A guide to developing the ICT curriculum for early childhood education. - Siraj-Blatchford, I; Siraj-Blatchford, J (Stylus Publishing, LLC., 2006)
KerkoCite.ItemAlsoKnownAs: 2339240:ZC6SPGTJ 2405685:2UIM9IDR

Learning from evidence in a complex world - Sterman, John D. (American journal of public health, 2006)
Publisher: American Public Health Association KerkoCite.ItemAlsoKnownAs: 10.2105/AJPH.2005.066043 2339240:S4A7BF3D 2405685:47LVMS7V

Increasing student motivation: strategies for middle and high school teachers - Theobald, Margaret A. (Corwin Press, 2006)
This unique resource provides a wealth of theories and strategies for teachers to help spark students' motivations to learn and succeed beyond their formal schooling years.
Google-Books-ID: hYlyAwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:36JVNFDI 2405685:MU3JMLD8
Keywords: Education / General

Convention on the Rights of Persons with Disabilities (CRPD) | United Nations Enable - UNCRPD (2006)
Convention Ratifications/Accessions: 182 Signatories*: 164 Optional Protocol Ratifications/Accessions: 96 Signatories*: 94 (* Signatories include countries or regional integration organizations that have signed the Convention and its Optional Protocol) 10th Anniversary of the adoption of CRPD: 2006 to 2016 Infographic on the CRPD and the COSP (prepared October 2016: (Word, PDF) Status of Ratifications to the CRPD (prepared May 2016) (JPG, […]
KerkoCite.ItemAlsoKnownAs: 2339240:5IDS3FHB 2405685:ZCMN87NZ

Equivalency Programmes (EPs) for Promoting Lifelong Learning - UNESCO (2006)
KerkoCite.ItemAlsoKnownAs: 2339240:N5KURGZ8 2405685:S256T4H5

Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning - Wang, K. H.; Wang, T. H.; Wang, W. L.; Huang, S. C. (Journal of Computer Assisted Learning, 2006)
The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three different formative assessment strategies was developed. The formative assessment strategies included Formative Assessment Module of the Web-Based Assessment and Test Analysis system (FAM-WATA) (with six Web-based formative assessment strategies), Normal Module of Web-Based Assessment and Test Analysis system (N-WATA) (only with partial Web-based formative assessment strategy) and Paper and Pencil Test (PPT) (without Web-based formative assessment strategy). Subjects were tested using Kolb's Learning Style Inventory, and assigned randomly by class into three groups. Each group took Web-based courses using one of the formative assessment strategies. Pre- and post-achievement testing was carried out. A one-way ANCOVA analysis showed that both learning style and formative assessment strategy are significant factors affecting student achievement in a Web-based learning environment. However, there is no interaction between these two factors. A post hoc comparison showed that performances of the FAM-WATA group are higher than the N-WATA and PPT groups. Learners with a ‘Diverger’ learning style performed best followed by, ‘Assimilator’, ‘Accommodator’, and ‘Converger’, respectively. Finally, FAM-WATA group students are satisfied with six strategies of the FAM-WATA.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2729.2006.00166.x shortDOI: 10/fgkwjr KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2006.00166.x 10/fgkwjr 2405685:HQSUKKNZ
Keywords: Kolb's learning style; WATA system; Web-based formative assessment; biology; e-learning effects; middle school

The Social Life of Technology: An Ecological Analysis of Technology Diffusion in Schools - Zhao, Yong; Lei, Jing; Frank, Kenneth A. (Pedagogies: An International Journal, 2006)
shortDOI: 10/d7h88f KerkoCite.ItemAlsoKnownAs: 10.1207/s15544818ped0102_5 10/d7h88f 2339240:5VZLQSJV 2339240:WS4YPJXX 2405685:CXPZTPRP 2405685:RZ7JQCIS

Using thematic analysis in psychology - Braun, Virginia; Clarke, Victoria (Qualitative Research in Psychology, 2006)
Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
KerkoCite.ItemAlsoKnownAs: 10.1191/1478088706qp063oa 2339240:ZG2T2YCR 2405685:K6VHKKI9
Keywords: epistemology; flexibility; patterns; qualitative psychology; thematic analysis

"A new beginning" Children, primary schools and social change in post-conflict Preah Vihear Province Cambodia - Geeves, Richard; Eng, Kim Ly; Lorn, Sa; Borrmei, Lon; Saran, Sok (Save the Children, 2006)
KerkoCite.ItemAlsoKnownAs: 2405685:QKDQ5FLL

The Effectiveness of Volunteer Tutoring Programs: A Systematic Review - Ritter, Gary; Denny, George; Albin, Ginger; Barnett, Joshua; Blankenship, Virginia (2006)
KerkoCite.ItemAlsoKnownAs: 2339240:WFIBLC8T 2405685:BSZTHPDM

Improving teaching quality in Guinea with interactive radio instruction - Burns, Mary (2006)
Guinea's Sous le Fromager project is an excellent example of radio as an effective delivery system for enhancing teachers’ basic content skills and for helping teachers with little or no instructional skills acquire those skills.
KerkoCite.ItemAlsoKnownAs: 2339240:IB9MSTJD 2405685:EB5MX5GI

Scopus database: A review - Burnham, Judy F. (National Library of Medicine, 2006)
The Scopus database provides access to STM journal articles and the references included in those articles, allowing the searcher to search both forward and backward in time. The database can be used for collection development as well as for research. This review provides information on the key points of the database and compares it to Web of Science. Neither database is inclusive, but complements each other. If a library can only afford one, choice must be based in institutional needs.
KerkoCite.ItemAlsoKnownAs: 10.1186/1742-5581-3-1 2339240:6RMWD3XC 2405685:U9CFT7QG

Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence - Webb, Thomas L.; Sheeran, Paschal (Psychological Bulletin, 2006)
Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency.
shortDOI: 10/c9ffrz KerkoCite.ItemAlsoKnownAs: 10.1037/0033-2909.132.2.249 10/c9ffrz 2405685:FQQMQ9MQ
Keywords: Attitude; Cooperative Behavior; Female; Humans; Intention; Male; Social Behavior

Working memory in children with reading disabilities - Gathercole, Susan Elizabeth; Alloway, Tracy Packiam; Willis, Catherine; Adams, Anne-Marie (Journal of Experimental Child Psychology, 2006)
This study investigated associations between working memory (measured by complex memory tasks) and both reading and mathematics abilities, as well as the possible mediating factors of fluid intelligence, verbal abilities, short-term memory (STM), and phonological awareness, in a sample of 46 6- to 11-year-olds with reading disabilities. As a whole, the sample was characterized by deficits in complex memory and visuospatial STM and by low IQ scores; language, phonological STM, and phonological awareness abilities fell in the low average range. Severity of reading difficulties within the sample was significantly associated with complex memory, language, and phonological awareness abilities, whereas poor mathematics abilities were linked with complex memory, phonological STM, and phonological awareness scores. These findings suggest that working memory skills indexed by complex memory tasks represent an important constraint on the acquisition of skill and knowledge in reading and mathematics. Possible mechanisms for the contribution of working memory to learning, and the implications for educational practice, are considered.
shortDOI: 10/b59c23 KerkoCite.ItemAlsoKnownAs: 10.1016/j.jecp.2005.08.003 10/b59c23 2339240:HV2K4TBE 2405685:5A7J3C4R
Keywords: IQ; Mathematics; NOTdocs.opendeved.net; Reading disabilities; Short-term memory; Working memory

Paradigm Peace and the Implications for Quality - Bryman, Alan (International Journal of Social Research Methodology, 2006)
In this article it is shown that the paradigm wars that raged concerning the incompatibility of quantitative and qualitative research have largely subsided. In the process, discussions of epistemological and ontological issues have become less prominent. The peace that has broken out has proved to be more favourable to research combining quantitative and qualitative research than was the case during the paradigm wars. Drawing on interviews with social researchers who employ a mixed‐methods approach and on the literature, it is shown that a spirit of pragmatism with regard to combining quantitative and qualitative research prevails which encourages researchers to consider using mixed‐methods research when the research question is suited to it. However, the issue of which quality criteria should be employed in investigations combining quantitative and qualitative research has not been given a great deal of consideration. The author argues for a contingency approach, in which issues to do with quality are decided in relation to the nature of the study.
shortDOI: 10/b8wtt2 KerkoCite.ItemAlsoKnownAs: 10.1080/13645570600595280 10/b8wtt2 2339240:T3KNAFUP 2405685:RKS7ELJH

Optimising worked example instruction: Different ways to increase germane cognitive load - Paas, Fred; van Gog, Tamara (Learning and Instruction, 2006)
Worked examples are an effective instructional means to teach complex problem-solving skills. It has been argued that worked examples decrease extraneous load, enabling more Working Memory (WM) resources to be directed to activities that facilitate learning and transfer performance. Hence, cognitive load research has started to shift its focus towards finding instructional techniques that impose a germane cognitive load by stimulating the allocation of WM resources to such activities. This special issue provides an overview of recent experimental research on ways to further optimise the design and delivery of worked examples in order to foster learning and transfer.
shortDOI: 10/bg2wtc KerkoCite.ItemAlsoKnownAs: 10.1016/j.learninstruc.2006.02.004 10/bg2wtc 2405685:GQ7VHTE3

Young children's use of video as a source of socially relevant information - Troseth, G. L.; Saylor, M. M.; Archer, A. H. (Child Development, 2006)
Although prior research clearly shows that toddlers have difficulty learning from video, the basis for their difficulty is unknown. In the 2 current experiments, the effect of social feedback on 2-year-olds' use of information from video was assessed. Children who were told "face to face" where to find a hidden toy typically found it, but children who were given the same information by a person on video did not. Children who engaged in a 5-min contingent interaction with a person (including social cues and personal references) through closed-circuit video before the hiding task used information provided to find the toy. These findings have important implications for educational television and use of video stimuli in laboratory-based research with young children.
Place: Hoboken Publisher: Wiley WOS:000237394700018 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8624.2006.00903.x 2339240:RLTHFNDK 2405685:53A22D6L
Keywords: behavior; blues-clues; comprehension; find; guide; imitation; infants; learn; perception; television

The Dimensional Change Card Sort (DCCS): a method of assessing executive function in children - Zelazo, Philip David (Nature Protocols, 2006)
The dimensional change card sort (DCCS) is an easily administered and widely used measure of executive function that is suitable for use with participants across a wide range of ages. In the standard version, children are required to sort a series of bivalent test cards, first according to one dimension (e.g., color), and then according to the other (e.g., shape). Most 3-year-olds perseverate during the post-switch phase, exhibiting a pattern of inflexibility similar to that seen in patients with prefrontal cortical damage. By 5 years of age, most children switch when instructed to do so. Performance on the DCCS provides an index of the development of executive function, and it is impaired in children with disorders such as attention-deficit/hyperactivity disorder (ADHD) and autism. We describe the protocol for the standard version (duration = 5 min) and the more challenging border version (duration = 5 min), which may be used with children as old as 7 years. *Note: In the version of the article originally published, the boat in the upper right of the figure was blue. It should be red. The error has been corrected in the HTML and PDF versions of the article.
shortDOI: 10/b9853h KerkoCite.ItemAlsoKnownAs: 10.1038/nprot.2006.46 10/b9853h 2339240:4NWH2QGZ 2405685:JDIERCD8

The logical chain: continuing professional development in effective schools - Ofsted (2006)
KerkoCite.ItemAlsoKnownAs: 2339240:6RVN2CE5 2405685:7W8DVFNS

Closing the Digital Divide: Update From the Early Childhood Longitudinal Study - Judge, Sharon; Puckett, Kathleen; Bell, Sherry Mee (The Journal of Educational Research, 2006)
The authors examined the progress made toward equitable technology access and use over children's first 4 years of school. The sample consisted of 8,283 public school children who attended kindergarten, 1st, and 3rd grades. In 3rd grade, high-poverty schools had significantly more computers for instruction and a smaller ratio of children to computers than did low-poverty schools. Over the first 4 years of school, however, children attending low-poverty schools had significantly more access to home computers than did those attending high-poverty schools. Children's use of computers during 3rd grade differed by school-poverty status. Results indicate that access to, and use of, a home computer, the presence of a computer area in classrooms, frequent use of the Internet, proficiency in computer use, and low-poverty school status were correlated positively with academic achievement. In contrast, frequent use of software for reading was correlated negatively with reading achievement.
Publisher: Routledge _eprint: https://doi.org/10.3200/JOER.100.1.52-60 KerkoCite.ItemAlsoKnownAs: 10.3200/JOER.100.1.52-60 2339240:V6BL23DF 2405685:N35LVTCM
Keywords: Early Childhood Longitudinal Study; computer access in high- and low-poverty schools; first- and third-grade children; kindergarten

DigEuLit: Concepts and Tools for Digital Literacy Development - Martin, Allan; Grudziecki, Jan (Innovation in Teaching and Learning in Information and Computer Sciences, 2006)
In the e-permeated society, a society also increasingly unpredictable and uncertain, “digital literacy” becomes not only a key factor in enabling participation in education, as well as employment and other aspects of social life, but also a means of gaining some understanding of the world. The DigEuLit project, funded by the EC eLearning Initiative, has a task of defining digital literacy and developing a framework and tools for digital literacy development in European educational settings. We have observed converging literacies which have gained new relevance in digital environments, and proposed a definition of digital literacy which focuses on the processes of using digital tools to support the achievement of goals in the individual’s life-situation. A suite of online tools is being developed to enable digital literacy progress to be tracked by teachers and learners, and evolution of these tools will continue beyond the life of the project.
Publisher: Routledge _eprint: https://doi.org/10.11120/ital.2006.05040249 KerkoCite.ItemAlsoKnownAs: 10.11120/ital.2006.05040249 2339240:MYSWTRD6 2405685:PUWANT8R

