The Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone - Paracka, Daniel J. (2006)
This book is about Fourah Bay College (FBC) and its role as an institution of higher learning in both its African and international context. The study traces the College's development through periods of missionary education (1816-1876), colonial education (1876-1938), and development education (1938-2001).

Systematic reviews in the social sciences: A practical guide - Petticrew, Mark; Roberts, Helen (Systematic reviews in the social sciences: A practical guide, 2006)
This book is a guide to planning and conducting a particular type of literature review, one that is increasingly used as a scientific tool: the systematic literature review. The book is aimed at social science researchers, but it provides a more general discussion of systematic reviews for those who want to use and understand them, but don't necessarily want to do one themselves. Most of the recent interest in systematic reviews focuses on reviews of the effectiveness of interventions, reflected in the growth of initiatives like the Campbell and Cochrane Collaborations. This book therefore focuses on reviews of effectiveness, but not exclusively. Systematic reviews are also widely used to synthesize other sorts of evidence, for example in order to answer questions about etiology (causes of problems), or about people's experiences, and we discuss and present examples of such reviews. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Literature Review; Social Sciences

Rethinking Education Management Information Systems: lessons from and options for less developed countries - Powell, Marcus (InfoDev Working Papers, 2006)

Rethinking Education Management Information Systems: Lessons from and Options for Less Developed Countries - Powell, Marcus (2006)
Donors and planners often have unrealistic expectations about what can be achieved in a short time period and underestimate the challenges facing EMIS.

Rethinking Education Management Information Systems: Lessons from and Options for Less Developed Countries - Powell, Marcus (2006)
Donors and planners often have unrealistic expectations about what can be achieved in a short time period and underestimate the challenges facing EMIS.

Tools for knowledge and learning: a guide for development and humanitarian organizations - Ramalingam, Ben (Overseas Development Institute, 2006)

Aspirations, poverty, and economic change - Ray, Debraj (Understanding Poverty, 2006)
This essay discusses a particular aspect of poverty: its close and brutal association with a failure of aspirations. This is not an assertion about individuals who are poor; it is a statement about the condition of poverty itself. Poverty stifles dreams, or at least the process of attaining dreams. Thus, poverty and the failure of aspirations may be reciprocally linked in a self-sustaining trap. This essay seeks to draw out various aspects of this theme and, in the process, to introduce and discuss an aspirations-based view of individual behavior.
Keywords: aspirations failure; aspirations window; collective action; individual behavior; poor; social polarization

Universal Design for Learning: Is It for Everyone? - Rose, D; Meyer, A (2006)
Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create universal access to educational curricula for all students, including those with disabilities. The "universal" in UDL does not mean there is a single optimal solution for everyone. Instead, it underscores the need for flexible approaches to teaching and learning that meet the needs of different kinds of learners. In this first UDL Reader, Anne Meyer and David H. Rose, cofounders of CAST, the educational nonprofit that developed the UDL framework, bring together a collection of articles on the practical, classroom dimensions of the UDL revolution in education. The authors offer insights on learner differences, the capacities of new media in the classroom, and effective teaching and assessment practices. The volume also includes lessons from teacher professional development workshops, classroom-based research, and UDL practitioners themselves. A highly readable volume aimed particularly at school teachers and administrators, this book is also an uncommonly accessible introduction to UDL for all readers committed to creating improved and universal access to educational materials for all students. Following a preface (Anne Meyer and David H. Rose), this book contains the following chapters: (1) Applying Universal Design for Learning in the Classroom (Peggy Coyne, Patricia Ganley, Tracey Hall, Grace Meo, Elizabeth Murray, and David Gordon); (2) A UDL Case Story and Model Lesson: Reading Challenges in Geography and Social Studies (The Staff at CAST); (3) Frequent Questions about Universal Design for Learning (Grace Meo); (4) A Level Playing Field: UDL in the Classroom (Lani Harac); (5) Teacher Perspectives: UDL in the Elementary Classroom (Kirsten Lee Howard); (6) Teacher Perspectives: Strategy Instruction Goes Digital (Nicole Strangman); (7) Implications of Universal Design for Learning for Classroom Assessment (David H. Rose and Robert P. Dolan); (8) The Promise of New Learning Environments for Students with Disabilities (Bart Pisha and Skip Stahl); (9) Transforming the Textbook to Improve Learning (Skip Stahl); (10) Engaging the Text: Brain Research and the Universal Design of Reading Strategy Supports (David H. Rose and Bridget Dalton); and (11) Teaching Internet Literacy Strategies: The Hero Inquiry Project (Maya B. Eagleton, Kathleen Guinee, and Karen Langlais). An index is also included.

Beyond Instructional Design: Making Learning Design a Reality - Sims, Rod (Journal of Learning Design, 2006)
When we reflect on the emergence of online education and e-learning as the leading contender to confront the traditions of face-to-face teaching and learning, it is not only a case of better understanding the characteristics of online environments, but also timely to assess the relevance of theories and frameworks informing the design and implementation of those environments. Over the past twenty five years, the value of technology to education has been a significant focus of teachers, learners and institutional administration; it is also a period that has been characterised by lighthouse success stories, rigorous research, technological determinism and unfulfilled promises. As each new generation of technology appeared in the classroom (microcomputers, colour monitors, hypermedia, multimedia, internet), a new generation of early adopters appeared, each seemingly unaware of the research and knowledge gained by the previous generation. In this paper the argument is proposed that even with the strong foundation of knowledge that informs the appropriate ways to use technology for teaching and learning, too often that knowledge has been misunderstood or misused or ignored. The paper is based on the keynote presentation to the Online Learning and Teaching Conference held in Brisbane on September 23rd, 2005. The theme of the conference, "Beyond Delivery," was extremely timely as it marked the assertion that it was time to put the simple digitisation of materials behind us and focus on the active, engaging learning opportunities that effectively put the learning back into e-learning to take advantage of collaborative tools, learning communities and mediated conversation for new millennial learners. More importantly the statement that we are "beyond delivery" also suggests that it is time to embrace change and reflect on new ways to conceptualise the design of online learning environments. Through this paper an argument is presented for a proactive approach to the conceptualisation, formation and maintenance of online environments that cater specifically for the individual learner. Through an analysis of design strategies, proactive modelling and interactive metrics, a new framework is presented to address the pedagogy of online environments and present an alternative to common instructional design practices. For those committed to online teaching and learning environments populated with collaborating and reflective participants, this framework goes well beyond delivery to a pedagogy centred on emancipation and empowerment for the engaged learner.
Keywords: Active Learning; Audio Equipment; Cognitive Style; Communities of Practice; Computer Mediated Communication; Conferences (Gatherings); Cooperative Learning; Educational Technology; Electronic Learning; Empowerment; Epistemology; Feedback (Response); Guidelines; Instructional Design; Models; Online Courses; Student Role; Teacher Role; Teaching Methods; Video Technology; ⛔ No DOI found

A guide to developing the ICT curriculum for early childhood education. - Siraj-Blatchford, I; Siraj-Blatchford, J (Stylus Publishing, LLC., 2006)

Learning from evidence in a complex world - Sterman, John D. (American journal of public health, 2006)

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.
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, […]

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.
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)

Monitoring works: Getting teachers to come to school - Duflo, Esther; Hanna, Rema (National Bureau of Economic Research, 2005)
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.

The Other Blended Learning: A Classroom-Centered Approach - Wilson, Diann; Smilanich, Ellen M. (Pfeiffer, 2005)
In The Other Blended Learning, Diann Wilson and Ellen Smilanich explain how to successfully blend a variety of learning methods?including mentoring, coaching, on-the-job training, and e-learning?around classroom-delivered content. Though blended learning is most often associated with e-learning, this ?other? blend shows how to maximize the classroom experience to aid learning transfer and improve performance.  Written in an easy-to-use format, The Other Blended Learning offers a practical guide for understanding and implementing a successful blended learning approach in any organization no matter what its size or mission.

Teachers matter: attracting, developing and retaining effective teachers - OECD (Education and training policy, 2005)

Towards a framework for the use of ICT in teacher training in Africa - Unwin, Tim (Open Learning: The Journal of Open, Distance and e-Learning, 2005)
There is a gulf between the rhetoric of those advocating the use of ICT in education in Africa and the reality of classroom practice. This paper explores some of the reasons for this, and outlines a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It argues that six fundamental principles of good practice must be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre‐service and in‐service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; and an emphasis on the development of sustainable costing models. The paper concludes with a framework for action to deliver the very real benefits of ICT for teacher training in Africa.
Keywords: Africa; Education policy; ICT; Teacher training

Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students - Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James (American Economic Review, 2005)
Keywords: Analysis of Education; Public Sector Labor Markets

Teacher shocks and student learning : evidence from Zambia - Das, Jishnu; Dercon, Stefan; Habyarimana, James; Krishnan, Pramila (Policy Research Working Paper Series, 2005)
A large literature examines the link between shocks to households and the educational attainment of children. The authors use new data to estimate the impact of shocks to teachers on student learning in mathematics and English. Using absenteeism in the 30 days preceding the survey as a measure of these shocks they find large impacts: A 5 percent increase in the teacher's absence rate reduces learning by 4 to 8 percent of average gains over the year. This reduction in learning achievement likely reflects both the direct effect of increased absenteeism and the indirect effects of less lesson preparation and lower teaching quality when in class. The authors document that health problems-primarily teachers'own illness and the illnesses of their family members-account for more than 60 percent of teacher absences; not surprising in a country struggling with an HIV/AIDS epidemic. The relationship between shocks to teachers and student learning suggests that households are unable to substitute adequately for teaching inputs. Excess teaching capacity that allows for the greater use of substitute teachers could lead to larger gains in student learning.
Keywords: Educational Sciences; Gender and Education; Girls Education; Primary Education; Teaching and Learning

