moving towards more participatory practice with Open Educational Resources (OER): TESS-India Academic Review - Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya; Safford, Kimberly (The Open University, 2017)
Keywords: C: India; _C:India IND; __C:filed:1; __C:scheme:1

MOOC adaptation and translation to improve equity in participation - Wolfenden, Freda; Cross, Simon; Henry, Fiona (Journal of Learning for Development, 2017)
Keywords: Final_citation; cited; existing

MOOC adaptation and translation to improve equity in participation - Wolfenden, Freda; Cross, Simon; Henry, Fiona (Journal of Learning for Development, 2017)
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs.
Keywords: Access to Computers; Access to Education; Attitude Measures; ERIC, Current Index to Journals in Education (CIJE); Educational Technology; Equal Education; Foreign Countries; Higher Education; India; International Programs; Large Group Instruction; Online Courses; Partnerships in Education; Postsecondary Education; Pretests Posttests; Program Implementation; Questionnaires; Surveys; Teacher Education Programs; Teacher Educators; Technology Uses in Education; United Kingdom; __:import:01; __:match:final; __:matched; __:study_id:2096064; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

The Informal Apprenticeship Miracle: A Case for Mbare-Magaba Informal Industry, Zimbabwe - Wonder, M; Tenson, M (Eastern Africa Social Science Research Review, 2017)
The economic turbulences faced by Zimbabwe in the first decade of the 21st century culminated in almost total demise of the formal industry. Concomitantly, this resulted in the emergence and proliferation of the informal industry as an alternative solution. This study explored the training strategies and approaches employed in the informal manufacturing industry. The study adopted the qualitative research paradigm to collect, present and analyse data. Findings from the study point to the efficacy of the informal apprenticeship in terms of human capital development and hence this skills training approach becomes the main trajectory to economic recovery for Zimbabwe.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:artist; P:manufacture; P:social; T:Lehrlingsausbildung; T:apprenticeship training; publicImportV1

Sierra Leone - Multiple Indicator Cluster Survey 2017 - World Bank (2017)
Keywords: _C:Sierra Leone SLE

Indoor temperatures in patient waiting rooms in eight rural primary health care centers in northern South Africa and the related potential risks to human health and wellbeing - Wright, Caradee Y.; Street, Renée A.; Cele, Nokulunga; Kunene, Zamantimande; Balakrishna, Yusentha; Albers, Patricia N.; Mathee, Angela (International journal of environmental research and public health, 2017)
Keywords: BE:LMIC; BE:RELEVANT

Accelerated learning method using edmodo to increase students' mathematical connection and self-regulated learning - Yaniawati, R. Poppy; Kartasasmita, Bana G.; Kariadinata, Rahayu; Sari, Evi (the 2017 International Conference, 2017)
This study aims to analyze implementation of accelerated elearning method using edmodo media to increase mathematical connection ability and self-regulated learning of students. The research method employed was mixed method research with embedded design. Subjects of the study were eleventh grade students of a vocational secondary school in Tasikmalaya, Indonesia. Research instruments used were test for mathematical connection ability, questionnaire of students’ self-regulated learning, observation and interview guidelines. Statistical analysis were t-test, mann-whitney test, and two-way anova. results of this study showed that (1) mathematical connection abillity of high and low clasification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (2) no differences were found in selfregulated learning of high and low classification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (3) a positive correlation was found between mathematical connection ability and self-regulated learning students.
Keywords: Final_citation; cited; existing

Accelerated learning method using edmodo to increase students' mathematical connection and self-regulated learning - Yaniawati, R. Poppy; Kartasasmita, Bana G.; Kariadinata, Rahayu; Sari, Evi (the 2017 International Conference, 2017)
This study aims to analyze implementation of accelerated elearning method using edmodo media to increase mathematical connection ability and self-regulated learning of students. The research method employed was mixed method research with embedded design. Subjects of the study were eleventh grade students of a vocational secondary school in Tasikmalaya, Indonesia. Research instruments used were test for mathematical connection ability, questionnaire of students’ self-regulated learning, observation and interview guidelines. Statistical analysis were t-test, mann-whitney test, and two-way anova. results of this study showed that (1) mathematical connection abillity of high and low clasification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (2) no differences were found in selfregulated learning of high and low classification students who studied used accelerated learning with edmodo was better than that of students who studied with conventional learning; (3) a positive correlation was found between mathematical connection ability and self-regulated learning students.
Keywords: _AcademicRecoveryOECS

