Item history (bjohas, Tue Jun 02 2020 20:19:06 GMT+0100 (BST))
TY  - JOUR 
TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development 
AU  - Haßler, Björn 
AU  - Hennessy, Sara 
AU  - Hofmann, Riikka 
AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. 
DA  - 2018/// 
PY  - 2018 
DP  - Google Scholar 
VL  - 5 
IS  - 1 
J2  - Journal of Learning for Development 
ST  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa 
L1  - https://jl4d.org/index.php/ejl4d/article/download/264/293 
L1  - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 
L1  - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 
L2  - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1174461&site=ehost-live&scope=site&scope=cite 
L2  - https://www.repository.cam.ac.uk/handle/1810/278678 
L2  - http://jl4d.net/index.php/ejl4d/article/view/264 
L2  - https://jl4d.org/index.php/ejl4d/article/view/264 
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N1  - <div><strong>Item history (bjohas, Sat Apr 18 2020 12:27:14 GMT+0100 (BST))</strong></div> 
<p>TY  - JOUR <br />TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development <br />AU  - Hassler, Bjoern <br />AU  - Hennessy, Sara <br />AU  - Hofmann, Riikka <br />AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. <br />DA  - forthcoming <br />PY  - forthcoming <br />DP  - Google Scholar <br />VL  - 5 <br />IS  - 1 <br />J2  - Journal of Learning for Development <br />ST  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa <br />L1  - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 <br />L2  - https://www.repository.cam.ac.uk/handle/1810/278678 <br />L2  - http://jl4d.net/index.php/ejl4d/article/view/264 <br />KW  - Author:Haßler <br />ER  - <br /><br />TY  - JOUR <br />TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development <br />AU  - Haßler, B <br />AU  - Hennessy, S. <br />AU  - Hofmann, R <br />T2  - Journal of Learning for Development <br />DA  - 2018/// <br />PY  - 2018 <br />J2  - JL4D <br />ST  - OER4Schools 2010-2014 <br />UR  - http://jl4d.org/index.php/ejl4d/article/view/264 <br />KW  - ⛔ No DOI found <br />ER  - <br /><br /></p> 
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N1  - <div><strong>Item history (bjohas, Sat Apr 18 2020 12:29:46 GMT+0100 (BST))</strong></div> 
<p>TY  - JOUR <br />TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development <br />AU  - Hassler, Bjoern <br />AU  - Hennessy, Sara <br />AU  - Hofmann, Riikka <br />AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. <br />DA  - forthcoming <br />PY  - forthcoming <br />DP  - Google Scholar <br />VL  - 5 <br />IS  - 1 <br />J2  - Journal of Learning for Development <br />ST  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa <br />L1  - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 <br />L2  - https://www.repository.cam.ac.uk/handle/1810/278678 <br />L2  - http://jl4d.net/index.php/ejl4d/article/view/264 <br />N1  - &lt;div&gt;&lt;b&gt;Item history (bjohas, Sat Apr 18 2020 12:27:14 GMT+0100 (BST))&lt;/b&gt;&lt;/div&gt; <br />&lt;pre&gt;&lt;p&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &lt;br/&gt;AU&amp;nbsp; - Hassler, Bjoern &lt;br/&gt;AU&amp;nbsp; - Hennessy, Sara &lt;br/&gt;AU&amp;nbsp; - Hofmann, Riikka &lt;br/&gt;AB&amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br/&gt;DA&amp;nbsp; - forthcoming &lt;br/&gt;PY&amp;nbsp; - forthcoming &lt;br/&gt;DP&amp;nbsp; - Google Scholar &lt;br/&gt;VL&amp;nbsp; - 5 &lt;br/&gt;IS&amp;nbsp; - 1 &lt;br/&gt;J2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;ST&amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa &lt;br/&gt;L1&amp;nbsp; - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 &lt;br/&gt;L2&amp;nbsp; - https://www.repository.cam.ac.uk/handle/1810/278678 &lt;br/&gt;L2&amp;nbsp; - http://jl4d.net/index.php/ejl4d/article/view/264 &lt;br/&gt;KW&amp;nbsp; - Author:Haßler &lt;br/&gt;ER&amp;nbsp; -  &lt;br/&gt; &lt;br/&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &lt;br/&gt;AU&amp;nbsp; - Haßler, B &lt;br/&gt;AU&amp;nbsp; - Hennessy, S. &lt;br/&gt;AU&amp;nbsp; - Hofmann, R &lt;br/&gt;T2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;DA&amp;nbsp; - 2018/// &lt;br/&gt;PY&amp;nbsp; - 2018 &lt;br/&gt;J2&amp;nbsp; - JL4D &lt;br/&gt;ST&amp;nbsp; - OER4Schools 2010-2014 &lt;br/&gt;UR&amp;nbsp; - http://jl4d.org/index.php/ejl4d/article/view/264 &lt;br/&gt;KW&amp;nbsp; - ⛔ No DOI found &lt;br/&gt;ER&amp;nbsp; -  &lt;br/&gt; &lt;br/&gt;&lt;/p&gt;&lt;/pre&gt; <br />&lt;div&gt; <br />&lt;p&gt;group:&lt;/td&gt;&lt;td&gt;2129771&lt;/p&gt; <br />&lt;p&gt;itemKey:&lt;/td&gt;&lt;td&gt;D2GQYC5S&lt;/p&gt; <br />&lt;p&gt;itemKeyOld:&lt;/td&gt;&lt;td&gt;LDWSNI7T&lt;/p&gt; <br />&lt;/div&gt; <br />KW  - ⛔ No DOI found <br />KW  - Author:Haßler <br />ER  - <br /><br />TY  - JOUR <br />TI  - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development <br />AU  - Haßler, Bjoern <br />AU  - Hennessy, Sara <br />AU  - Hofmann, Riikka <br />T2  - Journal of Learning for Development <br />AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. 'OER4Schools' integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. <br />DA  - 2018/// <br />PY  - 2018 <br />VL  - 5 <br />IS  - 1 <br />SP  - 58 <br />EP  - 78 <br />J2  - Journal of Learning for Development <br />KW  - ⛔ No DOI found <br />KW  - Active Learning <br />KW  - Africa <br />KW  - Developing Nations <br />KW  - Educational Technology <br />KW  - Elementary Secondary Education <br />KW  - Faculty Development <br />KW  - Foreign Countries <br />KW  - Handheld Devices <br />KW  - Inservice Teacher Education <br />KW  - Low Income Groups <br />KW  - Motivation <br />KW  - Peer Teaching <br />KW  - Resource Allocation <br />KW  - Rural Schools <br />KW  - Scaffolding (Teaching Technique) <br />KW  - Scheduling <br />KW  - Shared Resources and Services <br />KW  - Sustainable Development <br />KW  - Technology Uses in Education <br />KW  - Telecommunications <br />ER  - <br /><br /></p> 
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N1  - <div><strong>Item history (bjohas, Sat Jan 18 2020 11:01:05 GMT+0000 (GMT))</strong></div> 
<p>TY  - JOUR <br />TI  - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development <br />AU  - Hassler, Bjoern <br />AU  - Hennessy, Sara <br />AU  - Hofmann, Riikka <br />T2  - Journal of Learning for Development <br />AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. 'OER4Schools' integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. <br />DA  - 2018/// <br />PY  - 2018 <br />VL  - 5 <br />IS  - 1 <br />SP  - 58 <br />EP  - 78 <br />J2  - Journal of Learning for Development <br />AN  - 2339240:HR2YGWX3;Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;2339240:HGHAYJ5G;2339240:4N3G4XDJ <br />L2  - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;db=eric&amp;AN=EJ1174461&amp;site=ehost-live&amp;scope=site&amp;scope=cite <br />N1  - &lt;div&gt;&lt;b&gt;Item history (kln26, Thu Sep 12 2019 14:31:24 GMT+0100 (GMT Standard Time))&lt;/b&gt;&lt;/div&gt; <br />&lt;pre&gt;&lt;p&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &lt;br/&gt;AU&amp;nbsp; - Hassler, Bjoern &lt;br/&gt;AU&amp;nbsp; - Hennessy, Sara &lt;br/&gt;AU&amp;nbsp; - Hofmann, Riikka &lt;br/&gt;T2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;AB&amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;apos;OER4Schools&amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br/&gt;DA&amp;nbsp; - 2018/01/01/ &lt;br/&gt;PY&amp;nbsp; - 2018 &lt;br/&gt;DP&amp;nbsp; - EBSCOhost &lt;br/&gt;VL&amp;nbsp; - 5 &lt;br/&gt;IS&amp;nbsp; - 1 &lt;br/&gt;SP&amp;nbsp; - 58 &lt;br/&gt;EP&amp;nbsp; - 78 &lt;br/&gt;J2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;SN&amp;nbsp; - 2311-1550 &lt;br/&gt;ST&amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa &lt;br/&gt;AN&amp;nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 &lt;br/&gt;L2&amp;nbsp; - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;amp;db=eric&amp;amp;AN=EJ1174461&amp;amp;site=ehost-live&amp;amp;scope=site&amp;amp;scope=cite &lt;br/&gt;KW&amp;nbsp; - Motivation &lt;br/&gt;KW&amp;nbsp; - Technology Uses in Education &lt;br/&gt;KW&amp;nbsp; - Foreign Countries &lt;br/&gt;KW&amp;nbsp; - Educational Technology &lt;br/&gt;KW&amp;nbsp; - Low Income Groups &lt;br/&gt;KW&amp;nbsp; - Scaffolding (Teaching Technique) &lt;br/&gt;KW&amp;nbsp; - Elementary Secondary Education &lt;br/&gt;KW&amp;nbsp; - ⛔ No DOI found &lt;br/&gt;KW&amp;nbsp; - Developing