Policy Entrepreneurship for Poverty Reduction - Maxwell, Simon; Court, Julius (PRACTICAL ACTION PUBLISHING, 2006)
Pages: 1-160 KerkoCite.ItemAlsoKnownAs: 10.3362/9781780445632 2339240:HTYCQ2TU 2405685:F6IAFHD3

Access to Basic Education in Ghana: The Evidence and the Issues. Country Analytic Report. - Akyeampong, Kwame; Djangmah, Jerome; Oduro, Abena; Seidu, Alhassan; Hunt, Frances (ERIC, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:3J9P3MC2 2405685:AQYBAYCI

Open and distance learning (ODL) teacher education to support teacher development in Ghana: an evaluation report - Akyeampong, Kwame; Mensa, D; Abu-Yeboah (Ghana Education Service, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:U7KFD662

Project overseas: Teachers helping teachers - Anonymous (Alberta Teachers Association, 2007)
Ghana: Celebrating 50 years of independence
Library Catalog: www.teachers.ab.ca KerkoCite.ItemAlsoKnownAs: 2339240:VVWG5RMI 2405685:S7YVP89B

Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schools - Barrett, Angeline M. (Comparative Education, 2007)
shortDOI: 10/c9kz62 KerkoCite.ItemAlsoKnownAs: 10.1080/03050060701362623 10/c9kz62 2405685:6DFFLQG2

A systematic comparison of software dedicated to meta-analysis of causal studies - Bax, L.; Yu, L.-M.; Ikeda, N. (BMC Medical Research Methodology, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1186/1471-2288-7-40 2405685:CBA7Y2HX 2486141:GZCUKBSW

The growth of national learning assessments in the world, 1995–2006 - Benavot, A.; Tanner, E. (In: Education for All by 2015: will we make it? EFA global monitoring report 2008.Paris: UNESCO, pp. 1–17., 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:TQJS4DFZ 2405685:IXHXN9RS

Teacher Motivation in Sub-Saharan Africa and South Asia - Bennell, Paul; Akyeampong, Kwame (DFID, 2007)
This is one of a series of Education Papers issued by the Central Research Department of the Department For International Development. Each paper represents a study or piece of commissioned research on some aspect of education and training in developing countries. Most of the studies were undertaken in order to provide informed judgements from which policy decisions could be drawn, but in each case it has become apparent that the material produced would be of interest to a wider audience, particularly those whose work focuses on developing countries.This report synthesises the main findings and recommendations of an international research project on teacher motivation and incentives in sub-Sahara Africa and South Asia. The study has addressed the following four main questions: • To what extent is there a problem of poor motivation among teachers in sub-Saharan Africa and South Asia? Does this amount to a ‘crisis’, as has been suggested by some observers? • If so, what are the main reasons for poor teacher motivation? • How do poor motivation and incentives affect teacher performance and the overall effectiveness of national education systems? • What should be done to ensure that teachers are adequately motivated?
KerkoCite.ItemAlsoKnownAs: 2129771:5XS5KY3U 2339240:4YDHY6PL 2405685:25GLFYDL 2405685:WPFEWHNL 4556019:J65GX7JX
Keywords: C:sub-Saharan Africa and South Asia; ⛔ No DOI found

Refuerzo escolar para niños pobres: ¿funciona? - Contreras, Dante; Herrera, Rodrigo (El trimestre económico, 2007)
KerkoCite.ItemAlsoKnownAs: 10.20430/ete.v74i293.360 2339240:V2Z4TKYF 2405685:L2YSACUE

A Dynamic Systems Theory approach to second language acquisition - De Bot, Kees; Lowie, Wander; Verspoor, Marjolijn (Bilingualism: Language and Cognition, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1017/S1366728906002732 2339240:3NSRK3MN 2405685:L7F3YIU4

Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort Report to Congress March 2007 - Dynarski, Mark (2007)
KerkoCite.ItemAlsoKnownAs: 2339240:CJDX8758 2405685:FD9JZK3F
Keywords: ⛔ No DOI found

Enquete sur les TICS et l'éducation en Afrique - Farrell, Glen; Isaacs, Shafika (Information for Development Program, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:WDJ9VEJL
Keywords: ⛔ No DOI found

Mixing methods is wrong: An everyday approach to educational justice - Gorard, Stephen (British Educational Research Association. London, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:EG4DLTVC
Keywords: ⛔ No DOI found

Weight of evidence: a framework for the appraisal of the quality and relevance of evidence - Gough, David (Research papers in education, 2007)
00104 shortDOI: 10/bg5pkx KerkoCite.ItemAlsoKnownAs: 10/bg5pkx 2129771:53P6FBBJ 2405685:NPI8PJK8

Vision 2030 Collaboration with Central Planning and Projects Monitoring Units | Kenya Vision 2030 - Government of Kenya (2007)
KerkoCite.ItemAlsoKnownAs: 2339240:UHUJANNA 2405685:DEL5DD87

Comparison of Fixed-Item and Response-Sensitive Versions of an Online Tutorial - Grant, Lyle K.; Courtoreille, Marni (The Psychological Record, 2007)
shortDOI: 10/ghgn4z KerkoCite.ItemAlsoKnownAs: 10.1007/BF03395576 10/ghgn4z 2405685:IJZ2KVBN

Survey of ICT in education in Tanzania. In G. Farrell & I. Shafika (Eds.), - Hare, H (InfoDev / World Bank, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:K5K7BS6D 2405685:BSYD4H3Q

Making a difference: M & E of policy research - Hovland, Ingie (Overseas Development Institute, 2007)
OCLC: 500676766 KerkoCite.ItemAlsoKnownAs: 2339240:ICAZ93Q5 2405685:AUEA75GB

Putting the Power of Transparency in Context: Information's Role in Reducing Corruption in Uganda's Education Sector - Working Paper 136 - Hubbard, Paul (Center for Global Development | Ideas to Action, 2007)
One story popular in development circles tells how Uganda slashed corruption simply by publicly disclosing the amount of monthly grants to schools–thus making it harder for officials to siphon off money for their own enrichment. This working paper finds that while the percentage of funds being diverted did indeed drop, the real value of funds diverted only fell by a modest 12 percent over six years. And the information campaign was no panacea; other policies and reforms also contributed to the improvement. Learn More
KerkoCite.ItemAlsoKnownAs: 2339240:D845HEUR 2405685:44ZDCVTQ 4656463:QM48GHF3
Keywords: ⛔ No DOI found

Emerging Technologies: An Overview of Practices in Distance Education - Hussain, Irshad (Journal on School Educational Technology, 2007)
In contemporary society, information technologies and communication technologies (ICTs) are playing crucial role in dissemination of knowledge and information the world over. Universities/ higher education institutions, particularly distance education universities in developed countries are making best use of these technologies for effective and interactive teaching learning process. Developing countries are also trying to adopt the model of developed countries according to their resources and circumstances. Distance education universities in developed countries like United States of America and United Kingdom are using advanced (emerging) technologies such as computers, Internet (World Wide Web) satellite communication, teleconferencing (videoconferencing and audio conferencing) and virtual reality in education and training. In developing countries like India, Pakistan and Thailand, distance education universities are using Radio, Television and Internet for teaching learning purpose and students support services. They are using computers mostly for office work. They are trying to adopt advanced technologies like developed countries but they have some limitations of resources (human & material resources). In future it is hoped that developing countries will also be using emerging technologies for teaching learning purpose.
Publisher: i-manager Publications KerkoCite.ItemAlsoKnownAs: 10.26634/jsch.3.2.751 2339240:C2AIV4L4 2405685:C5QWP7I4
Keywords: Case Studies; Computer Mediated Communication; Distance Education; Educational Development; Educational Practices; Educational Technology; Educational Television; Foreign Countries; Influence of Technology; Information Networks; Online Systems; Open Universities; Technological Advancement; Technology Integration; Technology Uses in Education; Telecommunications; Virtual Universities

Les TIC au service de l'éducation : Impact et enseignements retenus des activités appuyées par IICD - IICD (2007)
KerkoCite.ItemAlsoKnownAs: 2405685:TW37BR7D

Toward a definition of mixed methods research - Johnson, R. Burke; Onwuegbuzie, Anthony J.; Turner, Lisa A. (Journal of mixed methods research, 2007)
shortDOI: 10/fksqf8 KerkoCite.ItemAlsoKnownAs: 10.1177/1558689806298224 10/fksqf8 2339240:95XZTNSZ 2405685:BSAC8M3C

Guidelines for performing systematic literature reviews in software engineering - Kitchenham, B; Charters, S (Technical report, EBSE Technical Report EBSE-2007-01, 2007)
KerkoCite.ItemAlsoKnownAs: 2317526:HSIWMWZ4 2339240:N8YQHF8P 2405685:EDAG684W UA-06ccd9ca-95f9-4791-8ece-974e855c5c3e
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; P:Methods; Reviewed; publicImportV1

Guidelines for performing systematic literature reviews in software engineering - Kitchenham, BA; Charters, S (EBSE Technical Report, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:ETPE564Y 2486141:KVCIQUQU

Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices - Lai, C-H; Yang, J-C; Chen, F-C; Ho, C-W; Chan, T-W (Journal of Computer Assisted Learning, 2007)
00128 shortDOI: 10/b9gjjp KerkoCite.ItemAlsoKnownAs: 10/b9gjjp 2129771:WLJT7DZ7 2405685:JL2LF9RS

The effect of extra funding for disadvantaged pupils on achievement - Leuven, Edwin; Lindahl, Mikael; Oosterbeek, Hessel; Webbink, Dinand (The Review of Economics and Statistics, 2007)
Publisher: MIT Press KerkoCite.ItemAlsoKnownAs: 10.1162/rest.89.4.721 2339240:LF274ZEU 2405685:9HHD5MSV

Globalization, corporatism, and critical language education - Luke, Allan; Luke, Carmen; Graham, Phil (International Multilingual Research Journal, 2007)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 2405685:G4MPSTII 4042040:WMA7NTXG

ICT in Education in Liberia - Mangesi, Kofi (World Bank Group, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:97GN7HVT 2405685:QQNTJEB4
Keywords: ⛔ No DOI found

Small-group problem-based learning as a complex adaptive system - Mennin, Stewart (Teaching and Teacher Education, 2007)
Small-group problem-based learning (PBL) is widely embraced as a method of study in health professions schools and at many different levels of education. Complexity science provides a different lens with which to view and understand the application of this method. It presents new concepts and vocabulary that may be unfamiliar to practitioners of small-group PBL and other educational methods. This article looks at small-group PBL from the perspective of complex adaptive systems (CAS). It begins with a brief review of the current understanding and practice of PBL. Next some of the characteristics of CAS are reviewed using examples from small-group PBL to illustrate how these characteristics are expressed in that context. The principles and the educational theory in which small-group PBL are embedded are related to CAS. Implications for health professions education are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2006.12.016 2339240:6J33JNEG 2339240:KJUSTUD8 2405685:DNHIV4ZM 2405685:X6ZBQLYW

Namibia: ICT Policy for Education | ICT in education policy toolkit - Ministry of Basic Education, Sport and Culture; Ministry of Higher Education, Training and Employment Creation (2007)
KerkoCite.ItemAlsoKnownAs: 2405685:F8N4EST5

Information and communication technology (ICT) policy for basic education - Ministry of Education and Vocational Training (2007)
KerkoCite.ItemAlsoKnownAs: 2339240:H8NR2XJW 2405685:XAH8WZ9L

Information & Communication Technology (ICT) policy for Basic Education - Ministry of Education and Vocational Training (United Republic of Tanzania, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:D9RUP2XP 2405685:44KATUPE

School‐based teacher development in Sub‐Saharan Africa: building a new research agenda - Moon, Bob (The Curriculum Journal, 2007)
shortDOI: 10/cdnf7g KerkoCite.ItemAlsoKnownAs: 10.1080/09585170701590007 10/cdnf7g 2405685:A94IN6L2

The new millennium learners: Emerging issues from the first expert meeting - OECD (Organisation for Economic Cooperation and Development (OECD), 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:R9C4NL8M 2405685:HZ6N3ZN3

Maximising the performance of education systems: The case of teacher absenteeism - Patrinos, Harry; Kagia, Ruth (The Many Faces of Corruption: Tracking Vulnerabilities at the Sector Level, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:YR6LJPJT 2405685:3UN8AR43

Epistemic mediation: Video data as filters for the objectification of teaching by teachers - Roth, Wolff-Michael (Video Research in the Learning Sciences, 2007)
Learning science researchers attempting to understand situated human practices traditionally have relied on ethnographic observation and field notes recorded after the events have occurred. However, as Jordan and Henderson articulated in the opening quote, they are faced with the gap between accounts of action and (situated) ac-tions themselves. The problem is heightened when learning science researchers become themselves participants in the setting under study. Thus, a number of learning science researchers-including Magdalene Lampert, Jim Minstrell, David Hammer, and myself-conducted research on cognition and instruction all the while teaching the lessons that are the focus of their studies. Furthermore, an increasing number of teachers continue their formal education and become learning science researchers and teach at elementary and secondary schools. Teacher-researchers are confronted with particular challenges arising from the fact that they are participants in rather than onlookers to the situation to be analyzed and theorized. They are interested rather than disinterested participants, and therefore have something at stake, which harbors particular dangers for the quality of the analyses of learning and instruction in their classrooms that accompany the analytic advantages that derive from their insider role (Roth & Tobin, 2002). Video, as the second quote shows, provides opportunities to teacher-researchers to see themselves and their experiences differently, even pertaining to their own actions. In the second quote, Christina described how watching herself on videotape allowed her notice that she was standing a lot next to the chalkboard even when it was not used during interactions with students. That is, by means of the video, she became aware of her own actions in a different way.
KerkoCite.ItemAlsoKnownAs: 2405685:MSWLJ5Z6