Using Web 2.0 technologies to enhance learning and teaching - Younie, Sarah; Williams, Lawrence; Cych, Leon (Debates in Computing and ICT Education, 2017)
Keywords: __C:filed:1

LDA*: a robust and large-scale topic modeling system - Yut, Lele; Zhang, Ce; Shao, Yingxia; Cui, Bin (Proceedings of the VLDB Endowment, 2017)
We present LDA*, a system that has been deployed in one of the largest Internet companies to fulfil their requirements of "topic modeling as an internal service" ---relying on thousands of machines, engineers in different sectors submit their data, some are as large as 1.8TB, to LDA* and get results back in hours. LDA* is motivated by the observation that none of the existing topic modeling systems is robust enough ---Each of these existing systems is designed for a specific point in the tradeoff space that can be sub-optimal, sometimes by up to 10×, across workloads. Our first contribution is a systematic study of all recently proposed samplers: AliasLDA, F+LDA, LightLDA, and WarpLDA. We discovered a novel system tradeoff among these samplers. Each sampler has different sampling complexity and performs differently, sometimes by 5×, on documents with different lengths. Based on this tradeoff, we further developed a hybrid sampler that uses different samplers for different types of documents. This hybrid approach works across a wide range of workloads and outperforms the fastest sampler by up to 2x. We then focused on distributed environments in which thousands of workers, each with different performance (due to virtualization and resource sharing), coordinate to train a topic model. Our second contribution is an asymmetric parameter server architecture that pushes some computation to the parameter server side. This architecture is motivated by the skew of the word frequency distribution and a novel tradeoff we discovered between communication and computation. With this architecture, we outperform the traditional, symmetric architecture by up to 2×. With these two contributions, together with a carefully engineered implementation, our system is able to outperform existing systems by up to 10× and has already been running to provide topic modeling services for more than six months.

Dark matter in galaxies - Zasov, Anatolii Vladimirovich; Saburova, Ann S.; Khoperskov, Alexander Valentinovich; Khoperskov, Sergey A. (Physics-Uspekhi, 2017)
Keywords: __C:filed:1

Bright and Early: How financing pre-primary education gives every child a fair start in life - Zubairi, Asma; Rose, Pauline (University of Cambridge, 2017)
Keywords: ⛔ No DOI found

Instructional coaching in Kenya: Supporting teachers to improve literacy outcomes - Zuilkowski, S.S.; Piper, B. (The Routledge international handbook on teacher quality and policy, 2017)

Тёмная материя в галактиках - Засов, Анатолий Владимирович; Сабурова, Анна Станиславовна; Хоперсков, Александр Валентинович; Хоперсков, Сергей Александрович (Успехи физических наук, 2017)
Keywords: __C:filed:1; ⛔ No DOI found

Teacher Involvement in Curriculum Development in Zambia: A Role Analysis of Selected Secondary School Teachers in Lusaka District, Lusaka Province, Zambia - Mwanza, Christine (University of Zambia, 2017)
Keywords: ⛔ No DOI found

Behaviour change approaches for social norms regarding gender - Grant, Catherine (2017)
This report aims to inform a project which will set up self-help groups for young men from deprived urban areas in developing countries. The project will deliver an open-source course or set of materials using the most appropriate format for community level mobilisers to equip themselves to facilitate a series of ‘courageous conversations’ amongst young men to spur critical thinking about gender roles and social norms. It aims to equip them to lead their own groups looking at harmful masculinities and the impact this has on their behaviour. A literature search was conducted looking for examples of community level support programmes which effectively used dissemination methods to enable these programmes to be self-managed and self-led. The subject area was widened to include self-help groups with other purposes using a variety of methods. There are many different ways in which different groups equip people to lead their own development and learning with others, thus enabling peer support and development without requiring trained facilitators to be physically present. This report considers social norms to be ‘shared beliefs about what is typical and appropriate behaviour in a valued reference group.
Keywords: ⛔ No DOI found

Professional Development Framework for Digital Learning (South Africa) - SchoolNet South Africa (schoolnet, 2017)