Improving educational quality with interactive radio instruction : a toolkit for policymakers and planners - Anzalone, Stephen; Bosch, Andrea (Africa Region Human Development Working Papers Series No.52, 2005)
This toolkit offers a timely compilation and analysis of recent experience of interactive radio instruction (IRI) in Africa and elsewhere. It explains the IRI concept. It guides the reader through the process of determining when IRI might be appropriate in a given context, and it describes the steps in setting up an IRI program. The authors emphasize the critical factors for success, including appropriate policy frameworks as well as planning for the necessary investment and sustainability. The report is organized as follows: Chapter 1 generally describes the IRI methodology and discusses the effectiveness, scale, and sustainability of the IRI approach. Chapter 2 then outlines steps for assessing the potential and appropriateness of IRI for improving educational quality in primary school classrooms in a given country, and chapter 3 leads the reader through a guided decision-making process for identifying the issues involved in applying the IRI methodology in particular country contexts. Two appendixes give summary data and illustrate, through brief vignettes, how IRI programs have worked in Sub-Saharan African countries. The Resources section contains further useful information, much of it available online.
Keywords: Commitment; ___working_potential_duplicate; broadcasting; cost

Dialogue: A theoretical framework for distance education instructional systems - Gorsky, Paul; Caspi, Avner (British Journal of Educational Technology, 2005)
This paper presents a theoretical framework for viewing elements that comprise distance education instructional systems in terms of dialogue. It is assumed that learning is mediated by intrapersonal dialogue and facilitated by interpersonal dialogue. Every resource in a distance education instructional system (eg, instructor availability, asynchronous communication networks, self-instruction texts, etc) is analysed in terms of the dialogue mode it supports. The framework offers three advantages: (1) a unified, simple, and coherent description of the mechanisms at play in distance education systems, (2) clear-cut operational definitions, and (3) hypotheses that may be investigated empirically.

The impact of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) - Murimba, S (Prospects, 2005)

Monitoring basic skills acquisition through rapid learning assessments: A case study from Peru - Abadzi, Helen; Crouch, Luis; Echegaray, Marcela; Pasco, Consuelo; Sampe, Jessyca (PROSPECTS, 2005)

Information and communication technology (ICT) education in the city school, Pakistan - A success story in the large-scale introduction of the UK National Curriculum's ICT component in Pakistan - Ali, I.; Proctor, J. (Aslib Proceedings, 2005)
Purpose - In an age of information technology some developing countries are more vulnerable than others to international competition through failure to utilize fully the benefits of an ICT culture. The authors suggest that the strategies in response must include a radical review of attitudes and methods of delivery of ICT in schools and give as an example the recent experience of The City School, the nationwide schools' organisation in Pakistan with whom they are employed. Design/methodology/approach - The authors review the current position of ICT in schools in Pakistan and suggest as a model of development, for schools of a corresponding standing, that of The City School. They describe how The City School responded to ICT, ensuring that all its pupils would have access to the most modem of ICT courses. Discusses how the decision to implement a complete change, or revolution, in teaching ICT was brought about in a relatively short time. It discusses the nature of the programme, how it was organised, the materials required and the outcomes of its implementation including its outstanding success with pupils and their parents. Findings - The authors chronicle the historical developments within The City School that brought about radical change within a comparatively short period and identify careful planning, training, and the motivation of stakeholders, i.e. pupils, teachers and parents, as key elements in its successful implementation. Originality/value - The authors suggest that The City School experience provides a model that may be emulated by schools elsewhere in both developing and industrially developed countries.
Keywords: Pakistan; communication technologies; design and development; schools

Brokerage and closure: An introduction to social capital - Burt, Ronald S. (Oxford university press, 2005)

Langue et éducation en Afrique: enseigner à lire et écrire en langue maternelle - Chatry-Komarek, Marie (Langue et éducation en Afrique, 2005)
Keywords: ⛔ No DOI found

Methods for the economic evaluation of health care programmes - Drummond, M.F.; Sculpher, M.J.; Torrance, G.W.; O'Brien, B.J.; Stoddart, G.L. (Oxford University Press, 2005)
Keywords: auto_merged

Gender and wealth disparities in schooling: evidence from 44 countries - Filmer, Deon (International Journal of Educational Research, 2005)
This paper uses internationally comparable household data sets (Demographic and Health Surveys) to investigate how gender and wealth interact to generate within-country inequalities in educational enrollment and attainment. The paper highlights that girls are at a great educational disadvantage in particular regions: South Asia and North, Western, and Central Africa. There are two main new findings. First, while gender gaps are large in a subset of countries, wealth gaps are large in almost all of the countries studied--and typically larger than corresponding gender gaps. Second, and of special concern, is the finding that in particular countries where there is a large female disadvantage in enrollment, wealth interacts with gender to exacerbate the gap in educational outcomes.
Keywords: Comparative Analysis; Educational Attainment; Enrollment; Evidence; Females; Fiscal Capacity; Foreign Countries; Gender Differences; Outcomes of Education

A systems approach for developing technological literacy - Frank, Moti (Volume 17 Issue 1 (fall 2005), 2005)
Keywords: ⛔ No DOI found

Permutation, Parametric, and Bootstrap Test of Hypotheses - Good, Philip (Springer, 2005)

A conceptual systems dynamics model of research and development activities in South Africa - Grobbelaar, S. S.; Buys, Andre J. (The South African Journal of Industrial Engineering, 2005)

Assessing academic motivation among elementary school children: the Elementary School Motivation Scale (ESMS) - Guay, Frederic; Marsh, Herbert W.; Dowson, Martin; Larose, Simon (Australian Association for Research in Education Annual Conference, 2005)
Keywords: ⛔ No DOI found

Data collection, primary vs. secondary - Hox, Joop J; Boeije, Hennie R (Encyclopedia of social measurement, 2005)

The Universities Act - Kabbah, President Alhaji Ahmad Tejan (2005)

NATIONAL POLICIES THAT CONNECT ICT-BASED EDUCATION - Kozma, Robert (Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2005)
Keywords: _imported

National Policies that Connect ICT-Based Education Reform to Economic and Social Development - Kozma, Robert B. (Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2005)
Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported economic and social development in three national case studies: Singapore, Finland, and Egypt. It describes a systemic framework of growth factors and types of development that can be used to analyze national policies and connect ICT-based education reform to national economic and social development goals. And it discusses how the coordination of policies within and across ministries can support a nation’s efforts to improve economic and social conditions. The paper highlights special concerns and challenges of developing countries.

Can you hear me?: the right of young children to participate in decisions affecting them - Lansdown, Gerison (2005)
Keywords: CitedIn:eCubed; eCubed

The evolving capacities of the child - Lansdown, Gerison (Save the children, 2005)

A systems definition of educational technology in society - Luppicini, Rocci (Journal of Educational Technology & Society, 2005)
Conceptual development in the field of Educational Technology provides crucial theoretical grounding for ongoing research and practice. This essay draws from theoretical developments both within and external to the field of Educational Technology to articulate a systems definition of Educational Technology in Society. A systems definition of Educational Technology in Society is characterized as a goal oriented problem-solving approach utilizing tools, techniques, theories, and methods from multiple knowledge domains to: (1) design, develop, and evaluate, human and mechanical resources efficiently and effectively in order to facilitate and leverage all aspects of learning, and (2) guide change agency and transformation of educational systems and practices in order to contribute to influencing change in society. This paper offers valuable theoretical grounding to help guide researchers and leaders in the field.
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

Kenya Education Sector Support Programme 2005 - 2010 - Ministry of Education, Science and Technology (2005)

Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners - Moon, Bob; Leach, Jenny; Stevens, Mary-Priscilla (World Bank, 2005)

Regression to the mean: treatment effect without the intervention - Morton, Veronica; Torgerson, David J. (Journal of Evaluation in Clinical Practice, 2005)

From formative assessment to assessment FOR learning: a path to success in standards-based schools - Stiggins, Rick (The Phi Delta Kappan, 2005)
Keywords: ⚠️ Invalid DOI

Bridging research and policy: a UK perspective - Taylor, Matthew (Journal of International Development, 2005)

Knowledge Maps: ICTs in Education - Trucano, M. (2005)
Recent work at infoDev created a series of Knowledge Maps of what is known and what isnt about ICT use in education.

The quality imperative - UNESCO; Education for All (EFA global monitoring report, 2005)

Monitoring and evaluation of ICT in education projects: A handbook for developing countries - Wagner, Daniel A.; Day, Bob; James, Tina; Kozma, Robert B.; Miller, Jonathan; Unwin, Tim (InfoDev / World Bank, 2005)
an infoDev publication www.infodev.org Pre-publication draft for circulation at the World Summit on the Information Societ
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Dewey goes digital: Scaling up constructivist pedagogies and the promise of new technologies - Wiske, M. S.; Perkins, D. (Scaling up success: Lessons learned from technology-based educational innovation. New York: Jossey-Bass, 2005)
Keywords: ⛔ No DOI found

Improving Educational Quality through Interactive Radio Instruction - World Bank (2005)

What makes the difference? A practical analysis of research on the effectiveness of distance education - Zhao, Yong; Lei, Jing; Yan, Bo; Tan, Sophia; Zhao, Yong (2005)

Qualitative Metasynthesis: Reflections on Methodological Orientation and Ideological Agenda - Thorne, Sally; Jensen, Louise; Kearney, Margaret H.; Noblit, George; Sandelowski, Margarete (Qualitative Health Research, 2004)
In an era of pressure toward evidence-based health care, we are witnessing a new enthusiasm for qualitative metasynthesis as an enterprise distinct from conventional literature reviews, secondary analyses, and the many other scholarly endeavors with which it is sometimes confused. This article represents the reflections of five scholars, each ofwhom has authored a distinct qualitative metasynthesis strategy. By providing the reader a glimpse into the tradition of their various qualitative metasynthesis projects, these authors offer a finely nuanced examination of the tensions between comparison and integration, deconstruction and synthesis, and reporting and integration within the metasynthesis endeavor. In so doing, they account for many of the current confusions about representation and generalization within the products of these inquiries. Through understanding the bases of their unique angles of vision, the reader is invited to engage in their commitment to scholarly integrity and intellectual credibility in this emerging methodological challenge.