A three-tier citizenship: can the state in Tanzania guarantee linguistic human rights? - Rubagumya, Casmir M (EdQual Research Programme Consortium, 2007)
OCLC: 1045801457 KerkoCite.ItemAlsoKnownAs: 2339240:BNLYE2NE 2405685:BUDHVKXP

The Views of Educational Practitioners in Ghana on ICT Use and Instructional Design Practice for Promoting Quality Education - Sarfo, Frederick Kwaku (Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 2007)
Many ICT boosters are of the view that ICT on its own can promote quality teaching and learning. In line with this metaphor, the need to provide computers in the classrooms often takes precedence over training teachers to acquire skills in instructional design. However, it is evident in the instructional technology literature that good design of the learning task by the teacher is the fundamental requirement for quality teaching. This study was intended to explore the views of 90 educational practitioners (students, teachers and policy makers) in Ghana on the use of ICT and good design of instruction by the teacher for quality teaching and learning. Five Point Likert-type scales were used for the data collection. The results of the study indicate that in Ghana students are not very certain as to whether ICT or teachers can facilitate the implementation of the first five principles of instruction for quality teaching and learning. Moreover, a great number of teachers and policy makers are of the view that teachers can facilitate the implementation of the first five principles of instruction better than an ICT. However, it was recommended by the students, teachers and policy makers that both teachers and students should be trained to use ICT to facilitate teaching and learning.
KerkoCite.ItemAlsoKnownAs: 10.1109/icalt.2007.255 10/fpzwx6 2339240:85JT2CKA 2405685:L4RXKRZF

Global perspectives on teacher learning: improving policy and practice - Schwille, J.; Dembélé, M. (International Institute for Educational Planning, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:R5FQ338D 2339240:FS3FY3F7 2405685:9WSGNMX9
Keywords: ___working_potential_duplicate

Global perspectives on teacher learning: improving policy and practice - Schwille, John; Dembélé, Martial (UNESCO: International Institute for Educational Planning, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:XX6H8UUD
Keywords: C:International; ___working_potential_duplicate

Teaching Well? Educational reconstruction efforts and support to teachers in postwar Liberia - Shriberg, Janet (International Rescue Committee, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:HZ5IGX9C

Maine’s middle school laptop program: Creating better writers - Silvernail, David L; Gritter, Aaron K (Gorham, ME: Maine Education Policy Research Institute, 2007)
00079 KerkoCite.ItemAlsoKnownAs: 2129771:KSDKETRQ 2405685:62DD3BB5

A leader's framework for decision making - Snowden, David J.; Boone, Mary E. (Harvard business review, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:98AMTKKA 2405685:E4NREQGZ
Keywords: ⛔ No DOI found

A study on NGO services for children in Mumbai, India - Sonawat, Reeta; Sikh, Shanna (Jurnal Ilmu Komunikasi, 2007)
The present research was conducted to study NGOs services for children in Mumbai through a child rights perspective. The study was exploratory in nature and aimed to assess the implementation of child rights by the NGOs. 35 NGOs working for children in the city of Mumbai comprised the sample and were studied using a questionnaire and rating scale as tools. Findings revealed that education (74 percent) and health (54 percent) were the most common concerns of the organizations. Only 17 percent of the NGOs considered child rights to be a concern. The NGOs implemented the right to participation better than any other right. The right to survival was, however, grossly neglected. It was concluded that there are several gaps and areas of lack in the services offered to children. There is also an urgent need to spread awareness amongst the NGO workers themselves to make child rights a part of organizational mandates.
KerkoCite.ItemAlsoKnownAs: 10.24002/jik.v4i1.231 2339240:D29VTY5F 2405685:T4MF6TW7

Teacher Learning Circles: Reading Theory in Practice Through Dialogue - Suda, Liz (2007)
KerkoCite.ItemAlsoKnownAs: 2339240:73SGFQU8 2405685:QKTS75KP

Story Guide: Building bridges using narrative techniques – Story-telling aid - Swiss Agency for Development and Cooperation [SDC] (SDC, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:IL49VDHX

ICT in education in Tanzania: Lessons and experiences from IICD-supported projects - Tilya, Frank (International Institute for Communication and Development (IICD), 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:NFKEZ7I9 2405685:FW2NJQDZ

Teacher professional learning and development: best evidence synthesis iteration (BES) - Timperley, Helen (Ministry of Education, 2007)
OCLC: 191120634 KerkoCite.ItemAlsoKnownAs: 2339240:637XHZ8P 2339240:VMDWGMWX 2405685:FUMAUAXK 2405685:J6RGES7A 2405685:QMWASTW4 2405685:RWFWTTS2 2405685:TKHJYKZR
Keywords: C:New Zealand

Dialogic education and technology: Expanding the space of learning - Wegerif, Rupert (Springer Science & Business Media, 2007)
KerkoCite.ItemAlsoKnownAs: 2339240:KMLUFFVC 2405685:XZNNLE7Y

Investing in ICTs in educational institutions in developing countries: An evaluation of their impact in Kenya - Wims, Pádraig; Lawler, M. (undefined, 2007)
ABSTRACT The incorporation of Information and Communication Technologies (ICT) into the educational curriculum has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this research seeks to redress this by examining the impact of ICT projects in educational institutions in Kenya. Teaching staff, current students and former students together with parents of current students were surveyed. Key informants were also interviewed to establish the current policies concerning ICT in education in Kenya. An absence of educational software was found, as was the lack of Internet access and use of e-mail. Some 35-40% of secondary school teachers had never used a computer. The research revealed tangible benefits to students from exposure to ICT. It was also found that exposure to computers in schools influenced the career choices of former students. It was concluded that reform of the telecommunications sector is necessary to hasten the rollout of computer technology in educational institutions in Kenya. At school level, the key issues which arose included staff training, mainstreaming of ICT across the curriculum and provision of adequate ICT equipment. Keywords: ICTs; Developing Countries; Education INTRODUCTION This paper investigates the use of computers in educational institutions in the Rift Valley province in Kenya. The adoption of Information and Communication Technologies (ICT) has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this study examines ICT projects in educational institutions in Kenya, in order to establish normal practice and to determine the effects of adopting ICTs at school level. BACKGROUND TO THE RESEARCH The country of Kenya experiences many of the problems typical of sub Sahara Africa enumerated by Langmia (2006) in that it is lagging behind in information superhighway technology. In terms of telecommunications infrastructural developments, the growth of the fixed telephone network throughout Kenya has been below expectations; according to the Central Bureau of Statistics (2006), the fixed line tele-density was 1.02% (number of fixed lines per one hundred population) during the year 2003 but this has actually deteriorated since then due to the steady population increase in the absence of infrastructural developments. Most of these fixed line subscribers are concentrated in urban areas which account for 94% of the fixed lines while 6% are in rural areas (ibid). In contrast, cellular services have expanded rapidly from under 15,000 customers in 1999 to over 2.8 million in 2004 (Export Processing Zones Authority, 2005). By April 2004, there were an estimated one million internet users and over one thousand cyber cafes throughout the country (ibid.). Keiyo District is one of 18 districts of the Rift Valley Province and lies just north of the equator, at its centre approximately 350km north west of Nairobi. The western and southern areas of the district are fertile and support the highest population. Livestock rearing and tillage farming are the main occupations of the community. To the north of Iten, the administrative centre, the land gradually rises through forests of indigenous trees and bleak high merino-sheep country. Lumbering is also carried on in this area. The total population of Keiyo District was estimated at 144,000 in 2004, and the population density was estimated to be 100 persons per square km (CKRC, 2004). Keiyo District is the eighth most densely populated district in the Rift Valley Province and has an average life expectancy of 61 years. …
KerkoCite.ItemAlsoKnownAs: 2339240:ZNLA847W 2405685:EQDB5T6L
Keywords: ⛔ No DOI found

New Look at Habits and the Habit-Goal Interface - Wood, Wendy; Neil, David (Psychological Review, 2007)
shortDOI: 10/dsb8bv KerkoCite.ItemAlsoKnownAs: 10.1037/0033-295X.114.4.843 10/dsb8bv 2405685:XZK2S4WM

Reviewing the evidence on how teacher professional development affects student achievement - Yoon, Kwang Suk; Duncan, Teresa; Wen-yu Lee, Sylvia; Scarloss, Beth; Shapley, Kathy (National Center for Education Evaluation and Regional Assistance, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:YJCET4KE
Keywords: C:United States

Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries - Gaible, Edmond; Burns, Mary (World Bank, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:HDT8VYCL

Global perspectives on teacher learning: improving policy and practice - Schwille, Jack; Dembelé, Martial (UNESCO-IIEP, 2007)
This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 2405685:E54PCBBP 2534378:Q4HM2RDT
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Global Perspectives on Teacher Learning: improving policy and practice | Request PDF - Schwille, Jack; Dembelé, Martial (UNESCO-IIEP, 2007)
Request PDF | Global Perspectives on Teacher Learning: improving policy and practice | Incl. bibl. This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 2405685:AHQCWIAH 2534378:Q4HM2RDT
Keywords: ⛔ No DOI found

ICTs, secondary education, and the knowledge economy: Exploring the roles of the private sector in post-apartheid South Africa - Evoh, Chijioke (Journal of Education for International Development, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:DZTHK4NH 4042040:37YKH65P
Keywords: ⛔ No DOI found

Intraclass correlation values for planning group-randomized trials in education - Hedges, Larry V.; Hedberg, E. C. (Educational Evaluation and Policy Analysis, 2007)
Experiments that assign intact groups to treatment conditions are increasingly common in social research. In educational research, the groups assigned are often schools. The design of group-randomized experiments requires knowledge of the intraclass correlation structure to compute statistical power and sample sizes required to achieve adequate power. This article provides a compilation of intraclass correlation values of academic achievement and related covariate effects that could be used for planning group-randomized experiments in education. It also provides variance component information that is useful in planning experiments involving covariates. The use of these values to compute the statistical power of group-randomized experiments is illustrated.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0162373707299706 2339240:SH7TIT4V 2405685:32US7S89

Using Evidence: How Research Can Inform Public Services - Nutley, Sandra M.; Isabel, Walter; Davies, Huw T. O. (Policy Press, 2007)
This book provides a timely and novel contribution to understanding and enhancing evidence use. It builds on and complements the popular and best-selling What Works?: Evidence-based policy and practice in public services (Davies, Nutley and Smith, Policy Press, 2000), by drawing together current knowledge about how research gets used and how this can be encouraged and improved. In particular, the authors explore various multidiscipliary frameworks for understanding the research use agenda; consider how research use and the impact of research can be assessed; summarise the empirical evidence from the education, health care, social care and criminal justice fields about how research is used and how this can be improved and draw out practical issues that need to be addressed if research is to have greater impact on public services. Using evidence is important reading for university and government researchers, research funding bodies, public service managers and professionals, and students of public policy and management. It will also prove an invaluable guide for anyone involved in the implementation of evidence-based policy and practice.
Google-Books-ID: UfMefp4rO9sC KerkoCite.ItemAlsoKnownAs: 2339240:ZMN2KQDV 2405685:NQSYULZI
Keywords: Political Science / Public Affairs & Administration; Political Science / Public Policy / General; Social Science / Sociology / General

Teacher Turnover in Malawi's Ministry of Education: Realities and Challenges - Kayuni, Happy; Tambulasi, Richard (International Education Journal, 2007)
The teaching profession is no longer a concern of academicians but the public in general who yearn for positive results. Internationally, the profession is continuously beset by several serious problems. One of the most serious problems in the teaching profession is teacher turnover. Governments are finding it difficult to retain teachers in schools. In Malawi, this problem is profound and overwhelming, even by Sub-Saharan standards. The paper heavily relies on secondary data derived from general trends and observations of several research findings as well as government publications, newspapers and several academic papers. The paper argues that main cause of this problem in Malawi can be attributed to general poor working conditions. The paper further argues that retention measures derived by the Malawi government may take time to bear fruits and it is unlikely that they can seriously affect teachers positively because they do not address the basic immediate needs of the teachers. (Contains 1 footnote.)
Publisher: Australian and New Zealand Comparative and International Education Society ERIC Number: EJ841708 KerkoCite.ItemAlsoKnownAs: 2339240:FYJD5CWX 2405685:ZNEQ55JY
Keywords: Developing Nations; Educational Development; Educational Policy; Faculty Mobility; Foreign Countries; Teacher Attitudes; Teacher Persistence; Teaching (Occupation); Teaching Conditions; ⛔ No DOI found

E-Learning as Part of Disaster Recovery Planning - Hanssen, Graeme M.; Rana, Tohid Ahmed (2007)
The world has recently witnessed large natural disasters with the Asian tsunami, the Pakistan earthquake, etc, which has resulted in loss of life measured in hundreds of thousands. One or two years later surveys of reconstruction work have revealed less than 25% of schools have been re-established, implicating long term economic and social consequences. Disaster Recovery planning could include rapid deployment of E-learning systems adapted to disaster zones, even with an apparent lack of broadband telecommunications infrastructure. This paper proposes technically innovative solutions to the rapid re-starting of education in disaster-struck communities by introducing the concept of a mobile E-school. Planning for Disaster Recovery could include the solutions proposed herein, as it is also possible to imagine in this Globalization World that budgets of wealthier nations encompassing these concepts. (Contains 1 figure.)
Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:TNQWGH3K 2405685:7VPDA68G
Keywords: Computer Uses in Education; Distance Education; Educational Technology; Emergency Programs; Foreign Countries; Global Approach; Natural Disasters; Online Courses; Telecommunications; Virtual Classrooms