Evidence on Education as a Driver for Migration - Browne, Evie (2017)
This report synthesises two previous reports on drivers of migration, and focuses on the evidence on education’s role. The previous reports focused on education and migration in fragile and conflict-affected states (FCAS), and youth employment and education in low and middle income countries. The papers presented below reflect these original criteria, but reframe the studies to draw out the evidence on education as a driver. The report outlines the evidence on when and whether education services make a difference to people’s reasons for moving. This report includes rural-urban migration, regional and international migration, and migration away from fragile and conflict-affected states (FCAS). It does not consider migration that is primarily economic, whether regular or irregular.
Keywords: ⛔ No DOI found

Doing Reform Differently: Combining Rigor and Practicality in Implementation and Evaluation of System Reforms - Crouch, Luis; DeStefano, Joseph (2017)
This paper brings together two promising intellectual trends in development: Doing Development Differently (DDD), and whole-system reform. In addition, it provides a framework for evaluating system reforms, as rigorously as possible. Doing Development Differently proposes an approach to development in which many different things are tried, in smallish ways, involving stakeholders; in one sense it is a reaction against “blueprint” development. These approaches have much to recommend them.
Keywords: Final_citation; cited; existing; ⛔ No DOI found

An Analysis of Existing Evidence Around Perceptions of the Tanzanian Education System - Mobey, Helen (2017)
This Helpdesk report has been commissioned to help understand the extent to which the education system currently meets young people’s needs and how far the school represents a safe space for young people. In line with the plan to gather insights and identify trends, themes and areas for discussion for policy meetings about the wider population’s views on the above issues, datasets were identified analysed.
Keywords: ⛔ No DOI found

How Changes in Technology and Automation will Affect the Labour Market in Africa - Millington, A. Kerry (2017)
Estimates of how many jobs are vulnerable to being replaced by machine vary but it is clear that developing countries are more susceptible to automation compared to high-income countries. Traditionally, blue-collar routine jobs have been automated but with the emergence of greatly improved computing power, artificial intelligence and robotics, a much larger scope of occupations are at risk. Vulnerability to automation is now based on whether jobs or tasks are codifiable and whether they are routine or not. Highly-trained and skilled jobs can be more at risk than more varied, lesser skilled jobs. This rapid literature review found that whilst there is evidence, information and discussion of the impact of automation on the labour market in industrialised nations, there is much less on the potential impact in developing countries. The World Development Report 2016 Digital Dividends (World Bank 2016) was an excellent source of data and many of the figures presented are from this report. Whether you are a “techno-optimist” or a “techno-pessimist”, the impact of automation on the labour market will require long-term adjustment and policy changes to ensure the future of work is inclusive and sustainable and addresses increasing income inequality (Gelb and Khan December 2016) in an ever more automated and digital economy.
Keywords: ⛔ No DOI found

Availability of digital object identifiers in publications archived by PubMed - Boudry, Christophe; Chartron, Ghislaine (Scientometrics, 2017)
Digital object identifiers (DOIs) were launched in 1997 to facilitate the long-term access and identification of objects in digital environments. The objective of the present investigation is to assess the DOI availability of articles in biomedical journals indexed in the PubMed database and to complete this investigation with a geographical analysis of journals by the country of publisher. Articles were randomly selected from PubMed using their PubMed identifier and were downloaded from and processed through developed Hypertext Preprocessor language scripts. The first part of the analysis focuses on the period 1966–2015 (50 years). Of the 496,665 articles studied over this period, 201,055 have DOIs (40.48%). Results showed that the percentage of articles with DOIs began to increase for articles published in the 2000s, with spectacular growth in the years 2002–2003, then reached a peak in 2015. Data on countries showed that some countries gradually implemented DOIs over the period 1966 to 2015 (the United States, the United Kingdom, and the Netherlands), while some did not (Russia, the Czech Republic, and Romania). The second part of the analysis focuses on the year 2015 and includes 268,790 articles published in 2015, randomly selected to evaluate the current implementation of DOIs. In 2015, 86.42% of articles had DOIs. The geographical analysis of countries of publishers showed that some countries (Russia, Thailand, and Ukraine) still assigned few DOIs to articles in 2015. Thus, if the scientific community aims to increase the number and the usefulness of services rendered by DOIs, efforts must be made to generalize their use by all persons involved in scientific publication, particularly publishers.