Promoting academic literacy with technology: successful laptop programs in K-12 schools - Warschauer, Mark; Grant, David; Real, Gabriel Del; Rousseau, Michele (System, 2004)
One of the main challenges that US schools face in educating English language learners is developing their academic literacy. This paper presents case studies of two K-12 schools that successfully employ high-technology environments, including laptop computers for each student, toward the development of English language learners’ academic language proficiency and academic literacy. In the first school, Latino fourth-grade students use laptops and other new technologies for a wide variety of pre- and post-reading tasks as part of their effort to transition from learning to read to reading to learn. In the second school, diverse immigrant and refugee students at the middle school level combine technology use with Expeditionary Learning to carry out community projects leading to the development of sophisticated products. In both schools, technology is used to engage students in cognitively demanding activity, motivate independent reading, and provide scaffolding for language development, while the researchers also made use of technology to document learning processes and outcomes. Taken together, the schools offer valuable lessons for utilization of technology to promote academic literacy among culturally and linguistically diverse students.
Keywords: Laptops; Literacy; Technology

Bangladesh educational assessment: pre-primary and primary Madrasah education in Bangladesh - Abdalla, Amr; Raisuddin, A. N. M.; Hussein, Suieiman (Basic Education and Policy Support (BEPS) Activity, United States Agency for International Development, 2004)

Despite the Odds - Grindle, Merilee (2004)

Development of a cadre of teacher educators: some lessons from Pakistan - Khamis, Anil; Sammons, Pamela (International Journal of Educational Development, 2004)
This article is based on an educational innovation, the creation of a cadre of teacher educators, in the developing world. Professional development teachers (PDT) were trained in an in-service two-year teacher education programme leading to a Masters of Education (M.Ed.) degree. The PDTs were expected to play three roles in their home schools upon completion of the degree programme: (a) exemplary teachers; (b) teacher educators; and (c) change agents within their home schools to effect improvement. This article reviews education in Pakistan and the innovations that have come to inform the need to focus on teacher education as a primary area of investment and presents findings of a three-year longitudinal study of a selection of PDTs trained at the Aga Khan University’s Institute for Educational Development (AKU-IED). The main findings of the study indicate that teachers benefited significantly as individuals with enhanced career prospects, identified themselves more and preferred the role of teacher educators as opposed to classroom-based teachers, and sought opportunities outside their own schools but their role as change agents was more limited. Those teachers who maintained links with their schools beyond the three-year bonding period (a condition of being admitted to study for the M.Ed.) varied in the extent to which they managed to initiate and sustain school improvement efforts as indicated by changes in the structures and relationships within schools affecting the teaching–learning offered to pupils.
Keywords: Development; Educational policy; International education; Pakistan; School improvement; Teacher education

Local capture: Evidence from a Central Government Transfer Program in Uganda - Reinikka, R.; Svensson, J. (The Quarterly Journal of Economics, 2004)

Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability - Carlson, Stephanie M; Moses, Louis J; Claxton, Laura J (Journal of Experimental Child Psychology, 2004)
This research examined the relative contributions of two aspects of executive function—inhibitory control and planning ability—to theory of mind in 49 3- and 4-year-olds. Children were given two standard theory of mind measures (Appearance–Reality and False Belief), three inhibitory control tasks (Bear/Dragon, Whisper, and Gift Delay), three planning tasks (Tower of Hanoi, Truck Loading, and Kitten Delivery), and a receptive vocabulary test (Peabody Picture Vocabulary Test [PPVT-3]). Multiple regression analyses indicated that two inhibition tasks (Bear/Dragon and Whisper) were significantly related to theory of mind after accounting for age, receptive vocabulary, and planning. In contrast, the planning tasks did not share unique variance with theory of mind. These results increase our understanding of the specific nature of executive function–theory of mind relations during early childhood.
Keywords: Executive function; Inhibition; Planning; Theory of mind

The Education Act, 2004 - Kabbah, President Alhaji Ahmad Tejan (2004)

The Patterns and Purposes of School-based and Cluster Teacher Professional Development Programs - Leu, ELizabeth (USAID/EQUIP1, 2004)

Student learning motivation and psychological hardiness: interactive effects on students' reactions to a management class - Cole, Michael S.; Feild, Hubert S.; Harris, Stanley G. (Academy of Management Learning & Education, 2004)
We propose here that simultaneously considering the combined effects of students' learning motivation and psychological hardiness can increase understanding of the learning experience and its impact on important learning outcomes. Specifically, we hypothesized that the relationship between learning motivation and learning outcomes would be moderated by individuals' psychological hardiness. We collected data in two studies. The first established the psychometric properties of a newly developed scale, the second tested related research hypotheses. After controlling for socially desirable responding and dispositional learning orientations, our hypothesized interaction between participants' initial motivation to learn and their psychological hardiness explained differences in participants' postlearning motivation, depressive symptomatology, and reactions to their classroom experience assessed 2 months later. The study's findings have particular relevance for anyone who has ever taught or been involved in teaching. At times, for example, students can feel overwhelmed by the numerous responsibilities associated with being a college student. As a result, some will suffer a loss in motivation to perform and, even worse, a few will experience a severe state of depressed mood. Consequently, in this study we address these concerns and offer specific recommendations that could be implemented by universities and instructors to circumvent these detrimental outcomes.
Keywords: EDUCATION; LEARNING; MOTIVATION (Psychology); PSYCHOMETRICS; STUDENTS; UNIVERSITIES & colleges

What the best college teachers do - Bain, Ken (Harvard University Press, 2004)
What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. In stories both humorous and touching, Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential.

A review of the research literature on barriers to the uptake of ICT by teachers - Becta (2004)

Distance Learning for Teacher Training in Brazil - Bof, Alvana (International Review of Research in Open and Distance Learning, 2004)
Keywords: C:Brazil

Sustainability and interactive radio instruction: why some projects last - Bosch, Andrea (Adapting Technology for School Improvement A Global Perspective, 2004)
This book presents a compilation of articles based on the premise that the move to advanced technology use in primary and secondary schools offers great hope for improving the access, quality, and efficiency of basic education. The aim of the book is to identify and examine how information technologies can be, and are being, used to strengthen the quality of primary and secondary education. The articles take a global focus, drawing on examples from a wide range of countries. The book analyzes the challenges that teachers and educational planners face as they make this move, and shares how those challenges are being met in some of the countries now engaged in this effort. Several major themes are explored: the role of technology in school improvement, top-down versus bottom-up approaches, interactive radio instruction in schools, computers in the classroom, technology in teacher education, and adopting and implementing technology. The conclusions of the book examine strategies such as the cross-national sharing of curriculum development and instructional materials, and the training and support of teachers and administrators. The need for new partnerships, such as public-private and central-local, to make continued developments in technology sustainable, are also examined. The book divides into 14 chapters: (1) The Role of Technology in School Improvement (David W. Chapman, Amy Garrett, and Lars O. Mahlck); (2) Are New Technologies Better Technologies? For Whom? (Claudio de Moura Castro); (3) International Uses of Education Technology Threats and Opportunities (Stephen P. Heyneman and Katherine Taylor Haynes); (4) Using Instructional Technology as a Bridge to the Future: Palau's Story (Gregory C. Sales and Masa-Aki N. Emesiochl); (5) The Introduction of Computers in Secondary Schools in Jamaica: A Case of Bottom-Up Reform (Errol Miller); (6) Distance Education in Ethiopia (Teshome Nekatibeb and Thomas Tilson); (7) Sustainability and Interactive Radio Instruction: Why Some Projects Last (Andrea Bosch); (8) Is Constructivism Universal? In Search of Meaningful Technology in Morocco and Namibia (Jeffrey Coupe, Jeffrey Goveia, Houcine El Haichour, and Alfred Ilukena); (9) Technology and Educational Change at the Local Level: The Case of the Campana Schools Network in Argentina (Cecilia Braslavsky and Laura Fumagalli); (10) The Pedagogical Uses of Web-Based Chat: The Brazilian Experience (Vera Atsuko Suguri, Maria de Lourdes Matos, Noara M. de Resende e Castro, Rosal va Ieda V. Guimaraes de Castro, Lurdes Marilene da Silva Jung, and Eric Rusten); (11) Utilizing Technology in a Rural Teacher Certification Programme in Iceland (Ingolfur Asgeir Johannesson and Anna Thora Baldursdottir); (12) Integrating Technology into Education: The Czech Approach (Bozena Mannova); (13) The School Online Initiative in German Schools: Empirical Results and Recommendations to Improve School Development (Renate Schulz-Zander); and (14) Effective Use of Technology to Improve Education: Lessons for Planners (Lars O. Mahlck and David W. Chapman). This book is intended for educational policymakers, administrators, planners, and curriculum development specialists concerned with how technology can be used to extend access and raise the quality of education in their countries. It is also intended for international organizations, development assistance agencies and NGOs that are often most responsible for advocating the use of technology as a solution to education problems in low and middle-income countries. (Individual chapters contain references.).
Keywords: Commitment; Cost; content

Collaboration and self-regulation in teachers’ professional development - Butler, Deborah L; Lauscher, Helen Novak; Jarvis-Selinger, Sandra; Beckingham, Beverly (Teaching and Teacher Education, 2004)

Bridging Research and Policy in International Development: An Analytical and Practical Framework - Court, J.; Young, J. (Overseas Development Institute, 2004)
This paper outlines some of the theory behind, and practical application of the RAPID Analytical and Practical Framework.