Dhaka: improving living conditions for the urban poor - World Bank (2007)
KerkoCite.ItemAlsoKnownAs: 2339240:N4KX2CI5 2405685:U5Y84Z3H

Learning styles of design students and the relationship of academic performance and gender in design education - Demirbas, Ozgen; Demirkan, Halime (Learning and Instruction, 2007)
The study focuses on design education using Experiential Learning Theory (ELT) and explores the effects of learning styles and gender on the performance scores of freshman design students in three successive academic years. Findings indicate that the distribution of design students through learning style type preference was more concentrated in assimilating and converging groups. Further study indicates that the first and third groups were found to be more balancing while the second group being mostly a southerner. The learning style preferences did not significantly differ by gender in all three groups. Although there is no consistency in all three groups, results indicate that the performance scores of males were higher in technology-based courses, whereas scores of females were higher in artistic and fundamental courses and in the semester academic performance scores (GPA). Also, it was found that the performance scores of converging and diverging students differed significantly in favor of converging students only in design courses. In design education, instructors should provide a strategy that is relevant to the style of each learner in design studio process.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.learninstruc.2007.02.007 2339240:XEQ9QHRJ 2405685:2IG3V8IB

Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research - Hew, Khe Foon; Brush, Thomas (Educational Technology Research and Development, 2007)
Although research studies in education show that use of technology can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment. We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments. Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research.
zotzenLib.CopiedFrom: 2339240:742UC4RT KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-006-9022-5 2339240:742UC4RT 2405685:FCFEJK4Z

Transformative Paradigm: Mixed Methods and Social Justice - Mertens, Donna (Journal of Mixed Methods Research, 2007)
The intersection of mixed methods and social justice has implications for the role of the researcher and choices of specific paradigmatic perspectives. The transformative paradigm with its associated philosophical assumptions provides a framework for addressing inequality and injustice in society using culturally competent, mixed methods strategies. The recognition that realities are constructed and shaped by social, political, cultural, economic, and racial/ethnic values indicates that power and privilege are important determinants of which reality will be privileged in a research context. Methodological inferences based on the underlying assumptions of the transformative paradigm reveal the potential strength of combining qualitative and quantitative methods. A qualitative dimension is needed to gather community perspectives at each stage of the research process, while a quantitative dimension provides the opportunity to demonstrate outcomes that have credibility for community members and scholars. Transformative mixed methodologies provide a mechanism for addressing the complexities of research in culturally complex settings that can provide a basis for social change. … Read more
KerkoCite.ItemAlsoKnownAs: 10.1177/1558689807302811 2339240:38S9CL6A 2405685:SJIPRXXD

Integrating technology into mother-tongue education: Examples from Hebrew - Shalom, Tsila; Nir-Sagiv, Bracha (L1-Educational Studies in Language and Literature, 2007)
This paper describes the current approach to the instruction of Hebrew as a mother-tongue (L1) language based on technological developments and on the relationship between technology and pedagogy. As such, we rely on well-known models of integrating computerized tools and distance learning in the educational system, while emphasizing the potential contribution of these environments to L1 education. At the core of this paper is the combination of linguistic and didactic approaches to L1 teaching that bring together both theoretical and functional aspects of learning and teaching language via a computer. The focus here is on technologically-based L1 learning environments that combine different types of computerized tools within a comprehensive language-learning/teaching system that is designed for facilitating and improving language skills. This system is cognitively motivated, and is modeled on a combination of elements, such as principles of constructivist, social, and active learning. The structural-conceptual framework of this environment complies with principles of both local and global connectivity and hierarchy. For example, at the local level, learning materials are connected through a hypertext structure; at the global level, the entire system is inter-connected, with assignments linked to dictionaries and relevant websites, and the learners themselves connected through email and forums. The teaching/learning processes that take place within this L1 environment are illustrated by examples of both online and offline computerized courses.
KerkoCite.ItemAlsoKnownAs: 10.17239/L1ESLL-2007.07.02.03 2405685:I9YKXUSB 4042040:BLP2VH55
Keywords: technology

A Study on The Implementation of English Interactive Radio Instruction (IRI) in Selected Government Primary Schools in Addis Ababa - Alaro, Meseret (Addis Ababa University, 2007)
As its central objective, this study attempts to assess the implementation of English Interactive Radio Instruction (IRI) in selected government primary schools in Addis Ababa. In line with that, the researcher has framed specific questions that address issues related to classroom management, training given to the teachers, links among different stakeholders and the suitability and clarity of the program. Students and teachers of Grade Three from Biherawi Betemengist, Edget Besira , Karalo , Lafto and Salayish Primary Schools are participants of this study .To undertake the study descriptive research design is used . Accordingly, data that is pertinent to the study is collected using different tools such as questionnaire, observation, focus group discussion, interview and document analysis. The findings of the study reveal that the implementation of the program seems to face grave challenges. These mainly emanate from loose link among stakeholders, failure of supplying basic facilities needed to promote the fruitfulness of the program and failure to arrange suitable conditions for the broadcast. Moreover, based on the opinion of the participants, results of the study highlight that in some cases contents of the program is not suitable compared to the students language proficiency .It is also noticed from the findings of the study that classroom practice is not effectively carried out as per the very goal of the program. Despite that, both students and teachers forward positive comments about the utilization of the program for the teaching of English. Based on the findings recommendations for better service and suggestions for further studies are given.
Accepted: 2018-06-20T09:54:22Z KerkoCite.ItemAlsoKnownAs: 2405685:P9GW7UMM

Remedying education: Evidence from two randomized experiments in India - Banerjee, Abhijit V.; Cole, Shawn; Duflo, Esther; Linden, Leigh (Quarterly Journal of Economics, 2007)
Abstract. This paper presents the results of two randomized experiments conducted in schools in urban India. A remedial education program hired young women to
Publisher: Oxford Academic shortDOI: 10/czpd95 KerkoCite.ItemAlsoKnownAs: 10.1162/qjec.122.3.1235 10/czpd95 2339240:747NT3J4 2339240:EPHYLBXE 2339240:IKGAU9RR 2339240:NGLYN2VC 2339240:S5D4XKYR 2339240:WMMDCE36 2405685:3MGJJXVG 2405685:523DCQ9L 2405685:6BPFCDM4 2405685:AN44K8QN 2405685:BU8WS9PN 2405685:D6J5WDVQ 2405685:ENTM94YW 2405685:T9KGTUK4 2534379:PEF997EE
Keywords: Quality: H; Relevance: M; ___working_potential_duplicate

What do specialists do in CPD programmes for which there is evidence of positive outcomes for pupils and teachers? - Cordingley, Philippa; Bell, Miranda; Isham, Colin; Evans, Donald; Firth, Antonia (EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, 2007)
What do we want to know? This review aims to explore and describe the role of the specialist in CPD programmes that provide evidence of positive outcomes for pupils as well as teachers within a broad range of indicators, including (for pupils) achievement, attainment, motivation and attitudes; and (for teachers) behaviours, knowledge, understanding and a range of affective outcomes, such as beliefs, attitudes and motivation. Who wants to know and why? The issue of how best to support teachers in their CPD is of interest to teachers, professional associations and agencies responsible for the quality and provision of teacher training. What did we find? • We only found studies where the ‘results’ indicated a positive impact of CPD. Most of the ‘evaluations’ were designed and conducted by the specialists themselves using research approaches with limited capacity to control for the potential biases arising from such a situation. • Pupil impact data was reported in the areas of learning and achievement, and affective development, including attitudes to learning and self-esteem. • Changes in teacher practice resulted from teachers learning more about teaching strategies, learning theories, the use of technology, educational policy and subject knowledge. • Specialists supported teachers through modelling, workshops, observation, feedback, coaching, and planned and informal meetings for discussion. Nearly all specialist support took place on school premises. More than half the CPD involved the specialists in observing teachers and providing feedback and debriefing. They discussed pupil needs, examined test results, reviewed the results of interviews conducted with and by pupils, and observed pupil interaction in the classroom. The quantity of formal ‘input’ was extensive and sustained. • Peer support was a consistent feature. • Specialists encouraged teachers to take on a degree of leadership in their CPD. What are the implications? The limitations of the evidence reviewed mean that we are cautious about putting forward any definitive interpretation of the implications of this review for the practices of specialist CPD. It is clear that we need more rigorous independent evaluation of CPD initiatives. The review evidence highlighted an intensive pattern of support in terms of the variety of skills specialists brought with them, and the amount of time they spent on input and support. This suggests we need to develop a more sophisticated approach to identifying, developing and drawing on the knowledge and skills both of professionals within school, and across networks, so that capacity can be built based on existing resources. More specifically, the review suggests the need for professional development for lead practitioners and CPD leaders to develop specific, specialist knowledge, understanding and skills related to adult professional learning. How did we get these results? The Review Group screened over 3,000 titles and abstracts, from which 239 studies reporting the impact and processes of CPD which involved specialists were identified. Scrutiny of the full reports led to a final sample of 22 studies for in-depth review. All these studies contained teacher and pupil data. Nineteen studies with overall medium or high weight of evidence were used to create a synthesis of findings.
KerkoCite.ItemAlsoKnownAs: 2339240:37QKUMKA 2405685:DCHP4J9A

Investigating educational change: The Aga Khan University Institute for educational development teacher education for school improvement model - Khamis, Anil; Sammons, Pamela (International Journal of Educational Development, 2007)
This article continues the analyses of the impact of an innovative teacher education programme aimed at school improvement in a developing country context (A. Khamis, P. Sammons, 2004. The development of a cadre of teacher educators: some lessons from Pakistan. International Journal of Educational Development, 24(3), 255–268). Building on recent publications that have analysed outcomes of the teacher education programme and how the cadre of teacher educators has worked to initiate improvement in schools in Pakistan. The article considers the ‘teacher education for school improvement model’ based on findings from the case studies of nine co-operating school. Lessons are presented to further inform the development of teacher education programmes and the measurement of effectiveness of such programmes in developing country contexts. The article further considers relevant international research on educational change and reform to draw further lessons. These lessons include the need to pay greater attention to the cultural contexts and milieu in Pakistan, and the need to create models of school improvement and teacher education that originate within developing country contexts rather than the adaptation of European/North American models that are based on sources of data in those contexts. The article concludes by arguing for the need to develop better theoretical understandings from the current innovations underway and placing the onus on intervening agencies to better inform educational change strategies promoted in developing country contexts.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2006.12.006 2339240:9NIU3EAU 2405685:AVG9NPXF
Keywords: Developing countries; Educational change; Innovation; Pakistan; School improvement; Teacher education

Empowerment of Women through Distance Education in Pakistan - Bukhsh, Qadir (2007)
The present study was undertaken to highlight the gender disparities of Pakistan as well as at regional and international level. The study, measured the comparative outcome of formal and non-formal system of education in Pakistan. To achieve the desired goal, documentary analysis was considered appropriate. The number of schools and enrollment during the years 2001 to 2004 of the formal system for primary, middle and high level was considered and enrollment during the year 198-1999 and 2004 for Secondary School Certificate to Ph.D level of non-formal system was considered. Data was analyzed in term of percentage and average. It was found that enrollment of female is less than male in formal system while enrollment of female is higher than male in non-formal system of education in Pakistan. (Contains 16 tables.)
Issue: 4 Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:GH4W93KG 2405685:HC78WJKZ
Keywords: Access to Education; Computer Uses in Education; Distance Education; Elementary Secondary Education; Empowerment; Enrollment Trends; Females; Foreign Countries; Gender Differences; Nonformal Education; Postsecondary Education; Womens Education

Kenya Vision 2030: A Globally Competitive and Prosperous Kenya - Government of Kenya (Republic of Kenya, 2007)
KerkoCite.ItemAlsoKnownAs: 2405685:IPSRUIML

Coverage analysis of Scopus: A journal metric approach - de Moya-Anegón, Félix; Chinchilla-Rodríguez, Zaida; Vargas-Quesada, Benjamín; Corera-Álvarez, Elena; Muñoz-Fernández, Francisco José; González-Molina, Antonio; Herrero-Solana, Victor (Scientometrics, 2007)
Our aim is to compare the coverage of the Scopus database with that of Ulrich, to determine just how homogenous it is in the academic world. The variables taken into account were subject distribution, geographical distribution, distribution by publishers and the language of publication. The analysis of the coverage of a product of this nature should be done in relation to an accepted model, the optimal choice being Ulrich’s Directory, considered the international point of reference for the most comprehensive information on journals published throughout the world. The results described here allow us to draw a profile of Scopus in terms of its coverage by areas — geographic and thematic — and the significance of peer-review in its publications. Both these aspects are highly pragmatic considerations for information retrieval, the evaluation of research, and the design of policies for the use of scientific databases in scientific promotion.
shortDOI: 10/b9bdx9 KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-007-1681-4 10/b9bdx9 2339240:9H2F3ZHY 2405685:TB3BSKQU
Keywords: Coverage Analysis; Journal Citation Report; Percentage Distribution; Subject Coverage; Subject Ranking

Text-free user interfaces for illiterate and semiliterate users - Medhi, Indrani; Sagar, Aman; Toyama, Kentaro (Information Technologies and International Development, 2007)
We describe work toward the goal of a user interface (UI) designed such that even novice, illiterate users require absolutely no intervention from anyone at all to use. Our text-free UI is based on many hours of ethnographic design conducted in collaboration with a community of illiterate domestic laborers in three Bangalore slums. An ethnographic design process was used to understand what kind of application subjects would be interested in, how they respond to computing technology, and how they react to specific UI elements. We built two applications using these principles, one for job search for domestic laborers and another for a generic map that could be used for navigating a city. The resulting designs are based on key lessons that we gained through the design process. This article describes the design process, the design principles, which evolved out of the process, the final application designs, and results from initial user testing. Our results confirm previous work that emphasizes the need for semiabstracted graphics and voice feedback, but we additionally find that some aspects of design for illiterate users that have been previously overlooked (such as a consistent help feature). Results also show that the text-free designs are strongly preferred over standard text-based interfaces by the communities which we address and that they are potentially able to bring even complex computer functions within the reach of users who are unable to read.
KerkoCite.ItemAlsoKnownAs: 10.1162/itid.2007.4.1.37 2339240:M358ZYM4 2405685:666MYDQ3

