Item history (bjohas, Sat Aug 08 2020 21:55:27 GMT+0100 (BST))
TY  - JOUR 
TI  - Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year 
AU  - Hennessy, Sara 
AU  - Ha\s sler, B. 
AU  - Hofmann, R. 
T2  - Research Papers in Education 
AB  - Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving. 
DA  - 2016/// 
PY  - 2016 
DO  - 10/gftr46 
DP  - Google Scholar 
VL  - 31 
IS  - 4 
SP  - 399 
EP  - 427 
L1  - https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1 
L1  - https://www.tandfonline.com/doi/pdf/10.1080/02671522.2015.1073343 
L2  - https://www.tandfonline.com/doi/abs/10.1080/02671522.2015.1073343 
L2  - https://www.tandfonline.com/doi/full/10.1080/02671522.2015.1073343 
L2  - https://www.academia.edu/18791253/Pedagogic_change_by_Zambian_primary_school_teachers_participating_in_the_OERS4Schools_professional_development_programme_for_one_year 
N1  - <div><b>Item history (bjohas, Fri Jan 31 2020 08:51:30 GMT+0000 (GMT))</b></div> 
<pre><p>TY&nbsp; - JOUR <br/>TI&nbsp; - Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year <br/>AU&nbsp; - Hennessy, Sara <br/>AU&nbsp; - Ha\s sler, B. <br/>AU&nbsp; - Hofmann, R. <br/>T2&nbsp; - Research Papers in Education <br/>AB&nbsp; - Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers&apos; thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving. <br/>DA&nbsp; - 2016/// <br/>PY&nbsp; - 2016 <br/>DO&nbsp; - 10/gftr46 <br/>DP&nbsp; - Google Scholar <br/>VL&nbsp; - 31 <br/>IS&nbsp; - 4 <br/>SP&nbsp; - 399 <br/>EP&nbsp; - 427 <br/>AN&nbsp; - 10.1080/02671522.2015.1073343;2339240:UTDG7DWR;10/gftr46 <br/>L1&nbsp; - https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1 <br/>L2&nbsp; - https://www.tandfonline.com/doi/abs/10.1080/02671522.2015.1073343 <br/>ER&nbsp; -  <br/> <br/>TY&nbsp; - JOUR <br/>TI&nbsp; - Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year <br/>AU&nbsp; - Hennessy, S. <br/>AU&nbsp; - Haßler, B. <br/>AU&nbsp; - Hofmann, R. <br/>T2&nbsp; - Research Papers in Education <br/>AB&nbsp; - Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers&apos; thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving. <br/>DA&nbsp; - 2016/08/07/ <br/>PY&nbsp; - 2016 <br/>DO&nbsp; - 10.1080/02671522.2015.1073343 <br/>DP&nbsp; - Taylor and Francis+NEJM <br/>VL&nbsp; - 31 <br/>IS&nbsp; - 4 <br/>SP&nbsp; - 399 <br/>EP&nbsp; - 427 <br/>SN&nbsp; - 0267-1522 <br/>UR&nbsp; - https://doi.org/10.1080/02671522.2015.1073343 <br/>AN&nbsp; - 10.1080/02671522.2015.1073343;2339240:UTDG7DWR;10/gftr46 <br/>Y2&nbsp; - 2020/01/07/15:14:16 <br/>L1&nbsp; - https://www.tandfonline.com/doi/pdf/10.1080/02671522.2015.1073343 <br/>L2&nbsp; - https://www.tandfonline.com/doi/full/10.1080/02671522.2015.1073343 <br/>KW&nbsp; - open educational resources <br/>KW&nbsp; - sub-Saharan Africa <br/>KW&nbsp; - Zambia <br/>KW&nbsp; - digital technology <br/>KW&nbsp; - interactive pedagogy <br/>ER&nbsp; -  <br/> <br/></p></pre> 
<div><table> 
<tr><td>group:</td><td>2405685</td></tr> 
<tr><td>itemKey:</td><td>NAJLZ3FE</td></tr> 
<tr><td>itemKeyOld:</td><td>CSCFPKV2</td></tr> 
</table></div> 