A practical guide to working with Education Management Information Systems: guidance for DFID advisers (first draft) - Ellison, R (2004)

Website offers fake degrees for £165 - Gillan, Audrey (2004)

Mixed Methods Research: A Research Paradigm Whose Time Has Come - R. Burke Johnson, Anthony J. Onwuegbuzie, 2004 - Johnson, R.B.; Onwuegbuzie, A.J. (2004)
The purposes of this article are to position mixed methods research (mixed research is a synonym) as the natural complement to traditional qualitative and quantitative research, to present pragmatism as offering an attractive philosophical partner for mixed methods research, and to provide a framework for designing and conducting mixed methods research. In doing this, we briefly review the paradigm “wars” and incompatibility thesis, we show some commonalities between quantitative and qualitative research, we explain the tenets of pragmatism, we explain the fundamental principle of mixed research and how to apply it, we provide specific sets of designs for the two major types of mixed methods research (mixed-model designs and mixed-method designs), and, finally, we explain mixed methods research as following (recursively) an eight-step process. A key feature of mixed methods research is its methodological pluralism or eclecticism, which frequently results in superior research (compared to monomethod research). Mixed methods research will be successful as more investigators study and help advance its concepts and as they regularly practice it.
Keywords: ⛔ No DOI found

Logic Model Development Guide - Kellogg Foundation (2004)

Procedures for Undertaking Systematic Reviews - Kitchenham, B (2004)

Ten Steps to a Results-Based Monitoring and Evaluation System - Kusek, Jody Zall; Rist, Ray C. (World Bank, 2004)

Coming to terms: A discussion of John Ogbu’s cultural-ecological theory of minority academic achievement - Michael Foster, Kevin (Intercultural education, 2004)

Theoretical Saturation - Morse, Janice M. (The SAGE Encyclopedia of Social Science Research Methods, 2004)

Literature review in mobile technologies and learning - Naismith, Laura; Sharples, Mike; Vavoula, Giasemi; Lonsdale, Peter (2004)
Keywords: ⛔ No DOI found

Distance education in Ethiopia - Nekatibeb, Teshome; Tilson, Thomas (D. W. Chapman & L. O. Mahlck (Eds.). Adapting technology for school improvement: a global perspective, 2004)

Construct Validity of Raven's Advanced Progressive Matrices for African and Non-African Engineering Students in South Africa - Rushton, J. Philippe; Skuy, Mervyn; Bons, Trudy Ann (International Journal of Selection and Assessment, 2004)
We test the hypothesis that the Raven's Advanced Progressive Matrices has the same construct validity in African university students as it does in non-African students by examining data from 306 highly select 17- to 23-year olds in the Faculties of Engineering and the Built Environment at the University of the Witwatersrand (177 Africans, 57 East Indians, 72 Whites; 54 women, 252 men). Analyses were made of the Matrices scores, an English Comprehension test, the Similarities subscale from the South African Wechsler Adult Intelligence Scale, end-of-year university grades, and high-school grade point average. Out of the 36 Matrices problems, the African students solved an average of 23; East Indian students, 26; and White students, 29 (p<.001), placing them at the 60th, 71st, and 86th percentiles, respectively, and yielding IQ equivalents of 103, 108, and 118 on the 1993 US norms. The same pattern of group differences was found on the Comprehension Test, the Similarities subscale, university course grades, and high-school grade-point average. The items on the Matrices ‘behaved’ in the same way for the African students as they did for the non-African students, thereby indicating the test's internal validity. Item analyses, including a confirmatory factor analysis, showed that the African/non-African difference was most pronounced on the general factor of intelligence. Concurrent validity was demonstrated by correlating the Matrices with the other measures, both individually and in composite. For the African group, the mean r=.28, p<.05, and for the non-African group, the mean r=.27, p<.05. Although the intercepts of the regression lines for the two groups were significantly different, their slopes were not. The results imply that scores on the Raven's Matrices are as valid for Africans as they are for non-Africans.

Achieving Equality of Student Internet Access Within Schools. - Schofield, Janet Ward; Davidson, Ann Locke (American Psychological Association, 2004)

Civil society and right to information: a perspective on India’s experience - Sharma, P (Eldis, 2004)
Keywords: ⛔ No DOI found

Technology and equity in schooling: Deconstructing the digital divide - Warschauer, Mark; Knobel, Michele; Stone, Leeann (Educational policy, 2004)
Keywords: equity; technology

Computerized Adaptive Testing for Effective and Efficient Measurement in Counseling and Education - Weiss, David J. (Measurement and Evaluation in Counseling and Development, 2004)

An instrument to elicit teachers' beliefs and assumptions - Donaghue, Helen (ELT Journal, 2003)
Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique.

Towards a theory of curriculum implementation with particular reference to science education in developing countries - Rogan, John M.; Grayson, Diane J. (International Journal of Science Education, 2003)
Improving science education is often regarded as a priority for developing countries in order to promote longterm economic development. Thus initiatives, both government and foreign-aid sponsored, aimed at improving science education in developing countries abound. However, all too often the focus of such initiatives is limited to the development of science curricula, while the details of how the curricula will be implemented at school level are often neglected. This paper represents an effort to lay the groundwork for a theory of curriculum implementation with particular reference to developing countries. We have drawn on school development, educational change, and science education literature in order to develop three constructs that could form the heart of such a theory, namely, Profile of Implementation, Capacity to Innovate, and Outside Support. Six propositions are offered to suggest how the constructs may inter-relate as a basis for the development of the theory. The implementation of the natural sciences learning area of the South African Curriculum 2005 is used to illustrate the emerging theory.

The Ghana ICT for Accelerated Development Policy - The Republic of Ghana (2003)

Education management information system (EMIS): integrated data and information systems and their implications in educational management - Hua, Haiyan; Herstein, Jon (Annual Conference of Comparative and International Education Society, 2003)
Successful management of today’s education systems requires effective policymaking and system monitoring through data and information. To this end, countries around the world have invested significant resources into collecting, processing, and managing more and better data through education management information systems (EMIS). However, all too often EMIS design and development has been limited to information technology enhancements, and/or data storage and maintenance, with insufficient attention paid to the management environment in which EMIS operates and data utilization for policy decisions. This paper will examine the technical, organizational, and institutional conditions that must be met in order to enable information-based decision-making for effective system management. It will highlight the fact that technical capacity building must be accompanied by the creation of the demand for information and the nurturing of a culture of open communication, information sharing, and information use.
Keywords: ⛔ No DOI found

The new dynamics of strategy: Sense-making in a complex and complicated world - Kurtz, C.F.; Snowden, David (Engineering Management Review, IEEE, 2003)
In this paper, we challenge the universality of three basic assumptions prevalent in organizational decision support and strategy: assumptions of order, of rational choice, and of intent. We describe the Cynefin framework, a sense-making device we have developed to help people make sense of the complexities made visible by the relaxation of these assumptions. The Cynefin framework is derived from several years of action research into the use of narrative and complexity theory in organizational knowledge exchange, decision-making, strategy, and policy-making. The framework is explained, its conceptual underpinnings are outlined, and its use in group sense-making and discourse is described. Finally, the consequences of relaxing the three basic assumptions, using the Cynefin framework as a mechanism, are considered.
Keywords: _THEME: Teacher Professional Development

EPPI-Centre Guidelines for extracting data and quality assessing primary studies in educational research (EPPI-Centre, 2003)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Systems inquiry and its application in education - Banathy, Bela H.; Jenlink, Patrick M. (Handbook of research for educational communications and technology, 2003)
Keywords: ⛔ No DOI found

Culture and Classroom Reform: The case of the District Primary Education Project, India - Clarke, Prema (Comparative Education, 2003)
Reform in teaching and learning forms one of the basic dimensions of educational reform. This study explores the impact of the reform process on teacher thinking and classroom practice in the multi-donor supported District Primary Education Project in Karnataka, India. Using both qualitative and quantitative methodologies, a variety of aspects dealing with teaching and learning are examined in order to understand the extent to which changes are taking place in the classroom. The study analyses the impact of four cultural constructs, which frame teaching and learning in India: holism as a shared worldview that encourages openness to regulation; the hierarchical structure as a regulative social framework; knowledge as discovered and attested collectively; and the ‘sense of duty’ that deﬁnes the role of the teacher (and student). The conclusion of the study is that while there are observable changes in the classroom in the use of instructional aids and activities during instruction, the essential characteristics of traditional practice, namely rote and repetition has not changed. Both teachers’ openness and resistance to reform are portrayed as embedded in the cultural construction of teaching and learning.

Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change - Coburn, Cynthia E. (Educational Researcher, 2003)

Guidelines for extracting data and quality assessing primary studies in educational research Version 0.9.7 - EPPI-Centre (2003)

Education Management Information System (EMIS): Integrated data and information systems and their Implications in educational management - Hua, Haiyan; Herstein, Jon (2003)
Successful management of today’s education systems requires effective policymaking and system monitoring through data and information. To this end, countries around the world have invested significant resources into collecting, processing, and managing more and better data through education management information systems (EMIS). However, all too often EMIS design and development has been limited to information technology enhancements, and/or data storage and maintenance, with insufficient attention paid to the management environment in which EMIS operates and data utilization for policy decisions. This paper will examine the technical, organizational, and institutional conditions that must be met in order to enable information-based decision-making for effective system management. It will highlight the fact that technical capacity building must be accompanied by the creation of the demand for information and the nurturing of a culture of open communication, information sharing, and information use.
Keywords: ⛔ No DOI found

Data Collection Strategies in Mixed Methods Research - Johnson, Burke; Turner, Lisa A. (SAGE, 2003)
Johnson, B. and Turner, L.A. (2003) Data Collection Strategies in Mixed Methods Research. In: Tashakkori, A.M. and Teddlie, C.B., Eds., Handbook of Mixed Methods in Social and Behavioral Research, SAGE Publications, Thousand Oaks, 297-319.
Keywords: Social Science / Folklore & Mythology; Social Science / Research

Preparing a Workforce for the Evolving Information Economy: A Survey on ICT Access and Use in Kenya Secondary Schools. Summit Strategies Limited, Nairobi. - Kenya Schoolnet (2003)

The Ghana ICT for Accelerated Development Policy - Ministry of Communications (2003)