Designing for development: Understanding One Laptop Per Child in its historical context - Ananny, Mike; Winters, Niall (2007 International Conference on Information and Communication Technologies and Development, 2007)
We argue that the One Laptop Per Child (OLPC) can be better understood by examining the general history of development communication and, specifically, through a historical debate between communication scholars Ithiel de Sola Pool and Herbert Schiller. Although originally conducted around broadcast media, the Pool-Schiller conversation identifies questions still relevant to contemporary information and communication for development (ICT4D) projects like the OLPC. Our analysis of their debate identifies five key questions we can apply to the OLPC or any given ICTD4D project: where does change happen? How does change happen? What obligations do designers and researchers have as change agents? What is the role of technology in change? What is the relationship between change, technology and international development? Equipped with this framework, we argue that one place to see OLPC's answers to these Pool-Schiller questions - and, thus, an understanding of OLPC development ideologies - can be found in a textual analysis of the OLPC software design guidelines. This preliminary analysis suggests that OLPC sees the child as the agent of change and the network as the mechanism of change.
ISSN: null shortDOI: 10/dmzbpd KerkoCite.ItemAlsoKnownAs: 10.1109/ICTD.2007.4937397 10.1109/ictd.2007.4937397 10/dmzbpd 2339240:FSC5KINY 2339240:WJKU5JYP 2405685:P4NRIXTU 2405685:UI2Y66TI
Keywords: Broadcasting; Computer science education; Computer vision; Context; Educational technology; Guidelines; History; Information analysis; Materials science and technology; Pool-Schiller questions; Portable computers; one laptop per child; public domain software; software design; software development management; systems analysis; textual analysis

Making Schools Inclusive: How change can happen (Save the Children UK, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:LDSPRXL5 2405685:UE78R5FZ

Gender equity in the use of educational technology - Abbott, G.; Benvenue, L.; Damain, S.; Kramarae, C.; Jepkemboi, G.; Strawn, C. (Handbook for achieving gender equity through education, 2008)
KerkoCite.ItemAlsoKnownAs: 2405685:RMTJVAFV

Opening Access to Knowledge in Southern African Universities - Abraham, L.; Burke, M.; Gray, E.; Rens, A. (SARUA, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:TJWVQFG7 2405685:4F5CP8EU

An Investigation of Provision of Quality Basic Education in Ghana: A Case Study of Selected Schools in the Central Region - Ampiah, Joseph (Journal of International Cooperation in Education, 2008)
KerkoCite.ItemAlsoKnownAs: 2405685:NDYK3WSP
Keywords: ⛔ No DOI found

Pakistan - Learning and Educational Achievements in Punjab Schools (LEAPS): insights to inform the education policy debate - Andrabi, Tahir; Das, Jishnu; Khwaja, A. I.; Vishwanath, T.; Zajonc, Tristan (World Bank, 2008)
This report shares the findings of first round of the Learning and Educational Achievement in Punjab Schools (LEAPS) survey carried out in all the public and private schools offering primary level education in 112 villages of the province. This survey includes learning outcomes for 12,000 children in Class III in Urdu, English, and Mathematics together with detailed information on the beliefs and behavior of schools, teachers and parents. This large and independent exercise provides critical information on every aspect of the educational marketplace, including performance of all types of schools in select districts of the province. This report presents findings from the first round of the survey in 2003 along with trends for a few key outcomes between 2003 and 2007; a further report will incorporate all other information from the four rounds collected between 2003 and 2007.
KerkoCite.ItemAlsoKnownAs: 2339240:JNUWM4UI 2339240:TTHQC2V4 2405685:9ZDCBLKK 2405685:LKSB8HEW

Mostly harmless econometrics: An empiricist's companion - Angrist, Joshua D.; Pischke, Jörn-Steffen (Princeton university press, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:JDPD88JL 2405685:S3Z6NLIV

Putting a band-aid on a corpse: Incentives for nurses in the Indian public health care system - Banerjee, Abhijit V.; Glennerster, Rachel; Duflo, Esther (Journal of the European Economic Association, 2008)
The public Indian health care system is plagued by high staff absence, low effort by providers, and limited use by potential beneficiaries who prefer private alternatives. This artice reports the results of an experiment carried out with a district administration and a nongovernmental organization (NGO). The presence of government nurses in government public health facilities (subcenters and aid-posts) was recorded by the NGO, and the government took steps to punish the worst delinquents. Initially, the monitoring system was extremely effective. This shows that nurses are responsive to financial incentives. But after a few months, the local health administration appears to have undermined the scheme from the inside by letting the nurses claim an increasing number of “exempt days.” Eighteen months after its inception, the program had become completely ineffective.
KerkoCite.ItemAlsoKnownAs: 10.1162/JEEA.2008.6.2-3.487 2339240:CLM2U2YT 2339240:YGTUCIRS 2405685:L4UGI8BT 2405685:MYJMRV9F 4656463:38AY7FGI 4656463:FF98U3AQ

Mother tongue matters: local language as a key to effective learning - Bühmann, Dörthe; Trudell, Barbara (2008)
KerkoCite.ItemAlsoKnownAs: 2405685:HFA8ZXYQ 4042040:NTU58H84

Developing and evaluating complex interventions: new guidance - Craig, Peter; Dieppe, Paul; Macintyre, Sally; Michie, Susan; Nazareth, Irwin; Petticrew, Mark (Medical Research Council, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:K93PM7IL 2405685:7UXMTNYV

Mobile phone-based cash transfers: lessons from the Kenya emergency response - Datta, Dipankar; Ejakait, Anne; Odak, Monica (Humanitarian Practice Network, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:CRBDY6VP 2405685:8ELURAYZ

Complexity as a theory of education - Davis, Brent; Sumara, Dennis (TCI (Transnational Curriculum Inquiry), 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:39X6GJAR 2339240:86ZMTCZH 2339240:SAZSBSR8 2405685:EIIWSFNX
Keywords: ⛔ No DOI found

DFID Education Policy 2018: Get Children Learning - GOV.UK - DFID (2008)
DFID calls for action to tackle the learning crisis; prioritising effective teaching and education systems, and renewed focus on poor and marginalised children.
KerkoCite.ItemAlsoKnownAs: 2405685:LHRC5X58 261495:KJSETUJ2
Keywords: IMPORT_FROM_DFID_RITE

Frameworks of educational technology* - Ely, Donald (2008)
This paper, written from a 20th-century perspective, traces the development of, and inﬂuences on, the ﬁeld of instructional technology and attempts to describe a framework within which we can better understand the ﬁeld.
KerkoCite.ItemAlsoKnownAs: 2339240:VC2Y8TS2 2405685:BRVAVBB3

Teaching life sciences to blind and visually impaired learners - Fraser, William John; Maguvhe, Mbulaheni Obert (Journal of Biological Education, 2008)
KerkoCite.ItemAlsoKnownAs: 10.1080/00219266.2008.9656116 2339240:PVI7R3K4 2405685:UTVX7QVA

Preparation for Life and Work. Comparative Study with a Focus on Basic (Primary and Lower Secondary) Education in Developing African Countries; 2008 - Georgescu, Dakmara; Stabback, Philip; Jahn, Klaus; Ag-Muphtah, Elmehdi; de Castro, Philippe (Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:Y6P3CDEU 2405685:XPZ5HC4W

Technology acceptance in an academic context: Faculty acceptance of online education - Gibson, Shanan G.; Harris, Michael L.; Colaric, Susan M. (Journal of Education for Business, 2008)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.3200/JOEB.83.6.355-359 2339240:5NK4IDFV 2405685:B4RIUAAK

Social Pillar | Kenya Vision 2030 - Government of Kenya (2008)
KerkoCite.ItemAlsoKnownAs: 2339240:7JSKC98G 2405685:3596BZPZ

Assessing national achievement levels in education. National assessments of educational achievement. Volume 1. - Greaney, V.; Kellaghan, T. (The World Bank, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:JDWCYWP3 2405685:VRH6UB2V

‘Knowledge Must Be Contextual’: Some possible implications of complexity and dynamic systems theories for educational research - Haggis, Tamsin (Educational philosophy and theory, 2008)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1111/j.1469-5812.2007.00403.x 2339240:6ND5C5SW 2405685:ZZUNKU8W

Visible Learning: A Synthesis of over 800 Meta-analyses relating to Achievement - Hattie, John (Abingdon, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:EIVFBEH5 2405685:87S2M9YT 2486141:ZQ95LPZK

How to teach English in India: testing the relative productivity of instruction methods within the Pratham English language education program - He, Fang; Linden, Leigh L; MacLeod, Margaret (2008)
Using a pair of randomized evaluations, we assess the relative productivity of several modes of implementing an Indian English education curriculum. Each consists of a specially designed machine or flash card based activities implemented either indirectly through a teacher training program or directly by externally supervised teaching assistants. The new methods are very effective and, on average, all implementation strategies yield gains of about 0.25-0.35 standard deviations in students’ knowledge of English. Weaker students benefit more from interventions that include teacher directed activities while stronger students benefit more from the more self-paced machine-based implementation. Compared to an externally implemented version of the curriculum, the treatments implemented through the teacher training program improved students’ math and English scores rather than just their English scores, a result that may be due to the fact that teachers implemented the interventions more efficiently.
KerkoCite.ItemAlsoKnownAs: 2339240:YK589CIH 2405685:RQYG6BYY 683578:JQU56E9F
Keywords: THEME: Curriculum and resources; ⛔ No DOI found

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, JPT; Green, S (John Wiley & Sons, Ltd, 2008)
KerkoCite.ItemAlsoKnownAs: 2405685:Q8VEVR5Y 2486141:2G6J9ZEA

Encyclopedia of language and education, volume 8: Research methods in language and education - Hornberger, N.H.; Corson, D. (Kluwer Academic, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:6MV8LRB9 2405685:5H9LYZJN

An evaluation of the effectiveness of computer assisted learning strategy and expository method of teaching biology: a case study of lumen Christi international high school, Uromi, Nigeria - Imhanlahimi, E. O.; Imhanlahimi, R. E. (Journal of Social Sciences, 2008)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/09718923.2008.11892621 10/ggppsj 2339240:BM5PL29D 2405685:JYCRNIYS

Ecological Systems, Complexity, and Student Achievement: Towards an Alternative Model of Accountability in Education - Johnson, Eileen S. (School Leadership Review, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:R2BS8Z3Z 2405685:UPKJH3ZY
Keywords: ⛔ No DOI found

Higher education and its communities: Interconnections, interdependencies and a research agenda - Jongbloed, Ben; Enders, Jürgen; Salerno, Carlo (Higher Education, 2008)
Universities everywhere are being forced to carefully reconsider their role in society and to evaluate the relationships with their various constituencies, stakeholders, and communities. In this article, stakeholder analysis is put forward as a tool to assist universities in classifying stakeholders and determining stakeholder salience. Increasingly universities are expected to assume a third mission and to engage in interactions with industrial and regional partners. While incentive schemes and government programmes try to encourage universities to reach out more to external communities, some important barriers to such linkages still remain. To fulﬁl their obligation towards being a socially accountable institution and to prevent mission overload, universities will have to carefully select their stakeholders and identify the ‘right’ degree of differentiation. For the university, thinking in terms of partnerships with key stakeholders has important implications for its governance and accountability arrangements. For the future of the universities we foresee a change towards networked governance and arrangements to ensure accountability along the lines of corporate social responsibility. In order to further explore some of these concepts and to empirically investigate the tendencies suggested here, this article proposes an ambitious research agenda for tackling the emerging issues of governance, stakeholder management and higher education’s interaction with society.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10734-008-9128-2 2339240:ECNFVUP2 2405685:LFR7BP53

The Efficacy of Low Vision Devices for Students in Specialized Schools for Students who are Blind in Kathmandu Valley, Nepal - Joshi, Mahesh R.; Yamagata, Yoshitaka; Akura, Junsuke; Shakya, Suraj (Journal of Visual Impairment & Blindness, 2008)
In Nepal, children with low vision attend specialized schools for students who are totally blind and are treated as if they were totally blind. This study identified children with low vision and provided low vision devices to them. Of the 22% of the students in the school who had low vision, 78.5% benefited from the devices. Proper devices and counseling improved the quality of life of a significant number of these students.
KerkoCite.ItemAlsoKnownAs: 10.1177/0145482X0810200706 2339240:NAYABQLP 2405685:KZELTSAK