N1  - <div><b>Item history (bjohas, Wed Jul 29 2020 12:26:08 GMT+0100 (BST))</b></div> 
<pre><p>TY&nbsp; - JOUR <br/>TI&nbsp; - Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year <br/>AU&nbsp; - Hennessy, Sara <br/>AU&nbsp; - Ha\s sler, B. <br/>AU&nbsp; - Hofmann, R. <br/>T2&nbsp; - Research Papers in Education <br/>AB&nbsp; - Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers&apos; thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving. <br/>DA&nbsp; - 2016/// <br/>PY&nbsp; - 2016 <br/>DO&nbsp; - 10/gftr46 <br/>DP&nbsp; - Google Scholar <br/>VL&nbsp; - 31 <br/>IS&nbsp; - 4 <br/>SP&nbsp; - 399 <br/>EP&nbsp; - 427 <br/>L1&nbsp; - https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1 <br/>L1&nbsp; - https://www.tandfonline.com/doi/pdf/10.1080/02671522.2015.1073343 <br/>L2&nbsp; - https://www.tandfonline.com/doi/abs/10.1080/02671522.2015.1073343 <br/>L2&nbsp; - https://www.tandfonline.com/doi/full/10.1080/02671522.2015.1073343 <br/>N1&nbsp; - &lt;div&gt;&lt;b&gt;Item history (bjohas, Fri Jan 31 2020 08:51:30 GMT+0000 (GMT))&lt;/b&gt;&lt;/div&gt; <br/>&lt;pre&gt;&lt;p&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year &lt;br/&gt;AU&amp;nbsp; - Hennessy, Sara &lt;br/&gt;AU&amp;nbsp; - Ha\s sler, B. &lt;br/&gt;AU&amp;nbsp; - Hofmann, R. &lt;br/&gt;T2&amp;nbsp; - Research Papers in Education &lt;br/&gt;AB&amp;nbsp; - Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers&amp;apos; thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving. &lt;br/&gt;DA&amp;nbsp; - 2016/// &lt;br/&gt;PY&amp;nbsp; - 2016 &lt;br/&gt;DO&amp;nbsp; - 10/gftr46 &lt;br/&gt;DP&amp;nbsp; - Google Scholar &lt;br/&gt;VL&amp;nbsp; - 31 &lt;br/&gt;IS&amp;nbsp; - 4 &lt;br/&gt;SP&amp;nbsp; - 399 &lt;br/&gt;EP&amp;nbsp; - 427 &lt;br/&gt;AN&amp;nbsp; - 10.1080/02671522.2015.1073343;2339240:UTDG7DWR;10/gftr46 &lt;br/&gt;L1&amp;nbsp; - https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1 &lt;br/&gt;L2&amp;nbsp; - https://www.tandfonline.com/doi/abs/10.1080/02671522.2015.1073343 &lt;br/&gt;ER&amp;nbsp; -&nbsp; &lt;br/&gt; &lt;br/&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year &lt;br/&gt;AU&amp;nbsp; - Hennessy, S. &lt;br/&gt;AU&amp;nbsp; - Haßler, B. &lt;br/&gt;AU&amp;nbsp; - Hofmann, R. &lt;br/&gt;T2&amp;nbsp; - Research Papers in Education &lt;br/&gt;AB&amp;nbsp; - Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers&amp;apos; thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving. &lt;br/&gt;DA&amp;nbsp; - 2016/08/07/ &lt;br/&gt;PY&amp;nbsp; - 2016 &lt;br/&gt;DO&amp;nbsp; - 10.1080/02671522.2015.1073343 &lt;br/&gt;DP&amp;nbsp; - Taylor and Francis+NEJM &lt;br/&gt;VL&amp;nbsp; - 31 &lt;br/&gt;IS&amp;nbsp; - 4 &lt;br/&gt;SP&amp;nbsp; - 399 &lt;br/&gt;EP&amp;nbsp; - 427 &lt;br/&gt;SN&amp;nbsp; - 0267-1522 &lt;br/&gt;UR&amp;nbsp; - https://doi.org/10.1080/02671522.2015.1073343 &lt;br/&gt;AN&amp;nbsp; - 10.1080/02671522.2015.1073343;2339240:UTDG7DWR;10/gftr46 &lt;br/&gt;Y2&amp;nbsp; - 2020/01/07/15:14:16 &lt;br/&gt;L1&amp;nbsp; - https://www.tandfonline.com/doi/pdf/10.1080/02671522.2015.1073343 &lt;br/&gt;L2&amp;nbsp; - https://www.tandfonline.com/doi/full/10.1080/02671522.2015.1073343 &lt;br/&gt;KW&amp;nbsp; - open educational resources &lt;br/&gt;KW&amp;nbsp; - sub-Saharan Africa &lt;br/&gt;KW&amp;nbsp; - Zambia &lt;br/&gt;KW&amp;nbsp; - digital technology &lt;br/&gt;KW&amp;nbsp; - interactive pedagogy &lt;br/&gt;ER&amp;nbsp; -&nbsp; &lt;br/&gt; &lt;br/&gt;&lt;/p&gt;&lt;/pre&gt; <br/>&lt;div&gt;&lt;table&gt; <br/>&lt;tr&gt;&lt;td&gt;group:&lt;/td&gt;&lt;td&gt;2405685&lt;/td&gt;&lt;/tr&gt; <br/>&lt;tr&gt;&lt;td&gt;itemKey:&lt;/td&gt;&lt;td&gt;NAJLZ3FE&lt;/td&gt;&lt;/tr&gt; <br/>&lt;tr&gt;&lt;td&gt;itemKeyOld:&lt;/td&gt;&lt;td&gt;CSCFPKV2&lt;/td&gt;&lt;/tr&gt; <br/>&lt;/table&gt;&lt;/div&gt; <br/>KW&nbsp; - digital technology <br/>KW&nbsp; - interactive pedagogy <br/>KW&nbsp; - open educational resources <br/>KW&nbsp; - sub-Saharan Africa <br/>KW&nbsp; - Zambia <br/>ER&nbsp; -  <br/> <br/>TY&nbsp; - JOUR <br/>TI&nbsp; - Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year <br/>AU&nbsp; - Hennessy, S. <br/>AU&nbsp; - Haßler, B. <br/>AU&nbsp; - Hofmann, R. <br/>T2&nbsp; - Research Papers in Education <br/>AB&nbsp; - DESCRIPTION Hennessy, S., Haßler, B., &amp;amp; Hofmann, R. (in press). Pedagogic change by Zambian primary school teachers participating in the OERS4Schools professional development programme for one year. Research Papers in Education. <br/>DA&nbsp; - 2016/// <br/>PY&nbsp; - 2016 <br/>DO&nbsp; - 10/gftr46 <br/>DP&nbsp; - www.academia.edu <br/>VL&nbsp; - 31 <br/>IS&nbsp; - 4 <br/>SP&nbsp; - 399 <br/>LA&nbsp; - en <br/>SN&nbsp; - 0267-1522 <br/>UR&nbsp; - https://www.academia.edu/18791253/Pedagogic_change_by_Zambian_primary_school_teachers_participating_in_the_OERS4Schools_professional_development_programme_for_one_year <br/>Y2&nbsp; - 2020/06/26/16:06:27 <br/>L2&nbsp; - https://www.academia.edu/18791253/Pedagogic_change_by_Zambian_primary_school_teachers_participating_in_the_OERS4Schools_professional_development_programme_for_one_year <br/>KW&nbsp; - docs.opendeved.net <br/>ER&nbsp; -  <br/> <br/></p></pre> 
<div> 
<p>group:</td><td>2405685</p> 
<p>itemKey:</td><td>NAJLZ3FE</p> 
<p>itemKeyOld:</td><td>R5KQR27A</p> 
</div> 
KW  - digital technology 
KW  - docs.opendeved.net 
KW  - interactive pedagogy 
KW  - open educational resources 
KW  - sub-Saharan Africa 
KW  - Zambia 
ER  -  
 
TY  - JOUR 
TI  - Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year 
AU  - Hennessy, S. 
AU  - Haßler, B. 
AU  - Hofmann, R. 
T2  - Research Papers in Education 
AB  - Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving. 
DA  - 2016/08/07/ 
PY  - 2016 
DO  - 10.1080/02671522.2015.1073343 
DP  - Taylor and Francis+NEJM 
VL  - 31 
IS  - 4 
SP  - 399 
EP  - 427 
SN  - 0267-1522 
UR  - https://doi.org/10.1080/02671522.2015.1073343 
AN  - 10.1080/02671522.2015.1073343;2339240:UTDG7DWR;10/gftr46 
Y2  - 2020/01/07/15:14:16 
KW  - open educational resources 
KW  - sub-Saharan Africa 
KW  - Zambia 
KW  - digital technology 
KW  - interactive pedagogy 
ER  -
group:2405685
itemKey:NAJLZ3FE
itemKeyOld:CSCFPKV2