National Information and Communications Technologies Policy - Ministry of Communications and Transport (2003)

National Information and Communications Technologies policy - Ministry of Communications and Transport (The United Republic of Tanzania, 2003)

National information and communications technology policy 2003 - Ministry of Communications and Transport (2003)

Education Strategic Plan 2003-2015 - Ministry of Education, Ghana (Government of Ghana, 2003)

Education Strategic Plan 2003–2015 - Ministry of Education, Ghana (2003)

The Development of Effective Strategies to Teach Reading among Unqualified Primary Teachers in a Developing Country Context - O'Sullivan, Margo (International Journal of Early Years Education, 2003)
The teaching of reading in primary classrooms in developing countries, particularly, the teaching of English reading to second-language pupils, receives very little attention in the literature. One notable study that highlighted the low standard of reading in developing countries claimed that the teaching of reading in these countries is in crisis (Williams, 1993). This can be attributed to teachers’ reliance on a rote memory approach to teaching reading. There is, however, very little research available on efforts that attempt to address this problem. This article emerged from a research study of an in-service programme in Namibia and it begins to address this gap. The programme, for mainly unqualiﬁed primary teachers, sought to develop teachers’ capacity to teach reading more effectively. It explored the usefulness of various Western strategies to teach reading, bearing the transfer issue in mind. The study highlighted the usefulness of an instructional structured reading lesson and explored the issue of prescription inherent in it. It also found that structured and bottom-up strategies were more effective than top-down strategies. However, the main lesson to be learned is that an eclectic approach to teaching reading, using strategies adapted to the realities within which teachers work, is useful in developing country contexts.

Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions - Osborne, J.; Hennessy, S. (Nesta FutureLab, 2003)

Diffusion of innovations - Rogers, Everett M. (Free Press, 2003)

Quality in Qualitative Evaluation: A framework for assessing research evidence - Spencer, Liz; Ritchie, Jane; Lewis, Jane; Dillon, Lucy (GOV.UK, 2003)
Guidance on maintaining the quality of qualitative evaluation for use in Government research

An EMIS for Palestine – the Education Management Information System in the West Bank and Gaza Strip - Sultana, Ronald G. (Mediterranean Journal of Educational Studies, 2003)
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

Narional Information and Communications Technologies policy - The United Republic of Tanzania Ministry of Communications and Transport (2003)

Education Management Information Systems (EMIS): a guide for young managers - Wako, Tegegn Nuresu (2003)

Technology and social inclusion: rethinking the digital divide - Warschauer, Mark (MIT Press, 2003)
Keywords: Digital divide; Marginality, Social

Factors Affecting Technology Uses in Schools: An Ecological Perspective - Zhao, Yong; Frank, Kenneth A. (American Educational Research Journal, 2003)
Why is technology not used more in schools? Many researchers have tried to solve this persistent puzzle. The authors of this article report on their study of technology uses in 19 schools. They suggest an ecological metaphor, using the example of the introduction of the zebra mussel into the Great Lakes, to integrate and organize sets of factors that affect implementation of computer uses. Their findings suggest that an ecological perspective can provide a powerful analytical framework for understanding technology uses in schools. That perspective points out new directions for research and has significant policy and practical implications for implementing innovations in schools.
Keywords: computers in schools; diffusion of innovation; educational technology; school ecology; teacher development

Developing an HIV/AIDS Education Curriculum for Takalani Sesame, South Africa's Sesame Street - Segal, Lauren; Cole, Charlotte Frances; Fuld, Janice (Early Education and Development, 2002)
The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them.

Distance Learning: Promises, Problems, and Possibilities - Valentine, Doug (Online Journal of Distance Learning Administration, 2002)
Keywords: ⛔ No DOI found

Short screening scales to monitor population prevalances and trends in non-specific psychological distress - Kessler, Ronald; Andrews, Gavin; Colpe, Lisa; Hiripi, E; Mroczek, Daniel; Normand, Sharon-Lise; Walters, Ellen; Zaslavsky, Alan (Psychological Medicine, 2002)
A 10-question screening scale of psychological distress and a six-question short-form scale embedded within the 10-question scale were developed for the redesigned US National Health Interview Survey (NHIS). Initial pilot questions were administered in a US national mail survey (N = 1401). A reduced set of questions was subsequently administered in a US national telephone survey (N = 1574). The 10-question and six-question scales, which we refer to as the K10 and K6, were constructed from the reduced set of questions based on Item Response Theory models. The scales were subsequently validated in a two-stage clinical reappraisal survey (N = 1000 telephone screening interviews in the first stage followed by N = 153 face-to-face clinical interviews in the second stage that oversampled first-stage respondents who screened positive for emotional problems) in a local convenience sample. The second-stage sample was administered the screening scales along with the Structured Clinical Interview for DSM-IV (SCID). The K6 was subsequently included in the 1997 (N = 36116) and 1998 (N = 32440) US National Health Interview Survey, while the K10 was included in the 1997 (N = 10641) Australian National Survey of Mental Health and Well-Being. Both the K10 and K6 have good precision in the 90th-99th percentile range of the population distribution (standard errors of standardized scores in the range 0.20-0.25) as well as consistent psychometric properties across major sociodemographic subsamples. The scales strongly discriminate between community cases and non-cases of DSM-IV/SCID disorders, with areas under the Receiver Operating Characteristic (ROC) curve of 0.87-0.88 for disorders having Global Assessment of Functioning (GAF) scores of 0-70 and 0.95-0.96 for disorders having GAF scores of 0-50. The brevity, strong psychometric properties, and ability to discriminate DSM-IV cases from non-cases make the K10 and K6 attractive for use in general-purpose health surveys. The scales are already being used in annual government health surveys in the US and Canada as well as in the WHO World Mental Health Surveys. Routine inclusion of either the K10 or K6 in clinical studies would create an important, and heretofore missing, crosswalk between community and clinical epidemiology.

Assessment and Development of Executive Function (EF) During Childhood - Anderson, Peter (Child Neuropsychology, 2002)
This review paper outlines the issues associated with the assessment of executive function (EF) in children and adolescents, and describes the developmental profile of executive processes across childhood. At the outset, EF is defined, and cognitive and behavioral impairments associated with executive dysfunction (EDF) are described. A developmental model of EF is proposed incorporating four discrete but inter-related executive domains (attentional control, cognitive flexibility, goal setting, and information processing) which operate in an integrative manner to enable “executive control”. Characteristics that constitute traditional EF measures are discussed, as are the problems associated with test interpretation. The ecological validity of EF tests and neuropsychological assessment procedures are examined, and adjunct methods of measurement are presented to enable a more comprehensive and valid assessment of EF. Based on developmental and normative studies, the maturation of executive domains is mapped. Attentional control appears to emerge in infancy and develop rapidly in early childhood. In contrast, cognitive flexibility, goal setting, and information processing experience a critical period of development between 7 and 9 years of age, and are relatively mature by 12 years of age. A transitional period is thought to occur at the beginning of adolescence, and shortly after “executive control” is likely to emerge. In order to confirm our current understanding of EF development and further enhance our understanding of brain-behavior relationships, longitudinal studies incorporating structural and functional neuroimaging are required.

Exploring the backgrounds and shaping of beginning student teachers in Ghana: toward greater contextualisation of teacher education - Akyeampong, Kwame; Stephens, David (International Journal of Educational Development, 2002)
Teacher education programmes are often quite similar in their framework and content but often lack sufficient reflection on the personal background and the socio-political forces that shape teachers’ roles and identity within the systems in which they operate. This paper explores this issue by using Ghana as a case study and discusses implications for its teacher education programmes and policies. Key characteristics of beginning student teachers found were: weak qualifying grades in two fundamental school subjects, mathematics and English, a waiting period of 2–5 years prior to entering teachers’ college, and apparently sharp differentials in trainees’ socio-economic background as compared to typical Ghanaian communities. They come to training with rich and varied images of teachers, teaching and the profession, but, in addition, many beginning trainees also express little desire to teach at primary school level, mainly for reasons of status and insufficient fringe benefits. These factors, we argue, should be taken into more account in the design of college programmes and the development of teacher education policies. The paper concludes with a call to teacher education systems, especially in Africa, to look more closely at, and learn from, who comes for training, what they bring with them, and how they perceive themselves in relation to teaching, training and future aspirations.
Keywords: Beginning student teachers; Ghana; Teacher education; Teacher identity; Teacher images

The importance of posting and interaction with the education bureaucracy in becoming a teacher in Ghana - Hedges, John (International Journal of Educational Development, 2002)
This paper addresses some of the issues surrounding the posting of newly trained teachers in Ghana. It specifically investigates the assertion that the posting system is ‘ineffective’ from the perspective of newly trained teachers who have been through the process. It emerged from analysis of the qualitative data that newly trained teachers’ experiences and perceptions of the posting process had a significant impact on their occupational culture. The research draws upon documents, interviews with members of the education bureaucracy, and interviews with 23 newly trained teachers posted to basic schools in rural areas in Central Region. The paper illuminates some of the problems involved in posting newly trained teachers to rural schools and looks for explanations as to why some teachers take up their postings and others do not.
Keywords: Basic education; C:Ghana; Deployment; Ghana; Induction; NQTs; Teacher education

Defining the Digital Divide: Developing a Theoretical Understanding of Inequalities in the Information Age - Selwyn, Neil (Cardiff University School of Social Sciences, 2002)

Does it make a difference? Evaluating professional development - Guskey, Thomas R (Education Leadership, 2002)
Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result—improved student outcomes.
Keywords: ___working_potential_duplicate; auto_merged; ⛔ No DOI found

Identity and schooling: Some lessons for the economics of education - Akerlof, G.A.; Kranton, R.E. (Journal of Economic Literature, 2002)

Teachers' and Pupils' Experiences of Integrated Education in Uganda - Arbeiter, Susanne; Hartley, Sally (International Journal of Disability, Development and Education, 2002)
Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach was chosen using individual interviews, focus group discussions with teachers, pupils and head teachers, and observations in classrooms. Three primary schools in different districts of Uganda were selected as research sites. For a number of reasons data collection from the pupils proved problematic but generally the ndings con rmed the information drawn from the review of literature. In addition to the high teacher–pupil ratio, there is an alarming lack of resources in the schools and an urgent need for teacher training to meet special needs in the classroom. Despite these dif cult conditions found in schools, many teachers had positive attitudes towards integrating children with disabilities, but only a few examples from the classroom observations showed good practice for meeting a diversity of needs.