Computer aided instruction for out-of-school children in India: An impact study in Andhra Pradesh - Karnati, Romilla (University of Pennsylvania, 2008)
India has the largest number of out-of-school children, the majority of whom are girls. Against this backdrop, the Bridges to the Future Initiative (BFI), a computer-aided instruction (CAI) intervention was launched in Andhra Pradesh to bring children back to school. The BFI used multimedia software to teach basic literacy and numeracy skills through interactive stories and activities, in the local language Telugu. The methodology employed in the study was a quasi experimental design on a sample of around 140 children (age range 7-19 years). The research study included BFI sites which offered two hours of CAI a day and comparison sites which provided five hours of teacher-based instruction (TBI) a day. According to several socio-economic indicators on the survey, the sample came from poor families with low literacy levels. Findings from the survey indicated that these out-of-school children had a positive attitude toward education and a favorable perception of educated people. A majority of the sample dropped out of school to assist with domestic tasks or family run businesses and did not earn wages. The impact analysis indicated that learning took place in both contexts and learners achieved similar learning gains between pretest and posttest. However, learners in the BFI intervention were learning at a faster pace per hour than learners in the comparison sites. Learners in the CAI intervention achieved similar gains as learners in the TBI intervention in one-third of the instruction time. As such, there is a strong case to be made for the BFI program being more efficient in raising levels of literacy and numeracy scores. Within the BFI intervention group, there was evidence to suggest that the number of days attended resulted in an increase in posttest scores, particularly in reading. Furthermore, older students in the BFI intervention had consistently shown higher gains in learning across reading, writing, math and information and communication technology (ICT) literacy domains. Finally, girls in the BFI sample outperformed the boys and the biggest difference in test scores was seen in Math. The impact of the BFI intervention could also be documented by the fact that approximately 45% of the BFI sample returned to school in the next academic year. In sum, this research was one of the first to explore the context of out-of-school children in poor communities and the use of CAI in Telugu (local language) to bring these learners back to school. The results support the use of ICT with marginalized sections of society in developing countries in order to improve literacy skills. The findings of this study have the potential to inform policy makers on educational and gender equity issues.
KerkoCite.ItemAlsoKnownAs: 2339240:JE6NXAA5 2405685:8XTQWYRM
Keywords: Bridges to the Future Initiative; Computer-aided instruction; Education; India; Information and communication technologies; Information and communication technology (ICT); Literacy; Out-of-school children; School dropouts

Building back better: post-earthquake responses and educational challenges in Pakistan - Kirk, Jackie (UNESCO, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:86QE8UYC 2405685:IPHTPGVQ

Digital Literacies: Concepts, Policies and Practices - Lankshear, Colin; Knobel, Michele (Peter Lang, 2008)
This book brings together a group of internationally-reputed authors in the field of digital literacy. Their essays explore a diverse range of the concepts, policies and practices of digital literacy, and discuss how digital literacy is related to similar ideas: information literacy, computer literacy, media literacy, functional literacy and digital competence. It is argued that in light of this diversity and complexity, it is useful to think of digital literacies - the plural as well the singular. The first part of the book presents a rich mix of conceptual and policy perspectives; in the second part contributors explore social practices of digital remixing, blogging, online trading and social networking, and consider some legal issues associated with digital media.
Google-Books-ID: doVQq67wWSwC KerkoCite.ItemAlsoKnownAs: 2339240:M2KPWTSY 2405685:W2ZFAFBN
Keywords: Computers / Interactive & Multimedia; Computers / Social Aspects

Complement or Substitute? The Effect of Technology on Student Achievement in India - Linden, Leigh (World Bank, 2008)
Abstract: Using a pair of randomized evaluations, I evaluate a computer assisted learning program designed to reinforce students understanding of material presented in class. The program was implemented in both an in-school and out-of-school model allowing me to assess different strategies for integrating the technology into the existing schools. The effect of the program critically depends on the method of implementation. The program was a poor substitute for the teacher delivered curriculum and as a result, the in-school model caused students to learn significantly less than they otherwise would have learned (-0.57 standard deviations). When implemented as a complement to the normal program in the out-of-school model, however, the program generated average gains of 0.28 standard deviations reflecting small positive (but statistically insignificant) gains by most students and large positive gains by the weakest and older students in the class (from 0.4 to 0.69 standard deviations). The results emphasize the importance of understanding how new technologies and teaching methods both interact with existing resources and differentially affect students with different needs and abilities.
KerkoCite.ItemAlsoKnownAs: 2339240:UNYD2PYZ 2339240:W5LJ3B2E 2405685:8ICCPSNR 2405685:BJL8IBBJ 2405685:DZJE7MAV
Keywords: ⛔ No DOI found

Complexity theory and the philosophy of education - Mason, Mark (Wiley-Blackwell, 2008)
OCLC: 300093083 zotzenLib.CopiedFrom: 2339240:9CIZYUCK KerkoCite.ItemAlsoKnownAs: 2339240:9CIZYUCK 2405685:DCJSZV4C

Using eco-mapping to understand family strengths and resources - McCormick, K; Stricklin, S; Nowak, T; Rous, B (Young Exceptional Children, 2008)
KerkoCite.ItemAlsoKnownAs: 10.1177/1096250607311932 2339240:P5GG4HK3 2405685:JQJRVE83

Researching mobile learning-Interim report to Becta - McFarlane, A; Triggs, P; Yee, W (UK: Becta, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:N4M9IQKC 2405685:4RENJPLQ

Thinking in systems: A primer - Meadows, Donella H. (Chelsea Green Publishing, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:GEWWSVJ2 2405685:QCW9AAW9
Keywords: _C:Austria AUT; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Czech Republic CZE; _C:Denmark DNK; _C:Egypt EGY; _C:France FRA; _C:Germany DEU; _C:Guatemala GTM; _C:Hungary HUN; _C:India IND; _C:Iraq IRQ; _C:Israel ISR; _C:Japan JPN; _C:Kuwait KWT; _C:Mexico MEX; _C:Netherlands NLD; _C:Poland POL; _C:Romania ROU; _C:South Africa ZAF; _C:State of Palestine PSE; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

INSET Strategy and operational plan linked to the Teacher Development and Management Strategy (TDMS), 2008–2013 - Ministry of Education and Vocational Training (MoEVT) (Dar es Salaam: Ministry of Education and Vocational Training., 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:7JJ9TNCV 2405685:HK92J5MN

Non-Formal Education Action Plan - Ministry of Education, Youth and Sports (2008)
KerkoCite.ItemAlsoKnownAs: 2339240:DSAQYEWM 2405685:8CVZADE6

Schools and continuing professional development (CPD) in England – State of the Nation research project: survey report - Opfer, D.; Pedder, D.; Lavicza, Z. (TDA, 2008)
URL is to 'Synthesis report'. KerkoCite.ItemAlsoKnownAs: 2339240:A77QXN4I 2405685:D7DC2JBK

A comparative study between tablet and laptop PCs: User satisfaction and preferences - Ozok, A Ant; Benson, Dana; Chakraborty, Joyram; Norcio, Anthony F (Intl. Journal of human–computer interaction, 2008)
00047 shortDOI: 10/dhz4w2 KerkoCite.ItemAlsoKnownAs: 10/dhz4w2 2129771:7A88X7JK 2405685:KMK6IXCK

Public Participation, Teacher Accountability, and School Outcomes: Findings from Baseline Surveys in Three Indian States - Pandey, Priyanka; Goyal, Sangeeta; Sundararaman, Venkatesh (2008)
KerkoCite.ItemAlsoKnownAs: 2339240:GCT8T9GY 2405685:YAWQIN6H

Ghana Education Act, 2008 - Parliament of the Republic of Ghana (2008)
EdTechHub.ItemAlsoKnownAs: 2405685:F32Y6KU7

Schools and continuing professional development (CPD) in England - State of the Nation research project - Pedder, David; Storey, Anne; Opfer, V Darleen (Cambridge University and The Open University, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:UJ6WMSC4 2405685:578A8A52 2534378:HW98HKEG 2534378:M79YITS6

Making Schools Inclusive How change can happen - Pinnock, H; Lewis, I (Save the Children UK, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:MR5PYRAQ 2405685:NZTF5XG9

Using Digital Video in Rural Indian Schools: A Study of Teacher Development and Student Achievement - Sahni, Urvashi; Gupta, Rahul; Hull, Glynda; Javid, Paul; Setia, Tanuja; Toyama, Kentaro; Wang, Randy (2008)
This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400% higher in English and almost 300% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age.
KerkoCite.ItemAlsoKnownAs: 2405685:E2UC5Z9S
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Home language and education in the developing world - Smits, Jeroen; Huisman, Janine; Kruijff, Karine (2008)
In this report the relationship between the language spoken at home and educational attendance and attainment is studied for 26 developing countries from all regions of the developing world. For these 26 countries, we have constructed country profiles that show the percentages of the population belonging to the major linguistic groups and the variation in adult educational attainment and children’s educational attendance among the these groups. The profiles reveal for most of the countries substantial variation in educational attendance and attainment according to home language. This variation is present both for men and women and in urban and rural areas. To gain insight into the causes of the variation in attendance of children, two multivariate analyses are performed. The first analysis focuses on the variation within the countries. It shows that in most countries a substantial part of the variation in attendance among linguistic groups is due to variation in household wealth, parental education, gender, and urbanization of place of living of the members of the groups. In the second analysis we use multilevel models to study for 153 linguistic groups whether the variation in attendance of children is related to variation in the availability of mothertongue based multilingual education, in concentration of the groups in rural areas, and in the country’s degree of linguistic fractionalization. Educational attendance is higher when there is mother-tongue instruction in the language spoken by the group and it is lower for groups concentrated in rural areas. The positive effects of mother-tongue instruction are stronger for groups concentrated in rural areas, thus highlighting its potential for improving the situation of groups in more difficult circumstances. Group size and linguistic fractionalization of the country have no effect on attendance and the effects of mother-tongue instruction are about equally strong for girls and boys.
KerkoCite.ItemAlsoKnownAs: 2405685:FI2FQN9D 4042040:YLXVSDB3

Education for All by 2015: will we make it? EFA global monitoring report, 2008 - UNESCO (2008)
KerkoCite.ItemAlsoKnownAs: 2339240:6SPS224U 2339240:YBX3GHWA 2405685:E9PR3GI4 2405685:GMYQD3MX 4656463:7WI3RQ4H 4656463:NKLWNZFL

ICT competency standards for teachers: policy framework - UNESCO (UNESCO, 2008)
KerkoCite.ItemAlsoKnownAs: 2405685:WJ3FMNHE 2534378:DFXARHI2

The quality of teaching and learning in Tanzanian primary schools: A baseline study. - UNICEF (UNICEF, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:NVXUG589 2405685:5GITRF8Z

International handbook of information technology in primary and secondary education - Voogt, Joke; Knezek, Gerald (Springer Science+Business Media, 2008)
Extra URL: https://www.springer.com/gp/book/9780387733142 KerkoCite.ItemAlsoKnownAs: 2405685:9BC9Z253 2534378:ZTADYSJJ

Who is responsible for E-Learning Success in Higher Education? A Stakeholders' Analysis - Wagner, Nicole; Hassanein, Khaled; Head, Milena (2008)
zotzenLib.CopiedFrom: 2339240:P7FRB8GG KerkoCite.ItemAlsoKnownAs: 2339240:P7FRB8GG 2405685:IFHE4TQT
Keywords: ⚠️ Invalid DOI

Blending Learning: The Convergence of Online and Face-to-Face Education - Watson, John (North American Council for Online Learning, 2008)
KerkoCite.ItemAlsoKnownAs: 2405685:5YJCZ5U6
Keywords: ⛔ No DOI found

Extracting or Empowering?: A Critique of Participatory Methods for Marginalized Populations - Juarez, J. A.; Brown, K. D. (Landscape Journal, 2008)
KerkoCite.ItemAlsoKnownAs: 10.3368/lj.27.2.190 2405685:UN7SIQZR

Careers in Motion: A Longitudinal Retention Study of Role Changing Among Early-Career Urban Educators - Quartz, Karen; Thomas, Andrew; Anderson, Lauren; Masyn, Katherine; Lyons, Kimberly; Olsen, Brad (Teachers College Record, 2008)
Background/Context Teacher retention, especially of qualified teachers within high-poverty schools, is an issue of local, national, and international concern. School staffing research has typically examined two groups: those who remain in full-time classroom teaching versus those who quit teaching altogether. This article complicates the teacher staffing picture and adds a third category of attrition: role changing, which is the phenomenon of teachers shifting into nonteaching professional roles in the field of education. Purpose We asked what proportion of teacher career movement within our sample was attributable to leaving teaching versus role changing. Further, we wanted to know the influence of race/ethnicity, gender, credential type, and age on role-changing patterns. Research Design To deepen our understanding of teacher career patterns, we conducted a 6-year longitudinal study that involved collecting survey data on teacher career movement, school experiences, and attitudes from 838 well-prepared urban educators in their first through eighth career year. These educators had all completed master's degrees in the teacher education program of a high-status urban public university and all began their careers as teachers. After collecting the data, we documented and diagrammed career patterns. In addition, we analyzed the influence of select time invariant covariates on the hazard probabilities of both role changing and leaving education. Findings/Results The study found that not only did teachers move into a variety of non-teaching roles within the field of education, but they also followed diverse career “pathways” along the way. Survival analysis substantiated prior research showing that Latino teachers have lower attrition rates from the field of education compared with White teachers, but this effect disappeared for role changing with the field. In terms of gender, the men in our population were less likely to leave education entirely than women but more likely to leave teaching for a role change in career years 3–8. Teachers with single-subject (secondary) credentials were more likely than their colleagues who held multiple-subject (elementary) credentials to leave teaching for a role change in education. Conclusions/Recommendations Set within the framework of teacher professionalism, we argue that role changing is a form of sanctioned attrition and that understanding movement among roles within the educational workforce is essential for crafting policies and incentives to keep well-prepared teachers rooted in careers that serve the nation's most under-served students.
KerkoCite.ItemAlsoKnownAs: 10.1177/016146810811000102 2339240:ZSPZ3JAH 2405685:NKJ867DR

Technology-Enhanced Learning in Developing Nations: A review - Gulati, Shalni (The International Review of Research in Open and Distributed Learning, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:WAF5DV6Y 2405685:FDZCE3JY