The Contribution of Education to Economic Growth - Grant, Catherine (2017)
There are many reasons why education is important, this report focuses on its contribution to economic growth and outcomes. Education ‘can be defined as the stock of skills, competencies, and other productivity-enhancing characteristics’ (WEF 2016). In general, education—as a critical component of a country’s human capital—increases the efficiency of each individual worker and helps economies to move up the value chain beyond manual tasks or simple production processes (WEF 2016). Human capital has long been considered the most distinctive feature of the economic system and further work has proven the impact of education on productivity growth empirically. The World Economic Forum 2016 suggested three channels through which education affects a country’s productivity. First, it increases the collective ability of the workforce to carry out existing tasks more quickly. Second, secondary and tertiary education especially facilitate the transfer of knowledge about new information, products, and technologies created by others (Barro and Lee 2010). Finally, by increasing creativity it boosts a country’s own capacity to create new knowledge, products, and technologies. There is a wealth of literature on this topic, showing the long held expectation that human capital formation (a population’s education and health status) plays a significant role in a country’s economic development. Better education leads not only to higher individual income but is also a necessary (although not always sufficient) precondition for long-term economic growth (IIASA 2008). Woessmann 2015 surveys the most recent empirical evidence stating that it shows the crucial role of education for individual and societal prosperity. Education is a leading determinant of economic growth, employment, and earnings. Ignoring the economic dimension of education would endanger the prosperity of future generations, with widespread repercussions for poverty, social exclusion, and sustainability of social security systems (Woessman 2015). For every US$1 spent on education, as much as US$10 to US$15 can be generated in economic growth (UNESCO 2012). If 75% more 15-year-olds in forty-six of the world’s poorest countries were to reach the lowest OECD benchmark for mathematics, economic growth could improve by 2.1% from its baseline and 104 million people could be lifted out of extreme poverty (UNESCO 2012).
Keywords: ⛔ No DOI found

Quality Improvement Approaches: Implementation Science (Carnegie Foundation for the Advancement of Teaching, 2017)
The implementation science approach to improvement in education centers on how to accommodate local school variables and other contextual factors that can impede successful implementation

Vocational education and training in Sub-Saharan Africa: current situation and development - Eicker, F; Haseloff, G; Lennartz, B (Vocational Education and Development Symposium, 2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Namibia; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; P:economy; P:teachers; Q:higher education; T:Educação profissionalizante; T:TVET; T:in-service TVET; publicImportV1

Gender Norms in the Western Balkans - Browne, Evie (2017)
The Western Balkans remains a region dominated by patriarchal gender norms. The biggest challenge for improving gender equality is changing the mentality of women and men towards traditional gender roles (Petričević, 2012). The literature consistently identifies social attitudes as a barrier to increasing gender equality. Many people are not aware of women’s rights or gender non-discrimination laws (Petričević, 2012). In several areas of gender equality, legal provisions are adequate and conform to UN and international norms. However, these are not always implemented or adhered to in practice, due to lack of capacity, knowledge, resources or social barriers. Standard indicators of gender equality include: female/male school enrolment; literacy rate; unemployment; maternal mortality; life expectancy; adolescent fertility rate; proportion of women in parliament1. Others include violence against women and girls; gender equality policy and legislation. Much of the literature recognises the need to include men and raise men’s awareness about gender issues. Most of the literature on the Western Balkans looks at interpersonal and household gender norms, such as girls’ access to school, women’s work and household decision making. There is also a strong literature on women’s political participation and violence against women and girls. This report provides a brief summary of the main gender issues in the region, as reported in the literature. It is not a comprehensive literature review, but a collection of resources which highlight the key points to consider on gender. Each country has a large selection of resources on its specific gendered issues, which can provide more detail. There is a companion piece to this report which focuses on the relationship between gender and conflict in the Western Balkans2. This report sketches the main parameters of gender in the region.
Keywords: ⛔ No DOI found