Interactive Radio Instruction: An Update from the Field - Bosch, Andrea; Rhodes, Rebecca; Kariuki, Sera (Education Development Center, 2002)
Interactive radio instruction (IRI), a methodology developed to turn a typically one-way technology into a tool for active learning in and outside the classroom, continues to be an attractive educational strategy in developing countries after almost 30 years. The original model for IRI math, created in Nicaragua by a team from Stanford University in the early 1970s, sought to combine the low cost and high reach of the radio medium and a clear understanding of how people learn. Since that time, 20 countries around the world have developed IRI programs for a variety of subjects, audiences, and learning environments, many of which have been sustained for up to 10 years and counting. The methodology has been expanded and adapted to include different levels of math, science, health, English, Spanish and Portuguese, environmental education, early childhood development, and adult basic education for learners of all ages. In each case, the series has been designed specifically by local specialists to be engaging and to meet learning objectives in that country. After three decades, interest in IRI does not seem to be waning. (See the Annex at the end of this chapter for a list of IRI projects and their current status.) This chapter updates earlier information about interactive radio instruction over the past five years, and introduces two cases where IRI has had an impact in Africa in two ways not captured in the past.1 In Guinea, IRI has gone to scale on an unprecedented level in West Africa to reach students and teachers on a national level. The Guinean IRI series is integrated with teacher development initiatives and is used in almost all primary schools across the nation, with 880,000 students. In Zambia, a new IRI series is being developed that reaches out to students who otherwise would be without schools, and have become increasingly vulnerable due to poverty and the HIV/AIDs. This example shows how IRI can be used effectively to overcome obstacles of access in Africa and to increase the chances that students can receive an education. These examples show how IRI retains its core elements, yet continues to evolve to meet new educational and social challenges.

Using meta ethnography to synthesise qualitative research: A worked example - Britten, Nicky; Campbell, Rona; Pope, Catherine; Donovan, Jenny; Morgan, Myfanwy; Pill, Roisin (Journal of Health Services Research and Policy, 2002)
Objectives: To demonstrate the benefits of applying meta ethnography to the synthesis of qualitative research, by means of a worked example. Methods:. Four papers about lay meanings of medicines were arbitrarily chosen. Noblit and Hare's seven-step process for conducting a meta ethnography was employed: getting started; deciding what is relevant to the initial interest; reading the studies; determining how the studies are related; translating the studies into one another; synthesising translations; and expressing the synthesis. Results: Six key concepts were identified: adherence/compliance; self-regulation; aversion; alternative coping strategies; sanctions; and selective disclosure. Four second-order interpretations (derived from the chosen papers) were identified, on the basis of which four third-order interpretations (based on the key concepts and second-order interpretations) were constructed. These were all linked together in a line of argument that accounts for patients' medicine-taking behaviour and communication with health professionals in different settings. Third-order interpretations were developed which were not only consistent with the original results but also extended beyond them. Conclusions: It is possible to use meta ethnography to synthesise the results of qualitative research. The worked example has produced middle-range theories in the form of hypotheses that could be tested by other researchers. © The Royal Society of Medicine Press Ltd 2002.

Sampling issues in design, conduct, and interpretation of international comparative studies of school achievement - Chromy, J.R. (In A.C. Porter, & A. Gamoran (Eds.), Methodological advances in cross-national surveys of educational achievement (pps. 80- 116)., 2002)

Preparing for culturally responsive teaching - Gay, Geneva (Journal of Teacher Education, 2002)

Complicated and complex systems: what would successful reform of Medicare look like? - Glouberman, Sholom; Zimmerman, Brenda (Romanow Papers, 2002)
Keywords: ⛔ No DOI found

Professional Development and Teacher Change - Guskey, Thomas R. (Teachers and Teaching, 2002)
This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers’ attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey & Huberman, 1995), which was named `Book of the Year’ by the National Staff Development Council in 1996.

Teacher learning for educational change: A systems thinking approach - Hoban, Garry Francis; Hoban, Garry F. (Open University Press Buckingham, 2002)

Information and communication technologies in teacher education: a planning guide - Khvilon, Evgueni; Patru, Mariana (UNESCO, 2002)
Keywords: auto_merged

Mother-tongue education in South Africa: the weight of history - Klerk, Gerda de (2002)

Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia - O’Sullivan, Margo C. (Teaching and Teacher Education, 2002)
The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reﬂective approaches. This has undoubtedly inﬂuenced the relatively recent introduction of reﬂective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reﬂective approaches in the training of unqualiﬁed and underqualiﬁed primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reﬂective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reﬂection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved.

Scales for Rating the Behavioral Characteristics of Superior Students. Technical and Administration Manual. - Renzulli, Joseph S.; Smith, Linda H.; White, Alan J.; Callahan, Carolyn M.; Hartman, Robert K.; Westberg, Karen L. (ERIC, 2002)
This manual describes development and use of the revised "Scales for Rating the Behavioral Characteristics of Superior Students" (SRBCSS-R), a teacher judgment instrument appropriate for use as one measure in the identification of gifted students. Part 1 explains the judgmental and empirical procedures used to revise the items on the original SRBCSS-R and the methods for conducting two field test administrations of the revised scales. It also presents the results from the analyses and the reliability and validity evidence. Two tables summarize the construct validity data and the criterion-related data on teacher judgment measures. Part 2 provides instructions for administering and interpreting the SRBCSS-R and describes purposes for using the scales, guidelines for using the scales correctly, a teacher training exercise, and how to establish local norms. Five appendices include: the second field test version of the SRBCSS-R, a brief scale for rating student performance in a gifted program, a sample SRBCSS-R, the full teacher-training exercise for using the SRBCSS-R, guidelines for calculating local percentile rank norms, and an article, "A Practical System for Identifying Gifted and Talented Students" by Joseph S. Renzulli. (DB)
Keywords: Ability Identification; Academically Gifted; Behavior Rating Scales; Elementary Secondary Education; Test Interpretation; Test Reliability; Test Validity; Testing

Experimental and quasi-experimental designs for generalized causal inference - Shadish, William R; Cook, Thomas D; Campbell, Donald T (Houghton, Mifflin and Company, 2002)

Aid Effectiveness and Policy Ownership - Sobhan, R (Development and Change, 2002)

International Classification of Functioning, Disability and Health Framework (ICF) - WHO (2002)

Two degrees of separation in complex food webs - Williams, Richard J.; Berlow, Eric L.; Dunne, Jennifer A.; Barabási, Albert-László; Martinez, Neo D. (Proceedings of the National Academy of Sciences, 2002)

What makes professional development effective? Results from a national sample of teachers - Garet, Michael; Porter, Andrew; Desimone, Laura; Birman, Beatrice; Yoon, Kwang Suk (American Educational Research Journal - AMER EDUC RES J, 2001)
This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.

The Tertiary Education Commission Act - Kabbah, President Alhaji Ahmad Tejan (2001)

The National Council for Technical , Vocational and other Academic Awards Act - Kabbah, President Alhaji Ahmad Tejan (2001)

The Polytechnics Act - Kabbah, President Alhaji Ahmad Tejan (2001)

Affordability and cost-effectiveness: decision-making on the cost-effectiveness plane - Sendi, P. P.; Briggs, A. H. (Health Economics, 2001)
Much recent research interest has focused on handling uncertainty in cost-effectiveness analysis and in particular the calculation of confidence intervals for incremental cost-effectiveness ratios (ICERs). Problems of interpretation when ICERs are negative have led to two important and related developments: the use of the net-benefit statistic and the presentation of uncertainty in cost-effectiveness analysis using acceptability curves. However, neither of these developments directly addresses the problem that decision-makers are constrained by a fixed-budget and may not be able to fund new, more expensive interventions, even if they have been shown to represent good value for money. In response to this limitation, the authors introduce the affordability curve which reflects the probability that a programme is affordable for a wide range of threshold budgets. The authors argue that the joint probability an intervention is affordable and cost-effective is more useful for decision-making since it captures both dimensions of the decision problem faced by those responsible for health service budgets.

The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project - Wright, John; Huston, Aletha; Murphy, Kimberlee; Peters, Michelle; Pinõn, M.; Scantlin, R.; Kotler, Jennifer (Child development, 2001)
For two cohorts of children from low- to moderate-income families, time-use diaries of television viewing were collected over 3 years (from ages 2-5 and 4-7 years, respectively), and tests of reading, math, receptive vocabulary, and school readiness were administered annually. Relations between viewing and performance were tested in path analyses with controls for home environment quality and primary language (English or Spanish). Viewing child-audience informative programs between ages 2 and 3 predicted high subsequent performance on all four measures of academic skills. For both cohorts, frequent viewers of general-audience programs performed more poorly on subsequent tests than did infrequent viewers of such programs. Children's skills also predicted later viewing, supporting a bidirectional model. Children with good skills at age 5 selected more child-audience informative programs and fewer cartoons in their early elementary years. Children with lower skills at age 3 shifted to viewing more general-audience programs by ages 4 and 5. The results affirm the conclusion that the relations of television viewed to early academic skills depend primarily on the content of the programs viewed.