Open Educational Resources for Blended Learning in High Schools: Overcoming Impediments in Developing Countries - Larson, Richard C.; Murray, M. Elizabeth (Journal of Asynchronous Learning Networks, 2008)
With today's computer and telecommunications technologies, every young person can have a quality education regardless of his or her place of birth. This is the dream that Open Educational Resources (OERs), when viewed as a right rather than a privilege, are directed to realize. For developing countries, we propose a type of OER initiative that leverages not only technology but also the skills of the in-class teacher, that utilizes not only the Internet but also lower-tech delivery platforms, and that is created not only by developed countries of the West but also by educators in many countries worldwide. We outline the design of a cross-border, collaborative learning and teaching system called the Blended Learning Open Source Science or Math Studies Initiative (BLOSSOMS), with an associated partnership network established for its implementation in developing countries. BLOSSOMS is to develop a large, free repository of blended-learning video modules for high school math and science classes, created by gifted volunteer educators from around the world and designed to offer potentially transformative learning exercises that will enhance critical thinking skills and retain students' interest in math and science. The initiative has been designed and developed within a multinational network of partner organizations in the developing world, a characteristic that distinguishes it from many other OER projects.
Publisher: Sloan Consortium KerkoCite.ItemAlsoKnownAs: 2339240:5VQ32RRZ 2405685:WN423VFU
Keywords: Asynchronous Communication; Barriers; Blended Learning; Cooperative Programs; Developing Nations; Educational Resources; Educational Technology; High Schools; Instructional Innovation; Learning Modules; Program Development; Shared Resources and Services; Social Networks; Video Technology; ⛔ No DOI found

Video as a tool for fostering productive discussions in mathematics professional development - Borko, Hilda; Jacobs, Jennifer; Eiteljorg, Eric; Pittman, Mary Ellen (Teaching and Teacher Education, 2008)
This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.
shortDOI: 10/d9k7g8 KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2006.11.012 10/d9k7g8 2339240:HJGRG585 2405685:BWHR8RIX 2405685:TJYWA229 2534378:E4Z5FI4E
Keywords: C:United States; Mathematics education; Mathematics teachers; Professional development; Teacher learning; Video

Educational reform in Ghana: the leadership challenge - Zame, Martin Y.; Hope, Warren C.; Respress, Trinetia (International Journal of Educational Management, 2008)
KerkoCite.ItemAlsoKnownAs: 10.1108/09513540810853521 2339240:ID5R2WPC 2405685:GKKVCZ85

"Let's not leave this problem": exploring inclusive education in rural South Africa - Mitchell, Claudia; De Lange, Naydene; Thuy, Nguyen-Thi Xuan (Prospects: Quarterly Review of Comparative Education, 2008)
Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.
Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/61950460?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-008-9057-y 2339240:BV8QZH7J 2405685:G5SZS5H6 2405685:X66PVJWQ 2534378:RJ6ZCAD4 2534378:TTCJ2RZE 2534378:WG3HWTSN
Keywords: Access to Education; Acquired Immunodeficiency Syndrome (AIDS); Developing Nations; Disabilities; ERIC; Current Index to Journals in Education (CIJE); Education; Education reform; Educational Change; Educational Policy; Foreign Countries; Human immunodeficiency virus–HIV; Inclusive Schools; Mainstreaming; Multicultural education; Policymakers; Poverty; Researchers; Rural Areas; Rural areas; Social Attitudes; Social Bias; Social Isolation; Social Justice; Social activism; South Africa; Special Needs Students; Teacher Attitudes; __:import:01; __:match:final; __:matched; __:study_id:2098725; __finaldtb

Using Digital Video in Rural Indian Schools: A Study of Teacher Development and Student Achievement - Sahni, Urvashi; Gupta, Rahul; Hull, Glynda; Javid, Paul; Setia, Tanuja; Toyama, Kentaro; Wang, Randy (2008)
This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400% higher in English and almost 300% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age.
EdTechHub.ItemAlsoKnownAs:2405685:3F66MR43
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Learning about System Renewal - Levin, Ben; Fullan, Michael (http://lst-iiep.iiep-unesco.org/cgi-bin/wwwi32.exe/[in=epidoc1.in]/?t2000=027046/(100), 2008)
Incl. bibl., abstract Our focus in this article is on the lessons learned about effective change from international experience with large-scale reform over the last 20 years. The central lesson now evident is that sustained improvement in student outcomes requires a sustained effort to change teaching and learning practices in thousands and thousands of classrooms, and this requires focused and sustained effort by all parts of the education system and its partners. Key components of this work include a small number of ambitious yet achievable goals, publicly stated; a positive stance with a focus on motivation; multi-level engagement with strong leadership and a "guiding coalition"; emphasis on capacity building with a focus on results; keeping a focus on key strategies while also managing other interests and issues; effective use of resources; and constant and growing transparency including public and stakeholder communication and feedback. Although we believe the use of change knowledge is increasing internationally, future prospects remain mixed because the work is hard to do.
shortDOI: 10/dccxs9 KerkoCite.ItemAlsoKnownAs: 10.1177/1741143207087778 10/dccxs9 2339240:3LWL9VYA 2405685:J5NZ3E5U

Empowering Parents to Improve Education: Evidence from Rural Mexico - Gertler, Paul; Patrinos, Harry; Rubio-Codina, Marta (2008)
KerkoCite.ItemAlsoKnownAs: 2339240:SEBXC6F6 2405685:K6YBLQ64
Keywords: ❓ Multiple DOI

Open Source Software in Education - Lakhan, Shaheen E.; Jhunjhunwala, Kavita (EDUCAUSE Quarterly, 2008)
Educational institutions have rushed to put their academic resources and services online, bringing the global community onto a common platform and awa
KerkoCite.ItemAlsoKnownAs: 2405685:PCFNCUP7
Keywords: ⛔ No DOI found

Using learning design as a framework for supporting the design and reuse of OER - Conole, Gráinne; Weller, Martin (Journal of Interactive Media in Education, 2008)
The paper will argue that adopting a learning design methodology may provide a vehicle for enabling better design and reuse of Open Educational Resources (OERs). It will describe a learning design methodology, which is being developed and implemented at the Open University in the UK. The aim is to develop a 'pick and mix' learning design toolbox of different resources and tools to help designers/teachers make informed decisions about creating new or adapting existing learning activities. The methodology is applicable for designers/teachers designing in a traditional context – such as creation of materials as part of a formal curriculum, but also has value for those wanting to create OERs or adapt and repurpose existing OERs. With the increasing range of OERs now available through initiatives as part of the Open Courseware movement, we believe that methodologies, such as the one we describe in this paper, which can help guide reuse and adaptation will become increasingly important and arguably are an important aspect of ensuring longer term sustainability and uptake of OERs. Our approach adopts an empirically based approach to understanding and representing the design process. This includes a range of evaluation studies (capturing of case studies, interviews with designers/teachers, in-depth course evaluation and focus groups/workshops), which are helping to develop our understanding of how designers/teachers go about creating new learning activities. Alongside this we are collating an extensive set of tools and resources to support the design process, as well as developing a new Learning Design tool that helps teachers articulate and represent their design ideas. The paper will describe how we have adapted a mind mapping and argumentation tool, Compendium, for this purpose and how it is being used to help designers and teachers create and share learning activities. It will consider how initial evaluation of the use of the tool for learning design has been positive; users report that the tool is easy to use and helps them organise and articulate their learning designs. Importantly the tool also enables them to share and discuss their thinking about the design process. However it is also clear that visualising the design process is only one aspect of design, which is complex and multi-faceted. Editors: Alexandra Okada (Open University, UK). Reviewers: Teresa Conolly (Open University, UK), Rose Luckin (Institute of Education, UK), and Alexandra Okada (Open University, UK)
shortDOI: 10/ghgn54 KerkoCite.ItemAlsoKnownAs: 10/ghgn54 2405685:PTSWVK6M
Keywords: IMS learning design; Learning Design; e-learning; mind mapping

JIME - The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning - Lovett, Marsha; Meyer, Oded; Thille, Candace (Journal of Interactive Media in Education, 2008)
The Open Learning Initiative (OLI) is an open educational resources project at Carnegie Mellon University that began in 2002 with a grant from The William and Flora Hewlett Foundation. OLI creates web-based courses that are designed so that students can learn effectively without an instructor. In addition, the courses are often used by instructors to support and complement face-to-face classroom instruction. Our evaluation efforts have investigated OLI courses’ effectiveness in both of these instructional modes – stand-alone and hybrid. This report documents several learning effectiveness studies that were focused on the OLI-Statistics course and conducted during Fall 2005, Spring 2006, and Spring 2007. During the Fall 2005 and Spring 2006 studies, we collected empirical data about the instructional effectiveness of the OLI-Statistics course in stand-alone mode, as compared to traditional instruction. In both of these studies, in-class exam scores showed no significant difference between students in the stand-alone OLI-Statistics course and students in the traditional instructor-led course. In contrast, during the Spring 2007 study, we explored an accelerated learning hypothesis, namely, that learners using the OLI course in hybrid mode will learn the same amount of material in a significantly shorter period of time with equal learning gains, as compared to students in traditional instruction. In this study, results showed that OLI-Statistics students learned a full semester’s worth of material in half as much time and performed as well or better than students learning from traditional instruction over a full semester. Editor: Stephen Godwin (Open University, UK). Reviewers: Tim de Jong (Open University, NL), Elia Tomadaki (Open University, UK), and Stephen Godwin (Open University, UK). Interactive elements: A demonstration of the StatTutor statistics tutorial is available for playback from http://jime.open.ac.uk/2008/14/stattutor_tour/ . The demonstration is in Flash format. http://jime.open.ac.uk/2008/14/stattutor_tour/
Number: 1 Publisher: Ubiquity Press shortDOI: 10/ghcsxd KerkoCite.ItemAlsoKnownAs: 10/ghcsxd 2405685:U4FGVWP3
Keywords: IDR; Mathematics Learning; case studies; design patterns; games; methodology; open learning; pattern languages

Sierra Leone : Poverty Reduction Strategy Paper-Progress Report (2005-2007) - International Monetary Fund (2008)
This report describes the progress made in implementing the Poverty Reduction Strategy Paper for Sierra Leone covering the period 2005–07. Efforts to reform the public sector were not successful. Management and Functional Reviews were conducted for several ministries, departments, and agencies but the recommendations were not implemented. A Senior Executive Service program was also developed but government and development partners could not agree on an implementation strategy and therefore the funds required for implementation were not provided.
KerkoCite.ItemAlsoKnownAs: 2405685:WDN7YDZH

Mongolia: Education Sector - ADB (Asian Development Bank, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:RKTBLIFG 2405685:RFY5AKQK

Inclusive Education Where there are Few Resources - Stubbs, Sue (The Atlas Alliance, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:KTZ6U4JX 2405685:UNKUFT5B

Can technology enable effective teacher coaching at scale? - Evans, David (2008)
Teachers are important. And many teachers in low- and middle-income countries would benefit from support to improve their pedagogical skills. But how to do it? Again and again, evidence suggests that short teacher trainings – usually held in a central location – don’t do much of anything to improve teacher ...
KerkoCite.ItemAlsoKnownAs: 2405685:7UY4JMR3 7UY4JMR3

EGRA Liberia: Baseline assessment of reading levels and associated factors - Poole, Medina Korda; Crouch, Luis (2008)
This document reports on the results of an Early Grade Reading Assessment (EGRA) study done in Liberia in June of 2008 as part of process of collaboration between the Ministry of Education, the World Bank, and USAID, with technical assistance provided under contract by RTI and its consultants and collaborators.This executive summary reproduced the logic of the entire report and is thus also a guide to the contents and layout of the report.This document first lays out the nature and content of the assessment instrument.
Publisher: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org KerkoCite.ItemAlsoKnownAs: 2339240:TJIIZAQ8 2405685:KSLTEZMC
Keywords: ⛔ No DOI found

Experimenting With Teacher Professional Development: Motives and Methods - Wayne, Andrew J.; Yoon, Kwang Suk; Zhu, Pei; Cronen, Stephanie; Garet, Michael S. (Educational Researcher, 2008)
A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and?for those conducting and interpreting such studies?discusses the unique methodological issues encountered when experimental methods are applied to the study of PD.
Publisher: American Educational Research Association shortDOI: 10/fhz33n KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X08327154 10/fhz33n 2405685:FDVV5CN4
Keywords: C:United States / International

PRISMA 2009 flow diagram (PRISMA, 2009)
EdTechHub.ItemAlsoKnownAs:2405685:XJQNYUPF

Assistive technology applied to education of students with visual impairment - Alves, Cássia Cristiane de Freitas; Monteiro, Gelse Beatriz Martins; Rabello, Suzana; Gasparetto, Maria Elisabete Rodrigues Freire; Carvalho, Keila Monteiro de (Revista Panamericana de Salud Pública, 2009)
OBJECTIVES: Verify the application of assistive technology, especially information technology in the education of blind and low-vision students from the perceptions of their teachers. METHODS: Descriptive survey study in public schools in three municipalities of the state of São Paulo, Brazil. The sample comprised 134 teachers. RESULTS: According to the teachers' opinions, there are differences in the specificities and applicability of assistive technology for blind and low-vision students, for whom specific computer programs are important. Information technology enhances reading and writing skills, as well as communication with the world on an equal basis, thereby improving quality of life and facilitating the learning process. The main reason for not using information technology is the lack of planning courses. The main requirements for the use of information technology in schools are enough computers for all students, advisers to help teachers, and pedagogical support. CONCLUSIONS: Assistive technology is applied to education of students with visual impairment; however, teachers indicate the need for infrastructure and pedagogical support. Information technology is an important tool in the inclusion process and can promote independence and autonomy of students with visual impairment.
Publisher: Organización Panamericana de la Salud KerkoCite.ItemAlsoKnownAs: 10.1590/S1020-49892009000800007 2339240:XPR64H24 2405685:3NT8DKE3
Keywords: Assistive technology; Brazil; information technology; visually impaired persons