Funding of Anti-Modern Slavery Interventions - Idris, Iffat (2017)
This review looks at the availability of funds to tackle modern slavery1 and human trafficking2, and the availability of data in this regard. It seeks to move beyond the findings of Martina Ucnikova’s 2014 paper, OECD and Modern Slavery: How much aid money is spent to tackle the issue?, and identify updated (post-2013) data on funding by governments as well as private sector and philanthropic organisations. The review found a very limited peer-reviewed academic literature in this regard and drew largely on reports by development organisations and think tanks (though these too were limited). The query called for a specific focus on LMICs, in particular 12 identified countries. However, most anti-modern slavery funding is directed globally and/or data is not disaggregated by country. This and time constraints meant it was not possible to address this aspect of the query.
Keywords: ⛔ No DOI found

Can We Afford Free Textbooks - Haßler, Björn (2017)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

What are the elements that need to go into the design of OER that enable them to have the potential for teacher professional development? - Haßler, Björn (Teachers Upfront, 2017)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

The Impact of Teacher Effectiveness on Student Learning in Africa - Buhl-Wiggers, Julie; Kerwin, Jason; Smith, Jeffrey; Thornton, Rebecca (Research on Improving Systems of Education (RISE), 2017)
Teaching quality is known to be critical for students’ education and life prospects in developed countries. However, little is known about how teacher quality affects student learning in Africa. This paper presents the first estimates of teacher value-added from an African country, using data from a school-based RCT in northern Uganda. Exploiting the random assignment of students to classrooms within schools, we estimate a lower bound on teacher effects. A 1-SD increase in teacher quality leads to at least a 0.14 SD improvement in student performance on a reading test at the end of the year. Shifting teachers from the 10th to the 90th percentile of quality increases performance by 0.36 SDs –comparable to the most effective education interventions conducted in Africa. Our results also suggest that an increase in teacher quality can make other education interventions more efficient.
Keywords: C:Uganda; NULP; _C:Ecuador ECU; _C:India IND; _C:Kenya KEN; _C:Pakistan PAK; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; __C:filed:1; __C:scheme:1; _genre:PR-primary_research; interesting

GraphoGame Teacher Training Service: evaluation report - School-to-School International (STS) (Agora Center, University of Jyväskylä, Finland, 2017)
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425917; ___working_potential_duplicate; __finaldtb

Implementation in Education - Findings from a Scoping Review - Albers, Bianca; Pattuwage, Loyal (2017)

A review on windcatcher for passive cooling and natural ventilation in buildings, Part 1: Indoor air quality and thermal comfort assessment - Jomehzadeh, Fatemeh; Nejat, Payam; Calautit, John Kaiser; Yusof, Mohd Badruddin Mohd; Zaki, Sheikh Ahmad; Hughes, Ben Richard; Yazid, Muhammad Noor Afiq Witri Muhammad (Renewable and Sustainable Energy Reviews, 2017)
The most prominent challenge in 21th century is global warming which seriously threats the mankind. Building sector with 40% of global energy consumption and GHG emission play a key role in this threat. In this regard, the impact of cooling systems cannot be ignored where along with ventilation and heating systems totally account for 60% of energy consumed in buildings. Passive cooling systems can be a promising alternative to reduce energy consumption. One of the oldest passive cooling system that is still being used today is windcatcher. By manipulating pressure differences and the buoyancy effect, an adequate level of ventilation in buildings can be provided by windcatchers. Since most of the previous windcatcher studies assessed the design characteristics, the current investigation focused on the indoor air quality (IAQ) and thermal comfort aspects. The review details and compares the different theoretical and experimental methods employed by researchers in different case studies to assess the IAQ and thermal comfort. It was found that most IAQ studies were conducted in the UK using CFD and experimental techniques. Previous studies assessed IAQ based on several parameters such as air flow rate, air change rate, CO2 concentration, air change effectiveness and mean age of air. The findings of the studies revealed that satisfactory IAQ were generally achieved using the windcatcher. On the other hand, thermal comfort studies of windcatchers were mainly conducted in hot climates such as in the Middle East. In addition to night ventilation, the review also looked into the different types of cooling methods incorporated with windcatchers such as evaporative cooling, earth to air heat exchangers (EAHE) and heat transfer devices (HTD). Night ventilation was found to be effective in temperate and cold conditions while additional cooling using evaporative cooling, EAHE and HTD were found to be necessary in hot climates.
Keywords: Badgir; Indoor air quality (IAQ); Natural ventilation; Passive cooling; Thermal comfort; Wind tower; Windcatcher