Double-Shift Secondary Schools: Possibilities and Issues - Linden, Toby (2001)

Constructivist learning systems: a new paradigm - Weiqi Li (Proceedings IEEE International Conference on Advanced Learning Technologies, 2001)
The educational enterprise is in the midst of a philosophical shift from a behaviorist to a constructivist paradigm. If constructivism is to be taken seriously as a new educational paradigm in the information age, learning technology R&D must pay more attention to learners instead of teachers. A constructivist learning environment (CLE) is a technology-rich, open place where a learner can use a variety of tools and information resources in his pursuit of learning goals and problem-solving activities. Wherein the learner can draw upon information resources and tools to actively construct knowledge, generate a diverse array of ideas, develop multiple modes of representation, engage in social interaction, and solve authentic problems. Four major elements are bound together by their roles in the establishment of a CLE: public knowledge system; distributed instructional system; learning community; constructivist learning system.
Keywords: Buildings; CLE; Collaborative work; Education; Educational technology; Information technology; Learning systems; Problem-solving; Process control; Research and development; Shape; constructivist learning environments; constructivist learning systems; constructivist paradigm; distributed instructional system; educational enterprise; educational paradigm; educational technology; human factors; information age; information resources; learning community; learning goals; learning technology R&d; philosophical shift; problem-solving activities; public knowledge system; social aspects of automation; social interaction; teaching; user interfaces

Digital Divide in Developing Countries - Lu, Ming-te (Journal of Global Information Technology Management, 2001)

IT and Education for the Poorest of the Poor: Constraints, Possibilities, and Principles - Wagner, Daniel (TechKnowLogia: International Journal for the Advancement of Knowledge and Learning, 2001)
Long before the term "Digital Divide" became a common term to describe gaps between the rich and poor in the effective access and use of information technology (IT), most policy makers, researchers and practitioners could at least agree on one thing: Reaching the poorest of the poor was going to be the most difficult of challenges.
Keywords: ⛔ No DOI found

Individual Differences in Cognitive Planning on the Tower of Hanoi Task: Neuropsychological Maturity or Measurement Error? - Bishop, D. V. M.; Aamodt-Leeper, G.; Creswell, C.; McGurk, R.; Skuse, D. H. (The Journal of Child Psychology and Psychiatry and Allied Disciplines, 2001)
The Tower of Hanoi (ToH) task was given to 238 children aged from 7 to 15 years, and 20 adults. Individual variation within an age band was substantial. ToH score did not correlate significantly with Verbal IQ, nor with ability to inhibit a prepotent response. We readministered the ToH to 45 children after 30 to 40 days. The test-retest correlation of ·5 is low in relation to accepted psychometric standards, though at least as high as reliability of the related Tower of London (ToL) in adults. The reasons for low reliability remain unclear; task novelty did not seem to be involved, as children did not improve on retest. We conclude that it is not safe to use this test to index integrity or maturation of underlying neurological systems in children. We compared our results with three published studies using the ToL with children, and found similar levels of performance on problems involving the same number of moves. Another study using automated ToL obtained much poorer scores, suggesting that computerised presentation may impair children's performance.
Keywords: Assessment; executive function; psychometrics

Development as Freedom - Sen, Amartya (OUP Oxford, 2001)
In Development as Freedom Amartya Sen explains how in a world of unprecedented increase in overall opulence millions of people living in the Third World are still unfree. Even if they are not technically slaves, they are denied elementary freedoms and remain imprisoned in one way or another by economic poverty, social deprivation, political tyranny or cultural authoritarianism. The main purpose of development is to spread freedom and its 'thousand charms' to the unfree citizens. Freedom, Sen persuasively argues, is at once the ultimate goal of social and economic arrangements and the most efficient means of realizing general welfare. Social institutions like markets, political parties, legislatures, the judiciary, and the media contribute to development by enhancing individual freedom and are in turn sustained by social values. Values, institutions, development, and freedom are all closely interrelated, and Sen links them together in an elegant analytical framework. By asking 'What is the relation between our collective economic wealth and our individual ability to live as we would like?' and by incorporating individual freedom as a social commitment into his analysis Sen allows economics once again, as it did in the time of Adam Smith, to address the social basis of individual well-being and freedom.
Keywords: Business & Economics / Economics / General; Political Science / General

School Culture and School Performance: An Explorative Study into the Organizational Culture of Secondary Schools and Their Effects - Maslowski, Ralf (2001)
Thesis (doctoral)--University of Twente, 2001.
Keywords: ⛔ No DOI found

The role of nongovernmental organizations in primary education: a study of six NGOs in India - Jagannathan, Shanti (Robert McNamara Fellowships Program, World Bank Institute, 2001)

EPPI-Centre Core Keywording Strategy (EPPI-Centre, 2001)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Self-efficacy beliefs as shapers of children's aspirations and career trajectories - Bandura, Albert; Barbaranelli, Claudio; Caprara, Gian Vittorio; Pastorelli, Concetta (Child Development, 2001)

The Digital Divide: Bridging the Divide Naturally - Crandall, Robert W. (Brookings, 2001)
Brookings Review article by Robert W. Crandall (Winter 2001)

Systematic Reviews of Educational Research: Does the medical model fit? - Evans, Jennifer; Benefield, Pauline (British Educational Research Journal, 2001)
There has been a recent increase in interest in the research review as a method of presenting cumulative data about the effects of educational policies and practices. This is part of a wider movement in ‘evidence-informed policy-making’ espoused by the current Government. In part, the interest as been sparked by the perceived success of the Cochrane Collaboration in medicine, which has set up a framework for conducting and verifying systematic reviews and meta-analyses of random controlled trials of medical interventions. A pilot project to apply the methods of systematic review has been carried out at the National Foundation for Educational Research. The subject of the review was ‘Strategies to Support Pupils with Emotional and Behavioural Difficulties in Mainstream Primary Classrooms'. The article describes the process of the review, the adaptations of the ‘medical model’ to educational settings and discusses some of the implications of these for researchers and policy-makers.

From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching - Feiman-Nemser, Sharon (Teachers College Record: The Voice of Scholarship in Education, 2001)
This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?

An Integrated ICT-led Socio-Economic Development Policy and Plan for Rwanda 2001 - 2005 - Government of Rwanda (2001)

Children's rights: a second chance. - Lansdown, Gerison (International Save the Children Alliance, 2001)

Simplifying complexity: a review of complexity theory - Manson, Steven M. (Geoforum, 2001)

Modelling and supporting ICT implementation in secondary schools - Mooij, Ton; Smeets, Ed (Computers & Education, 2001)

Applying the general systems theory to students'conflict management in Nigeria's tertiary institutions - Oyebade, S. A. (Lagos Journal of Educational Administration and Planning, 2001)
Keywords: ⛔ No DOI found

Meta-Study of Qualitative Health Research - Paterson, Barbara L.; Thorne, S.E.; Canam, C.; Jillings, C. (2001)
A Practical Guide to Meta-Analysis and Meta-Synthesis

Teacher Efficacy: Capturing an elusive construct - Tschannen-Moran, Megan; Hoy, Anita Woolfolk (Teaching and Teacher Education, 2001)

Fertility Behavior and Psychological Stress: The Mediating Influence of Gender Norm Beliefs Among Egyptian Women - Waszak, Cynthia; Severy, Lawrence J.; Kafafi, Laila; Badawi, Isis (Psychology of Women Quarterly, 2001)
The influence of gender norms on women's family planning experiences is a finding that cuts across numerous studies included in Family Health International's multi-country Women's Studies Project. This paper explores findings from one of these studies on the mediating influence of beliefs about gender norms on the relationship between fertility behavior and psychological well-being. Using cross-sectional survey data from 4,908 Egyptian women, hierarchical multiple regression models were tested with depression and anxiety as the dependent variables. Independent variables included three demographic variables, two measures of beliefs about gender norms developed from survey items using exploratory factor analytic techniques, and two fertility behavior variables—use of family planning and number of children. Gender norm beliefs predicted both anxiety and depression. The statistical analyses demonstrated a separate effect of family planning use on anxiety, independent of gender norm beliefs, but the effect of family planning behaviors on depression disappeared when gender norm beliefs were included in the regression model, which indicates a mediating effect of gender norm beliefs. Although cross-sectional data do not allow for the determination of causality among the three types of variables, a conceptual framework is offered for the possible causal mechanisms for the identified relationships.

Sex, ecology, spirituality: The spirit of evolution - Wilber, Ken (Shambhala Publications, 2001)

"User sensitive inclusive design" - in search of a new paradigm - Newell, Alan F.; Gregor, Peter (Association for Computing Machinery, 2000)
This paper considers appropriate research methodologies for the development of Universal Usability. It is written from the viewpoint of research which has the long term objective of developing technological systems for everyone, including people with disabilities. It considers whether new research paradigms are appropriate and how they are different from those used within traditional technological research. It suggests the development of a new paradigm of “User Sensitive Inclusive Design” which includes people with disabilities within a User Centred Design methodology, and recommends a collaborative approach to the development of such a methodology.
Keywords: universal design; usability; user centered design

Who's Wired and Who's Not: Children's Access to and Use of Computer Technology - Becker, Henry (The Future of children / Center for the Future of Children, the David and Lucile Packard Foundation, 2000)
As computer technology becomes increasingly prevalent throughout society, concerns have been raised about an emerging "digital divide" between those children who are benefitting and those who are being left behind. This article presents results from new analyses of national survey data describing children's differential access to computers in school and at home, and the varying conditions that affect how children experience computers. For example, responses from a nationwide survey of teachers suggest that, as of 1998, more than 75% of students had access to computers at school. In fact, those teaching lower-income students reported weekly use of computers more often than those teaching higher-income students. But the nature of children's experiences using computers in school varied greatly by subject and teacher objectives, and the data suggest that lower-income students use computers more often for repetitive practice, whereas higher-income students use computers more often for more sophisticated, intellectually complex applications. Differences between low-income and high-income children's access to home computers were far less subtle. Survey data indicate that only about 22% of children in families with annual incomes of less than $20,000 had access to a home computer, compared to 91% of those in families with annual incomes of more than $75,000. And among children with access, those in low-income families were reported to use the computer less than those in high-income families, perhaps because most low-income families with computers lacked a connection to the Internet. The two most predictive factors of children's use of home computers were the child's age and the computer's capabilities. The author concludes that home access to computers will be a continued area of inequality in American society, and that schools must play a critical role in ensuring equal opportunity for less-advantaged children to access the benefits of the more intellectually powerful uses of computer technology.