Alternative education: filling the gap in emergency and post-conflict situations - Baxter, Pamela; Bethke, Lynne (IIEP Publications, International Institute for Educational Planning, 7-9, rue Eugene-Delacroix, 75016 Paris, FRANCE, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:97HCHUV9 2405685:69679R62

Language Is a Complex Adaptive System: Position Paper - Beckner, Clay; Blythe, Richard; Bybee, Joan; Christiansen, Morten H.; Croft, William; Ellis, Nick C.; Holland, John; Ke, Jinyun; Larsen-Freeman, Diane; Schoenemann, Tom (Language Learning, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-9922.2009.00533.x 2339240:C9W3P6YU 2405685:RWN7ZYWK

Absenteeism, transfers and patronage: the political economy of labor markets in India - Béteille, Tara (School of Education, University of Stanford, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:RC4AWY4B 2405685:E9S2AD53

Alternative education: filling the gap in emergency and post-conflict situations - Bethke, Lynne (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:VFT8G57N 2405685:2BNDFIF2

Promoting resilience: developing capacity within education systems affected by conflict - Bird, Lyndsay (UNESCO, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:N63YGE4H 2405685:3WF43YA8

Exploring formative assessment - Brookhart, Susan M. (ASCD, 2009)
About the PLC series: Welcome to an adventure! If you are a teacher who is interested in developing a professional learning community to develop your classroom repertoire and increase your students achievement and motivation, you are in for a treat. A professional learning community (PLC) is a small group of teachers or administrators that meets regularly and works between meetings to accomplish shared goals. PLCs are vehicles for connecting teacher practice and student outcomes, improving both. About this book: Exploring Formative Assessment is your guide to creating a PLC to help further your understanding of how to use formative assessment in your school or classroom. You ll find everything you need to organize and run your PLC, including agendas, handouts, worksheets, and the background reading for each of seven sessions. You ll get the chance to try out new techniques and to collaborate with your colleagues as you deepen your understanding of formative assessment.
Google-Books-ID: Jsc6PgAACAAJ KerkoCite.ItemAlsoKnownAs: 2339240:BGD3K778 2405685:N5DDGE6D
Keywords: Education / Professional Development; Education / Testing & Measurement

Knowledge to policy: making the most of development research - Carden, F. (SAGE ; International Development Research Centre, 2009)
OCLC: ocn310715459 KerkoCite.ItemAlsoKnownAs: 2339240:DXBA9N7R 2405685:UCMNA8EW
Keywords: Economic development; Economic policy; Evaluation; Research Evaluation

Teacher Empowerment Through Curriculum Development: Theory Into Practice - Carl, Arend E. (Juta and Company Ltd, 2009)
Treating curriculum studies as an educational field in its own right, this critical resource gives teachers the power to control the focus and direction their classes take by revealing the variety of benefits gained from rigorous curriculum planning. Stressing the importance of a teacher’s own involvement in the creation of curriculum, the guide shows teachers how to deal with the constant changes they face. For educators looking to contribute responsibly and dynamically to the content of their classes, this valuable and updated tool reveals new techniques that will empower educators and the significance behind involved curriculum development.
Google-Books-ID: KHck3QIyu0kC KerkoCite.ItemAlsoKnownAs: 2339240:TYRB2LRT 2405685:IKG6DI9I
Keywords: Education / Curricula; Education / Professional Development

Design for scalability: A case study of the River City curriculum - Clarke, Jody; Dede, Chris (Journal of Science Education and Technology, 2009)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10956-009-9156-4 2339240:QUPKNCUZ 2405685:KM59HIC2

Oversold and underused - Cuban, Larry (Harvard university press, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:HNRE54DM 2405685:BC5BDIB2

Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative - Davis, Niki; Preston, Christina; Sahin, Ismail (British Journal of Educational Technology, 2009)
A pair of papers re-examined the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. The first paper confirmed that multilevel evaluation of professional development was robust for ICT teacher training. This second paper contrasts the highest and lowest rated designs for ICT teacher training: an ‘organic’ approach that provided training in schools was highly rated, whereas a centralised computer-assisted learning approach with online access to trainers was the lowest rated design. The study supports an ecological view of the diffusion of ICT innovations in education and recommends that ICT teacher training be designed to support evolution of each teacher's classroom, school and region, as well as the training of the ICT teacher trainers.
shortDOI: 10/fhvbvz KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2008.00875.x 10/fhvbvz 2339240:DKEUNWLW 2339240:T72DR3LB 2405685:7P3XSK9S 2405685:ULQ4J6GL

Immersive interfaces for engagement and learning - Dede, Chris (science, 2009)
Publisher: American Association for the Advancement of Science KerkoCite.ItemAlsoKnownAs: 10.1126/science.1167311 2339240:SQQA37XD 2405685:2I8IGL6S

Multilevel modeling: A review of methodological issues and applications - Dedrick, Robert F.; Ferron, John M.; Hess, Melinda R.; Hogarty, Kristine Y.; Kromrey, Jeffrey D.; Lang, Thomas R.; Niles, John D.; Lee, Reginald S. (Review of Educational Research, 2009)
This study analyzed the reporting of multilevel modeling applications of a sample of 99 articles from 13 peer-reviewed journals in education and the social sciences. A checklist, derived from the methodological literature on multilevel modeling and focusing on the issues of model development and specification, data considerations, estimation, and inference, was used to analyze the articles. The most common applications were two-level models where individuals were nested within contexts. Most studies were non-experimental and used nonprobability samples. The amount of data at each level varied widely across studies, as did the number of models examined. Analyses of reporting practices indicated some clear problems, with many articles not reporting enough information for a reader to critique the reported analyses. For example, in many articles, one could not determine how many models were estimated, what covariance structure was assumed, what type of centering if any was used, whether the data were consistent with assumptions, whether outliers were present, or how the models were estimated. Guidelines for researchers reporting multilevel analyses are provided.
Publisher: [Sage Publications, Inc., American Educational Research Association] KerkoCite.ItemAlsoKnownAs: 2339240:MDFXZA8N 2405685:7GK3HEME

Improving impact studies of teachers’ professional development: toward better conceptualizations and measures - Desimone, Laura M. (Educational Researcher, 2009)
Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X08331140 2339240:IVT6T99S 2405685:ERA79A94 2405685:FHEZEEQ8 2534378:7B6KIFA3

Political Economy Analysis ’How to Note’ - DFID (DFID, 2009)
In 2008-9, POGO members teamed up with staff of The Policy Practice to contribute ideas and draft text to the DFID team preparing a ‘How To Note’ on Political Economy Analysis.
KerkoCite.ItemAlsoKnownAs: 2339240:U9SDZJID 2405685:UEGBUW57

Tuned in to Student Success: Assessing the Impact of IRI - Education Development Center, Inc. (2009)
This study reviews student assessment data collected from 15 EDC projects to determine the impact of interactive radio instruction (IRI) on student achievement in hard-to-reach areas.
KerkoCite.ItemAlsoKnownAs: 2339240:RXJXAI35 2405685:JCHFPDXZ

Assessment of Computer-Based Nutrition Education Model in Primary Schools of Lahore, Pakistan - Elmadfa, I.; Siddique, A. (Annals of Nutrition and Metabolism, 2009)
Place: Basel Publisher: Karger WOS:000270827202303 KerkoCite.ItemAlsoKnownAs: 2339240:ZAGF2JAT 2405685:327QGPS7
Keywords: ⛔ No DOI found

Classification | EM-DAT - EM-DAT (2009)
KerkoCite.ItemAlsoKnownAs: 2405685:2Y72MJ9B 2405685:8WJ37L9P

Mobile learning projects–a critical analysis of the state of the art - Frohberg, Dirk; Göth, Christoph; Schwabe, Gerhard (Journal of Computer Assisted Learning, 2009)
00168 shortDOI: 10/bg3h47 KerkoCite.ItemAlsoKnownAs: 10/bg3h47 2129771:295A7BM7 2405685:VR3WUCW5

A typology of reviews: an analysis of 14 review types and associated methodologies - Grant, Maria J.; Booth, Andrew (Health Information & Libraries Journal, 2009)
Background and objectives: The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains. Methods: Following scoping searches, an examination was made of the vocabulary associated with the literature of review and synthesis (literary warrant). A simple analytical framework—Search, AppraisaL, Synthesis and Analysis (SALSA)—was used to examine the main review types. Results: Fourteen review types and associated methodologies were analysed against the SALSA framework, illustrating the inputs and processes of each review type. A description of the key characteristics is given, together with perceived strengths and weaknesses. A limited number of review types are currently utilized within the health information domain. Conclusions: Few review types possess prescribed and explicit methodologies and many fall short of being mutually exclusive. Notwithstanding such limitations, this typology provides a valuable reference point for those commissioning, conducting, supporting or interpreting reviews, both within health information and the wider health care domain.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2009.00848.x Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00848.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2009.00848.x 2405685:4QUG24KV 2405685:CMA32K5M 2534378:Z2PSQF5J

The role of government and NGOs in slum development: the case of Dhaka City - Habib, Enamul (Development in Practice, 2009)
This article addresses the situation of slums in Dhaka City in relation to government and NGO mechanisms and priorities for slum development and upgrading. It concludes with specific suggestions for better slum management in the Bangladesh capital.
Publisher: [Taylor & Francis, Ltd., Oxfam GB] KerkoCite.ItemAlsoKnownAs: 10.1080/09614520802689576 2339240:V34LB5LZ 2405685:UMWM9PHR

Engaging in and engaging with research: teacher inquiry and development - Hall, Elaine (Teachers and Teaching, 2009)
Extra URL: https://www.tandfonline.com/doi/full/10.1080/13540600903356985 KerkoCite.ItemAlsoKnownAs: 10.1080/13540600903356985 2339240:UPZ52PGQ 2405685:KPTTD3X9 2405685:X5KU2IDB 2534378:LPFXMVTM

Addressing quality through school fees and school funding - Hall, Katharine; Giese, Sonja (2009)
Accepted: 2014-07-30T08:28:13Z Publisher: Children's Institute KerkoCite.ItemAlsoKnownAs: 2339240:GJJMMNXQ 2405685:C4UF8585 4656463:NXRM4SN2
Keywords: ⛔ No DOI found

Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training - Hardman, Frank; Abd‐Kadir, Jan; Agg, Catherine; Migwi, James; Ndambuku, Jacinta; Smith, Fay (Comparative Education, 2009)
shortDOI: 10/d4pwg6 KerkoCite.ItemAlsoKnownAs: 10.1080/03050060802661402 10/d4pwg6 2405685:YDTY3JCV
Keywords: C:Kenya

Risk of bias versus quality assessment of randomised controlled trials: cross sectional study - Hartling, L.; Ospina, M.; Liang, Y. (British Medical Journal, 2009)
KerkoCite.ItemAlsoKnownAs: 2405685:98CY3A45 2486141:LCID6Q5M
Keywords: ⛔ No DOI found

Access to Open Educational Resources: Report of a UNESCO OER Community Discussion. - Haßler, Björn (IIEP, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:9ADE7A9P 2129771:A62ZDWFW 2129771:YNRBBDKJ 2405685:Z4IIZ3IE 261451:3WM33AEQ 261495:8IVTDTR9
Keywords: Author:Haßler; Björn-CV-OECS; ⛔ No DOI found

Gender inclusiveness in educational technology and learning experiences of girls and boys - Heemskerk, Irma; ten Dam, Geert; Volman, Monique; Admiraal, Wilfried (Journal of Research on Technology in Education, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2009.10782531 2339240:5WAQ9NGS 2405685:T4NTK59H

Tuned In To Student Success Assessing the Impact of Interactive Radio Instruction for the Hardest-to-Reach - Ho, J.; Thukral, H.; Laflin, M. (2009)
A review of recent research was conducted to assemble evidence on the impact that Interactive Radio Instruction (IRI) may have on improving student learning outcomes. IRI is an instructional tool designed to deliver a family of active learning packages via radio broadcast using a dual-audience approach. IRI exposes students to regular, curriculum-based learning content while modeling effective learning activities and classroom organization techniques for teachers. As IRI continues to be called upon to improve teaching and learning in low-resource and hard-to-reach areas, a better understanding of the empirical data available is critical to guide the way forward. IRI has been implemented by Education Development Center, Inc. (EDC) in over 50 countries over the past 30 years. This paper is a review of existing student and teacher data collected by EDC’s IRI projects. Effect sizes are used to summarize what is known about the effect of IRI on student learning gains in Grades K-4 for English, Mathematics, Science, Social Studies, and Local Language. In all, student test results from 13 projects, ranging from Nicaragua in 1977 through Indonesia in 2008, are reviewed, as are teacher observation outcomes from Mali and Madagascar.
KerkoCite.ItemAlsoKnownAs: 2339240:QXWFNRPL 2405685:X87WD2EZ
Keywords: ⛔ No DOI found

Tuned in to Student Success: Assessing the Impact of Interactive Radio Instruction for the Hardest-To-Reach - Ho, Jennifer; Thukral, Hetal (Education Development Center, 2009)
This study reviews student assessment data collected from 15 EDC projects to determine the impact of interactive radio instruction (IRI) on student achievement in hard-to-reach areas.
KerkoCite.ItemAlsoKnownAs: 2339240:4A5246Z6 2339240:62K8ZTKG 2339240:J5GYXMFY 2405685:V73WF7EZ 2405685:VF7IM4CW 2405685:WH7JDBUP
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Tuned in to Student Success, Assessing the impact of Interactive Radio Instruction for the hardest-to-reach - Ho, Jennifer; Thukral, Hetal (Journal of Education for International Development, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:C9UYYZTE 2339240:SX76SLEZ 2405685:5TDGEFV4 2405685:6LNNLS62 2405685:LQEM4ZCI 2534379:58BVKHVC
Keywords: ___working_potential_duplicate; ⛔ No DOI found