Stakeholder analysis: a review - Brugha, Ruairi; Varvarovszky, Zsuzsa (Health Policy and Planning, 2000)

A stakeholder analysis - Varvasovszky, Z. (Health Policy and Planning, 2000)

Rwanda Vision 2020 - Ministry of Finance and Economic Planning (Republic of Rwanda, 2000)

Looking at National Systems of Innovation from the South - Arocena, Rodrigo; Sutz, Judith (Industry and Innovation, 2000)

Intrinsic and extrinsic motivations: classic definitions and new directions - Ryan, Richard M.; Deci, Edward L. (Contemporary Educational Psychology, 2000)
Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed.

Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools - Blumenfeld, Phyllis; Fishman, Barry J.; Krajcik, Joseph; Marx, Ronald W.; Soloway, Elliot (Educational psychologist, 2000)

Evaluation Report for the Teacher Upgrading Program: Lao PR - de Guzman, Estafania; Karaan, Alice; Klesch, Maree; Thorburn, Andrew; Mahaffey, LeeAnne; Watt, Ron (UNICEF, 2000)

Educational Psychology: Effective teaching, effective learning - Elliott, S N; Kratochqill, T R L; Travers, J F (McGraw-Hill, 2000)
Keywords: ___working_potential_duplicate

Computer-Adaptive Testing: A Methodology Whose Time Has Come - Linacre, John Michael (2000)
Keywords: ⛔ No DOI found

Work Motivation - Rainey, Hal G. (Handbook of Organizational Behavior, Revised and Expanded, 2000)
Motivation is one of the central topics in the social sciences, and work motivation plays a similarly central role in organizational behavior (OB). Work motivation has received as much intensive theoretical development as any topic in OB, and as this chapter will do, OB texts typically review a standard series of theories that have competed for acceptance among researchers. As with other major concepts, such as power, leadership, and attitude, scholars have exhaustively debated the proper definition of motivation, and have reported thousands of studies bearing on the topic.

The" thinking" in systems thinking: Seven essential skills - Richmond, Barry (Pegasus Communications, 2000)

Reading as an Access to Mathematics Problem Solving on Multiple-Choice Tests for Sixth-Grade Students - Helwig, Robert; Rozek-tedesco, Marick A.; Tindal, Gerald; Heath, Bill; Almond, Patricia J. (The Journal of Educational Research, 1999)
The effect of providing middle school students with a video accommodation for a standardized mathematics test was examined. Two hundred forty-seven students were asked to solve 60 word problems. One half of the questions were presented in standard form, while the other half were read by an actor on a video monitor. Students were grouped according to mathematics and reading ability. A test accommodation effect was found for students possessing below-average mathematics skills. The problems were identified as having relatively high reading difficulty according to word count, number of verbs, and word familiarity. Students with above-average mathematics proficiency but low reading skill performed better when the questions were presented in video format. This accommodation may be useful on specific test items for students with certain reading deficiencies.

The impact of coaching in South African primary science InSET - Harvey, Stephen (International Journal of Educational Development, 1999)
This article presents evidence from an evaluation conducted by the Primary Science Programme (PSP) in South Africa, concerning the impact of classroom-based coaching on the teaching methods used by primary science teachers. The methods used by teachers provided with both workshops and classroom-based coaching were compared with those used by teachers who received workshops only and a control group who received no InSET at all. The findings showed that teachers who received coaching made substantial changes, whereas most teachers who received workshops-only remained similar to the control group. A social constructivist approach is adopted in interpreting these findings. The implications of this study for designing effective InSET in developing countries are also discussed.
Keywords: Constructivism; In-service training; Leader teachers; Primary science; South Africa; Teacher education

Supporting untrained teachers in Malawi - Kunje, Demis; Stuart, Janet (International Journal of Educational Development, 1999)
In the aftermath of the introduction of free primary education in Malawi, 17 000 untrained teachers were recruited to meet the new demand for schooling. This article reports a study carried out to investigate how the new recruits were coping and how far the schools were able to provide informal on-the-job training. It also describes how action research was introduced to help heads and both qualified and unqualified teachers to improve their own practice. Conclusions are drawn about the feasibility of school-based training in Malawi.

Home Computers and School Performance - Attewell, Paul; Battle, Juan (The Information Society, 1999)

Applying Systems Design Principles to the Design of Web-Based Training Systems - Bettin, Antje; Dillinger, Lisa; Ferraro, Sal; St-Pierre, Armand (WebNet Journal: Internet Technologies, Applications & Issues, 1999)
The Web is a popular platform for training educators and learners in educational systems. We find several Web-based training systems that are developed by enterprises that try to train teachers and students to use Web technologies in educational settings. The purpose of this article is to apply systems design principles to the design of Web-based training systems for teachers and learners. Several issues will be addressed in this paper such as the development of an Integrated Learning Community System (ILCS) for a better learning environment, the Quality Assurance / Audience Analysis /...
Keywords: ⛔ No DOI found

Complexity and post-modernism: Understanding complex systems - Cilliers, Paul; Spurrett, David (South African Journal of Philosophy, 1999)
Keywords: ❓ Multiple DOI

Research framework and dimensions for evaluating the effectiveness of educational technology systems on learning outcomes - Jones, Trevor H.; Rocco, Paolucci (Journal of Research on Computing in Education, 1999)
Keywords: ❓ Multiple DOI

Form and Substance in Mathematics and Science Professional Development - Kennedy, Mary M (National Institute for Science Education, University of Wisconsin-Madison, 1999)
This document reviews studies of professional development for teachers to examine benefits to students in science and mathematics education. A major finding from this review was that programs that focused on teaching classroom management strategies or attaining knowledge of how students learn specific school subject matter provided later benefits to students. The more successful professional development programs were not simply courses in mathematics or science, but instead were about what to teach and how students learn that subject matter.

Introduction to systems thinking - Kim, Daniel H. (Pegasus Communications Waltham, MA, 1999)

Human Development in Asia 1999: The Crisis of Governance - Mahbub ul Haq Human Development Centre (Human development in South Asia, 1999)

Needs-based resource allocation in education: via formula funding of schools - Ross, Kenneth N.; Levačić, Rosalind; International Institute for Educational Planning (UNESCO, International Institute for Educational Planning, 1999)
Keywords: Allocation Education; Education; Education and state; Finance

The impact of education technology on student achievement: What the most current research has to say. - Schacter, John (1999)
Keywords: ⛔ No DOI found

The new dynamics of strategy - Snowden, David (IBM Systems Journal, 1999)
The new dynamics of strategy
Keywords: ⛔ No DOI found

Gender differences in parental investment in education - Alderman, Harold; King, Elizabeth M. (Structural Change and Economic Dynamics, 1998)
The gender gap in schooling is puzzling given that the expected returns to an individual for increased schooling — as measured by proportional wage increments — does not differ by gender. This paper explores possible explanations for the disparity using a model of parental investment in children. The model allows for differences in investments due to differences in costs — including the opportunity cost of the child's labor as well as school fees and availability. Moreover, it indicates that disparities in investment could come through differences in returns realized by parents, for example, in the probability of transfers from children to parents or in the degree of sympathy or altruism, even when market returns to the children themselves do not differ. While it is difficult to distinguish these different explanations empirically, the paper reviews available evidence and indicates interventions that governments can make to reduce the gender gap in education.
Keywords: Gender disparities; Schooling investments

Mixed Methodology: Combining Qualitative and Quantitative Approaches - Tashakkori, Abbas; Teddlie, Charles (SAGE, 1998)
Looking for a practical guide to using mixed methodologies? This book explores the most effective way to combine qualitative and quantitative techniques. It begins with a discussion of the paradigm wars between positivism and constructivism, explains the difference between using mixed methods in just the research methodology portion of a study versus using mixed model studies across all phases of the process, and then presents a typology of mixed methods and mixed model studies.
Keywords: Social Science / Research

Assessment and classroom learning - Black, Paul; Wiliam, Dylan (Assessment in Education: Principles, Policy & Practice, 1998)

Complexity theory and the social sciences: An introduction - Byrne, David S. (Psychology Press, 1998)

Learning circles: creating conditions for professional development - Collay, Michelle (Corwin Press, 1998)
Keywords: Cooperativeness; Group work in education; In-service training; Teachers; Teaching; United States

Children's Online Privacy Protection Rule ("COPPA") - COPPA (Federal Trade Commission, 1998)
COPPA imposes certain requirements on operators of websites or online services directed to children under 13 years of age, and on operators of other websites or online services that have actual knowledge that they are collecting personal information online from a child under 13 years of age.

Quality assessment tool for quantitative studies - Effective Public Health Practice Project (Effective Public Health Practice Project, 1998)
The “Quality Assessment Tool for Quantitative Studies” developed by the Effective Public Health Practice Project (EPHPP) is a tool for doing knowledge synthesis. This instrument, along with a user manual, provides a standardized means to assess study quality and develop recommendations for study findings. The quality appraisal tool was developed by the Effective Public Health Practice Project (EPHPP) as a discrete step within the systematic review process.
Keywords: Reviewed

Activists Beyond Borders: Advocacy Networks in International Politics - Keck, Margeret E.; Sikkink, Kathryn (Cornell University Press, 1998)
Margaret E. Keck and Kathryn Sikkink — Activists Beyond Borders: Advocacy Networks in International Politics

Systems theories: Their origins, foundations, and development - Laszlo, Alexander; Krippner, Stanley (ADVANCES IN PSYCHOLOGY-AMSTERDAM-, 1998)

Voluntary and involuntary minorities: A cultural-ecological theory of school performance with some implications for education - Ogbu, John U.; Simons, Herbert D. (Anthropology & Education Quarterly, 1998)