Nations &lt;br/&gt;KW&amp;nbsp; - Faculty Development &lt;br/&gt;KW&amp;nbsp; - Rural Schools &lt;br/&gt;KW&amp;nbsp; - Shared Resources and Services &lt;br/&gt;KW&amp;nbsp; - Handheld Devices &lt;br/&gt;KW&amp;nbsp; - Telecommunications &lt;br/&gt;KW&amp;nbsp; - Africa &lt;br/&gt;KW&amp;nbsp; - Inservice Teacher Education &lt;br/&gt;KW&amp;nbsp; - Active Learning &lt;br/&gt;KW&amp;nbsp; - Peer Teaching &lt;br/&gt;KW&amp;nbsp; - Resource Allocation &lt;br/&gt;KW&amp;nbsp; - Scheduling &lt;br/&gt;KW&amp;nbsp; - Sustainable Development &lt;br/&gt;ER&amp;nbsp; -  &lt;br/&gt; &lt;br/&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &lt;br/&gt;AU&amp;nbsp; - Hassler, Bjoern &lt;br/&gt;AU&amp;nbsp; - Hennessy, Sara &lt;br/&gt;AU&amp;nbsp; - Hofmann, Riikka &lt;br/&gt;T2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;AB&amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;apos;OER4Schools&amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br/&gt;DA&amp;nbsp; - 2018/// &lt;br/&gt;PY&amp;nbsp; - 2018 &lt;br/&gt;VL&amp;nbsp; - 5 &lt;br/&gt;IS&amp;nbsp; - 1 &lt;br/&gt;SP&amp;nbsp; - 58 &lt;br/&gt;EP&amp;nbsp; - 78 &lt;br/&gt;J2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;AN&amp;nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 &lt;br/&gt;KW&amp;nbsp; - ⛔ No DOI found &lt;br/&gt;ER&amp;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;2339240&lt;/td&gt;&lt;/tr&gt; <br />&lt;tr&gt;&lt;td&gt;itemKey:&lt;/td&gt;&lt;td&gt;HR2YGWX3&lt;/td&gt;&lt;/tr&gt; <br />&lt;tr&gt;&lt;td&gt;itemKeyOld:&lt;/td&gt;&lt;td&gt;2BCABLG6&lt;/td&gt;&lt;/tr&gt; <br />&lt;/table&gt;&lt;/div&gt; <br />KW  - ⛔ No DOI found <br />KW  - Active Learning <br />KW  - Africa <br />KW  - Developing Nations <br />KW  - Educational Technology <br />KW  - Elementary Secondary Education <br />KW  - Faculty Development <br />KW  - Foreign Countries <br />KW  - Handheld Devices <br />KW  - Inservice Teacher Education <br />KW  - Low Income Groups <br />KW  - Motivation <br />KW  - Peer Teaching <br />KW  - Resource Allocation <br />KW  - Rural Schools <br />KW  - Scaffolding (Teaching Technique) <br />KW  - Scheduling <br />KW  - Shared Resources and Services <br />KW  - Sustainable Development <br />KW  - Technology Uses in Education <br />KW  - Telecommunications <br />ER  - <br /><br />TY  - JOUR <br />TI  - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development <br />AU  - Hassler, Bjoern <br />AU  - Hennessy, Sara <br />AU  - Hofmann, Riikka <br />T2  - Journal of Learning for Development <br />AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. 'OER4Schools' integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. <br />DA  - 2018/// <br />PY  - 2018 <br />VL  - 5 <br />IS  - 1 <br />SP  - 58 <br />EP  - 78 <br />J2  - Journal of Learning for Development <br />AN  - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;2339240:HGHAYJ5G <br />KW  - ⛔ No DOI found <br />ER  - <br /><br />TY  - JOUR <br />TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development <br />AU  - Hassler, Bjoern <br />AU  - Hennessy, Sara <br />AU  - Hofmann, Riikka Johanna <br />DA  - 2018/// <br />PY  - 2018 <br />AN  - 2339240:4N3G4XDJ <br />KW  - ⛔ No DOI found <br />ER  - <br /><br /></p> 
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</div> 
N1  - <div><b>Item history (bjohas, Sun May 31 2020 14:37:36 GMT+0100 (BST))</b></div> 
<pre><p>TY&nbsp; - JOUR <br/>TI&nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development <br/>AU&nbsp; - Haßler, Björn <br/>AU&nbsp; - Hennessy, Sara <br/>AU&nbsp; - Hofmann, Riikka <br/>AB&nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. <br/>DA&nbsp; - 2018/// <br/>PY&nbsp; - 2018 <br/>DP&nbsp; - Google Scholar <br/>VL&nbsp; - 5 <br/>IS&nbsp; - 1 <br/>J2&nbsp; - Journal of Learning for Development <br/>ST&nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa <br/>L1&nbsp; - https://jl4d.org/index.php/ejl4d/article/download/264/293 <br/>L1&nbsp; - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 <br/>L2&nbsp; - https://www.repository.cam.ac.uk/handle/1810/278678 <br/>L2&nbsp; - http://jl4d.net/index.php/ejl4d/article/view/264 <br/>L2&nbsp; - https://jl4d.org/index.php/ejl4d/article/view/264 <br/>N1&nbsp; - &lt;div&gt;&lt;strong&gt;Item history (bjohas, Sat Apr 18 2020 12:27:14 GMT+0100 (BST))&lt;/strong&gt;&lt;/div&gt; <br/>&lt;p&gt;TY  - JOUR &lt;br /&gt;TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &lt;br /&gt;AU  - Hassler, Bjoern &lt;br /&gt;AU  - Hennessy, Sara &lt;br /&gt;AU  - Hofmann, Riikka &lt;br /&gt;AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br /&gt;DA  - forthcoming &lt;br /&gt;PY  - forthcoming &lt;br /&gt;DP  - Google Scholar &lt;br /&gt;VL  - 5 &lt;br /&gt;IS  - 1 &lt;br /&gt;J2  - Journal of Learning for Development &lt;br /&gt;ST  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa &lt;br /&gt;L1  - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 &lt;br /&gt;L2  - https://www.repository.cam.ac.uk/handle/1810/278678 &lt;br /&gt;L2  - http://jl4d.net/index.php/ejl4d/article/view/264 &lt;br /&gt;KW  - Author:Haßler &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;TY  - JOUR &lt;br /&gt;TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &lt;br /&gt;AU  - Haßler, B &lt;br /&gt;AU  - Hennessy, S. &lt;br /&gt;AU  - Hofmann, R &lt;br /&gt;T2  - Journal of Learning for Development &lt;br /&gt;DA  - 2018/// &lt;br /&gt;PY  - 2018 &lt;br /&gt;J2  - JL4D &lt;br /&gt;ST  - OER4Schools 2010-2014 &lt;br /&gt;UR  - http://jl4d.org/index.php/ejl4d/article/view/264 &lt;br /&gt;KW  - ⛔ No DOI found &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;&lt;/p&gt; <br/>&lt;div&gt; <br/>&lt;p&gt;group:2129771&lt;/p&gt; <br/>&lt;p&gt;itemKey:D2GQYC5S&lt;/p&gt; <br/>&lt;p&gt;itemKeyOld:LDWSNI7T&lt;/p&gt; <br/>&lt;/div&gt; <br/>N1&nbsp; - &lt;div&gt;&lt;strong&gt;Item history (bjohas, Sat Apr 18 2020 12:29:46 GMT+0100 (BST))&lt;/strong&gt;&lt;/div&gt; <br/>&lt;p&gt;TY  - JOUR &lt;br /&gt;TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &lt;br /&gt;AU  - Hassler, Bjoern &lt;br /&gt;AU  - Hennessy, Sara &lt;br /&gt;AU  - Hofmann, Riikka &lt;br /&gt;AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br /&gt;DA  - forthcoming &lt;br /&gt;PY  - forthcoming &lt;br /&gt;DP  - Google Scholar &lt;br /&gt;VL  - 5 &lt;br /&gt;IS  - 1 &lt;br /&gt;J2  - Journal of Learning for Development &lt;br /&gt;ST  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa &lt;br /&gt;L1  - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 &lt;br /&gt;L2  - https://www.repository.cam.ac.uk/handle/1810/278678 &lt;br /&gt;L2  - http://jl4d.net/index.php/ejl4d/article/view/264 &lt;br /&gt;N1  - &amp;lt;div&amp;gt;&amp;lt;b&amp;gt;Item history (bjohas, Sat Apr 18 2020 12:27:14 GMT+0100 (BST))&amp;lt;/b&amp;gt;&amp;lt;/div&amp;gt; &lt;br /&gt;&amp;lt;pre&amp;gt;&amp;lt;p&amp;gt;TY&amp;amp;nbsp; - JOUR &amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hassler, Bjoern &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hennessy, Sara &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hofmann, Riikka &amp;lt;br/&amp;gt;AB&amp;amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - forthcoming &amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - forthcoming &amp;lt;br/&amp;gt;DP&amp;amp;nbsp; - Google Scholar &amp;lt;br/&amp;gt;VL&amp;amp;nbsp; - 5 &amp;lt;br/&amp;gt;IS&amp;amp;nbsp; - 1 &amp;lt;br/&amp;gt;J2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;ST&amp;amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa &amp;lt;br/&amp;gt;L1&amp;amp;nbsp; - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 &amp;lt;br/&amp;gt;L2&amp;amp;nbsp; - https://www.repository.cam.ac.uk/handle/1810/278678 &amp;lt;br/&amp;gt;L2&amp;amp;nbsp; - http://jl4d.net/index.php/ejl4d/article/view/264 &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Author:Haßler &amp;lt;br/&amp;gt;ER&amp;amp;nbsp; -  &amp;lt;br/&amp;gt; &amp;lt;br/&amp;gt;TY&amp;amp;nbsp; - JOUR &amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Haßler, B &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hennessy, S. &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hofmann, R &amp;lt;br/&amp;gt;T2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - 2018/// &amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - 2018 &amp;lt;br/&amp;gt;J2&amp;amp;nbsp; - JL4D &amp;lt;br/&amp;gt;ST&amp;amp;nbsp; - OER4Schools 2010-2014 &amp;lt;br/&amp;gt;UR&amp;amp;nbsp; - http://jl4d.org/index.php/ejl4d/article/view/264 &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - ⛔ No DOI found &amp;lt;br/&amp;gt;ER&amp;amp;nbsp; -  &amp;lt;br/&amp;gt; &amp;lt;br/&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/pre&amp;gt; &lt;br /&gt;&amp;lt;div&amp;gt; &lt;br /&gt;&amp;lt;p&amp;gt;group:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2129771&amp;lt;/p&amp;gt; &lt;br /&gt;&amp;lt;p&amp;gt;itemKey:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;D2GQYC5S&amp;lt;/p&amp;gt; &lt;br /&gt;&amp;lt;p&amp;gt;itemKeyOld:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;LDWSNI7T&amp;lt;/p&amp;gt; &lt;br /&gt;&amp;lt;/div&amp;gt; &lt;br /&gt;KW  - ⛔ No DOI found &lt;br /&gt;KW  - Author:Haßler &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;TY  - JOUR &lt;br /&gt;TI  - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &lt;br /&gt;AU  - Haßler, Bjoern &lt;br /&gt;AU  - Hennessy, Sara &lt;br /&gt;AU  - Hofmann, Riikka &lt;br /&gt;T2  - Journal of Learning for Development &lt;br /&gt;AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &apos;OER4Schools&apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br /&gt;DA  - 2018/// &lt;br /&gt;PY  - 2018 &lt;br /&gt;VL  - 5 &lt;br /&gt;IS  - 1 &lt;br /&gt;SP  - 58 &lt;br /&gt;EP  - 78 &lt;br /&gt;J2  - Journal of Learning for Development &lt;br /&gt;KW  - ⛔ No DOI found &lt;br /&gt;KW  - Active Learning &lt;br /&gt;KW  - Africa &lt;br /&gt;KW  - Developing Nations &lt;br /&gt;KW  - Educational Technology &lt;br /&gt;KW  - Elementary Secondary Education &lt;br /&gt;KW  - Faculty Development &lt;br /&gt;KW  - Foreign Countries &lt;br /&gt;KW  - Handheld Devices &lt;br /&gt;KW  - Inservice Teacher Education &lt;br /&gt;KW  - Low Income Groups &lt;br /&gt;KW  - Motivation &lt;br /&gt;KW  - Peer Teaching &lt;br /&gt;KW  - Resource Allocation &lt;br /&gt;KW  - Rural Schools &lt;br /&gt;KW  - Scaffolding (Teaching Technique) &lt;br /&gt;KW  - Scheduling &lt;br /&gt;KW  - Shared Resources and Services &lt;br /&gt;KW  - Sustainable Development &lt;br /&gt;KW  - Technology Uses in Education &lt;br /&gt;KW  - Telecommunications &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;&lt;/p&gt; <br/>&lt;div&gt; <br/>&lt;p&gt;group:2129771&lt;/p&gt; <br/>&lt;p&gt;itemKey:D2GQYC5S&lt;/p&gt; <br/>&lt;p&gt;itemKeyOld:S968HMK5&lt;/p&gt; <br/>&lt;/div&gt; <br/>N1&nbsp; - &lt;div&gt;&lt;strong&gt;Item history (bjohas, Wed Apr 29 2020 22:03:12 GMT+0100 (BST))&lt;/strong&gt;&lt;/div&gt; <br/>&lt;p&gt;TY  - JOUR &lt;br /&gt;TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &lt;br /&gt;AU  - Hassler, Bjoern &lt;br /&gt;AU  - Hennessy, Sara &lt;br /&gt;AU  - Hofmann, Riikka &lt;br /&gt;AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br /&gt;DA  - forthcoming &lt;br /&gt;PY  - forthcoming &lt;br /&gt;DP  - Google Scholar &lt;br /&gt;VL  - 5 &lt;br /&gt;IS  - 1 &lt;br /&gt;J2  - Journal of Learning for Development &lt;br /&gt;ST  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa &lt;br /&gt;L1  - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 &lt;br /&gt;L2  - https://www.repository.cam.ac.uk/handle/1810/278678 &lt;br /&gt;L2  - http://jl4d.net/index.php/ejl4d/article/view/264 &lt;br /&gt;N1  - &amp;lt;div&amp;gt;&amp;lt;b&amp;gt;Item history (bjohas, Sat Apr 18 2020 12:27:14 GMT+0100 (BST))&amp;lt;/b&amp;gt;&amp;lt;/div&amp;gt; &lt;br /&gt;&amp;lt;pre&amp;gt;&amp;lt;p&amp;gt;TY&amp;amp;nbsp; - JOUR &amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hassler, Bjoern &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hennessy, Sara &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hofmann, Riikka &amp;lt;br/&amp;gt;AB&amp;amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - forthcoming &amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - forthcoming &amp;lt;br/&amp;gt;DP&amp;amp;nbsp; - Google Scholar &amp;lt;br/&amp;gt;VL&amp;amp;nbsp; - 5 &amp;lt;br/&amp;gt;IS&amp;amp;nbsp; - 1 &amp;lt;br/&amp;gt;J2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;ST&amp;amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa &amp;lt;br/&amp;gt;L1&amp;amp;nbsp; - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 &amp;lt;br/&amp;gt;L2&amp;amp;nbsp; - https://www.repository.cam.ac.uk/handle/1810/278678 &amp;lt;br/&amp;gt;L2&amp;amp;nbsp; - http://jl4d.net/index.php/ejl4d/article/view/264 &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Author:Haßler &amp;lt;br/&amp;gt;ER&amp;amp;nbsp; -  &amp;lt;br/&amp;gt; &amp;lt;br/&amp;gt;TY&amp;amp;nbsp; - JOUR &amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Haßler, B &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hennessy, S. &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hofmann, R &amp;lt;br/&amp;gt;T2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - 2018/// &amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - 2018 &amp;lt;br/&amp;gt;J2&amp;amp;nbsp; - JL4D &amp;lt;br/&amp;gt;ST&amp;amp;nbsp; - OER4Schools 2010-2014 &amp;lt;br/&amp;gt;UR&amp;amp;nbsp; - http://jl4d.org/index.php/ejl4d/article/view/264 &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - ⛔ No DOI found &amp;lt;br/&amp;gt;ER&amp;amp;nbsp; -  &amp;lt;br/&amp;gt; &amp;lt;br/&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/pre&amp;gt; &lt;br /&gt;&amp;lt;div&amp;gt; &lt;br /&gt;&amp;lt;p&amp;gt;group:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2129771&amp;lt;/p&amp;gt; &lt;br /&gt;&amp;lt;p&amp;gt;itemKey:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;D2GQYC5S&amp;lt;/p&amp;gt; &lt;br /&gt;&amp;lt;p&amp;gt;itemKeyOld:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;LDWSNI7T&amp;lt;/p&amp;gt; &lt;br /&gt;&amp;lt;/div&amp;gt; &lt;br /&gt;N1  - &amp;lt;div&amp;gt;&amp;lt;b&amp;gt;Item history (bjohas, Sat Apr 18 2020 12:29:46 GMT+0100 (BST))&amp;lt;/b&amp;gt;&amp;lt;/div&amp;gt; &lt;br /&gt;&amp;lt;pre&amp;gt;&amp;lt;p&amp;gt;TY&amp;amp;nbsp; - JOUR &amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hassler, Bjoern &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hennessy, Sara &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hofmann, Riikka &amp;lt;br/&amp;gt;AB&amp;amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - forthcoming &amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - forthcoming &amp;lt;br/&amp;gt;DP&amp;amp;nbsp; - Google Scholar &amp;lt;br/&amp;gt;VL&amp;amp;nbsp; - 5 &amp;lt;br/&amp;gt;IS&amp;amp;nbsp; - 1 &amp;lt;br/&amp;gt;J2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;ST&amp;amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa &amp;lt;br/&amp;gt;L1&amp;amp;nbsp; - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 &amp;lt;br/&amp;gt;L2&amp;amp;nbsp; - https://www.repository.cam.ac.uk/handle/1810/278678 &amp;lt;br/&amp;gt;L2&amp;amp;nbsp; - http://jl4d.net/index.php/ejl4d/article/view/264 &amp;lt;br/&amp;gt;N1&amp;amp;nbsp; - &amp;amp;lt;div&amp;amp;gt;&amp;amp;lt;b&amp;amp;gt;Item history (bjohas, Sat Apr 18 2020 12:27:14 GMT+0100 (BST))&amp;amp;lt;/b&amp;amp;gt;&amp;amp;lt;/div&amp;amp;gt; &amp;lt;br/&amp;gt;&amp;amp;lt;pre&amp;amp;gt;&amp;amp;lt;p&amp;amp;gt;TY&amp;amp;amp;nbsp; - JOUR &amp;amp;lt;br/&amp;amp;gt;TI&amp;amp;amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &amp;amp;lt;br/&amp;amp;gt;AU&amp;amp;amp;nbsp; - Hassler, Bjoern &amp;amp;lt;br/&amp;amp;gt;AU&amp;amp;amp;nbsp; - Hennessy, Sara &amp;amp;lt;br/&amp;amp;gt;AU&amp;amp;amp;nbsp; - Hofmann, Riikka &amp;amp;lt;br/&amp;amp;gt;AB&amp;amp;amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;amp;lt;br/&amp;amp;gt;DA&amp;amp;amp;nbsp; - forthcoming &amp;amp;lt;br/&amp;amp;gt;PY&amp;amp;amp;nbsp; - forthcoming &amp;amp;lt;br/&amp;amp;gt;DP&amp;amp;amp;nbsp; - Google Scholar &amp;amp;lt;br/&amp;amp;gt;VL&amp;amp;amp;nbsp; - 5 &amp;amp;lt;br/&amp;amp;gt;IS&amp;amp;amp;nbsp; - 1 &amp;amp;lt;br/&amp;amp;gt;J2&amp;amp;amp;nbsp; - Journal of Learning for Development &amp;amp;lt;br/&amp;amp;gt;ST&amp;amp;amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa &amp;amp;lt;br/&amp;amp;gt;L1&amp;amp;amp;nbsp; - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 &amp;amp;lt;br/&amp;amp;gt;L2&amp;amp;amp;nbsp; - https://www.repository.cam.ac.uk/handle/1810/278678 &amp;amp;lt;br/&amp;amp;gt;L2&amp;amp;amp;nbsp; - http://jl4d.net/index.php/ejl4d/article/view/264 &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Author:Haßler &amp;amp;lt;br/&amp;amp;gt;ER&amp;amp;amp;nbsp; -&amp;amp;nbsp; &amp;amp;lt;br/&amp;amp;gt; &amp;amp;lt;br/&amp;amp;gt;TY&amp;amp;amp;nbsp; - JOUR &amp;amp;lt;br/&amp;amp;gt;TI&amp;amp;amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &amp;amp;lt;br/&amp;amp;gt;AU&amp;amp;amp;nbsp; - Haßler, B &amp;amp;lt;br/&amp;amp;gt;AU&amp;amp;amp;nbsp; - Hennessy, S. &amp;amp;lt;br/&amp;amp;gt;AU&amp;amp;amp;nbsp; - Hofmann, R &amp;amp;lt;br/&amp;amp;gt;T2&amp;amp;amp;nbsp; - Journal of Learning for Development &amp;amp;lt;br/&amp;amp;gt;DA&amp;amp;amp;nbsp; - 2018/// &amp;amp;lt;br/&amp;amp;gt;PY&amp;amp;amp;nbsp; - 2018 &amp;amp;lt;br/&amp;amp;gt;J2&amp;amp;amp;nbsp; - JL4D &amp;amp;lt;br/&amp;amp;gt;ST&amp;amp;amp;nbsp; - OER4Schools 2010-2014 &amp;amp;lt;br/&amp;amp;gt;UR&amp;amp;amp;nbsp; - http://jl4d.org/index.php/ejl4d/article/view/264 &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - ⛔ No DOI found &amp;amp;lt;br/&amp;amp;gt;ER&amp;amp;amp;nbsp; -&amp;amp;nbsp; &amp;amp;lt;br/&amp;amp;gt; &amp;amp;lt;br/&amp;amp;gt;&amp;amp;lt;/p&amp;amp;gt;&amp;amp;lt;/pre&amp;amp;gt; &amp;lt;br/&amp;gt;&amp;amp;lt;div&amp;amp;gt; &amp;lt;br/&amp;gt;&amp;amp;lt;p&amp;amp;gt;group:&amp;amp;lt;/td&amp;amp;gt;&amp;amp;lt;td&amp;amp;gt;2129771&amp;amp;lt;/p&amp;amp;gt; &amp;lt;br/&amp;gt;&amp;amp;lt;p&amp;amp;gt;itemKey:&amp;amp;lt;/td&amp;amp;gt;&amp;amp;lt;td&amp;amp;gt;D2GQYC5S&amp;amp;lt;/p&amp;amp;gt; &amp;lt;br/&amp;gt;&amp;amp;lt;p&amp;amp;gt;itemKeyOld:&amp;amp;lt;/td&amp;amp;gt;&amp;amp;lt;td&amp;amp;gt;LDWSNI7T&amp;amp;lt;/p&amp;amp;gt; &amp;lt;br/&amp;gt;&amp;amp;lt;/div&amp;amp;gt; &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - ⛔ No DOI found &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Author:Haßler &amp;lt;br/&amp;gt;ER&amp;amp;nbsp; -  &amp;lt;br/&amp;gt; &amp;lt;br/&amp;gt;TY&amp;amp;nbsp; - JOUR &amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Haßler, Bjoern &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hennessy, Sara &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hofmann, Riikka &amp;lt;br/&amp;gt;T2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;AB&amp;amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;amp;apos;OER4Schools&amp;amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - 2018/// &amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - 2018 &amp;lt;br/&amp;gt;VL&amp;amp;nbsp; - 5 &amp;lt;br/&amp;gt;IS&amp;amp;nbsp; - 1 &amp;lt;br/&amp;gt;SP&amp;amp;nbsp; - 58 &amp;lt;br/&amp;gt;EP&amp;amp;nbsp; - 78 &amp;lt;br/&amp;gt;J2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - ⛔ No DOI found &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Active Learning &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Africa &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Developing Nations &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Educational Technology &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Elementary Secondary Education &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Faculty Development &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Foreign Countries &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Handheld Devices &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Inservice Teacher Education &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Low Income Groups &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Motivation &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Peer Teaching &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Resource Allocation &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Rural Schools &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Scaffolding (Teaching Technique) &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Scheduling &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Shared Resources and Services &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Sustainable Development &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Technology Uses in Education &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Telecommunications &amp;lt;br/&amp;gt;ER&amp;amp;nbsp; -  &amp;lt;br/&amp;gt; &amp;lt;br/&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/pre&amp;gt; &lt;br /&gt;&amp;lt;div&amp;gt; &lt;br /&gt;&amp;lt;p&amp;gt;group:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2129771&amp;lt;/p&amp;gt; &lt;br /&gt;&amp;lt;p&amp;gt;itemKey:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;D2GQYC5S&amp;lt;/p&amp;gt; &lt;br /&gt;&amp;lt;p&amp;gt;itemKeyOld:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;S968HMK5&amp;lt;/p&amp;gt; &lt;br /&gt;&amp;lt;/div&amp;gt; &lt;br /&gt;KW  - ⛔ No DOI found &lt;br /&gt;KW  - Active Learning &lt;br /&gt;KW  - Africa &lt;br /&gt;KW  - Author:Haßler &lt;br /&gt;KW  - Developing Nations &lt;br /&gt;KW  - Educational Technology &lt;br /&gt;KW  - Elementary Secondary Education &lt;br /&gt;KW  - Faculty Development &lt;br /&gt;KW  - Foreign Countries &lt;br /&gt;KW  - Handheld Devices &lt;br /&gt;KW  - Inservice Teacher Education &lt;br /&gt;KW  - Low Income Groups &lt;br /&gt;KW  - Motivation &lt;br /&gt;KW  - Peer Teaching &lt;br /&gt;KW  - Resource Allocation &lt;br /&gt;KW  - Rural Schools &lt;br /&gt;KW  - Scaffolding (Teaching Technique) &lt;br /&gt;KW  - Scheduling &lt;br /&gt;KW  - Shared Resources and Services &lt;br /&gt;KW  - Sustainable Development &lt;br /&gt;KW  - Technology Uses in Education &lt;br /&gt;KW  - Telecommunications &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;TY  - JOUR &lt;br /&gt;TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &lt;br /&gt;AU  - Hassler, Bjoern &lt;br /&gt;AU  - Hennessy, Sara &lt;br /&gt;AU  - Hofmann, Riikka &lt;br /&gt;T2  - Journal of Learning for Development &lt;br /&gt;AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives. &lt;br /&gt;DA  - 2018/03/17/ &lt;br /&gt;PY  - 2018 &lt;br /&gt;DP  - jl4d.org &lt;br /&gt;VL  - 5 &lt;br /&gt;IS  - 1 &lt;br /&gt;LA  - en &lt;br /&gt;SN  - 2311-1550 &lt;br /&gt;ST  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa &lt;br /&gt;UR  - https://jl4d.org/index.php/ejl4d/article/view/264 &lt;br /&gt;Y2  - 2020/04/28/12:45:10 &lt;br /&gt;L1  - https://jl4d.org/index.php/ejl4d/article/download/264/293 &lt;br /&gt;L2  - https://jl4d.org/index.php/ejl4d/article/view/264 &lt;br /&gt;KW  - ⛔ No DOI found &lt;br /&gt;KW  - sub-Saharan Africa &lt;br /&gt;KW  - Open Educational Resources &lt;br /&gt;KW  - peer-facilitation &lt;br /&gt;KW  - school-based active learning &lt;br /&gt;KW  - Sustainable Development Goal 4 &lt;br /&gt;KW  - Teacher Professional Development &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;&lt;/p&gt; <br/>&lt;div&gt; <br/>&lt;p&gt;group:2129771&lt;/p&gt; <br/>&lt;p&gt;itemKey:D2GQYC5S&lt;/p&gt; <br/>&lt;p&gt;itemKeyOld:52KKAHKR&lt;/p&gt; <br/>&lt;/div&gt; <br/>KW&nbsp; - ⛔ No DOI found <br/>KW&nbsp; - Active Learning <br/>KW&nbsp; - Africa <br/>KW&nbsp; - Author:Haßler <br/>KW&nbsp; - Developing Nations <br/>KW&nbsp; - Educational Technology <br/>KW&nbsp; - Elementary Secondary Education <br/>KW&nbsp; - Faculty Development <br/>KW&nbsp; - Foreign Countries <br/>KW&nbsp; - Handheld Devices <br/>KW&nbsp; - Inservice Teacher Education <br/>KW&nbsp; - Low Income Groups <br/>KW&nbsp; - Motivation <br/>KW&nbsp; - Open Educational Resources <br/>KW&nbsp; - Peer Teaching <br/>KW&nbsp; - peer-facilitation <br/>KW&nbsp; - Resource Allocation <br/>KW&nbsp; - Rural Schools <br/>KW&nbsp; - Scaffolding (Teaching Technique) <br/>KW&nbsp; - Scheduling <br/>KW&nbsp; - school-based active learning <br/>KW&nbsp; - Shared Resources and Services <br/>KW&nbsp; - sub-Saharan Africa <br/>KW&nbsp; - Sustainable Development <br/>KW&nbsp; - Sustainable Development Goal 4 <br/>KW&nbsp; - Teacher Professional Development <br/>KW&nbsp; - Technology Uses in Education <br/>KW&nbsp; - Telecommunications <br/>ER&nbsp; -  <br/> <br/>TY&nbsp; - JOUR <br/>TI&nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development <br/>AU&nbsp; - Haßler, Bjoern <br/>AU&nbsp; - Hennessy, Sara <br/>AU&nbsp; - Hofmann, Riikka <br/>T2&nbsp; - Journal of Learning for Development <br/>AB&nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. <br/>DA&nbsp; - 2018/// <br/>PY&nbsp; - 2018 <br/>DP&nbsp; - Google Scholar <br/>VL&nbsp; - 5 <br/>IS&nbsp; - 1 <br/>ST&nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa <br/>L1&nbsp; - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 <br/>L2&nbsp; - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;db=eric&amp;AN=EJ1174461&amp;site=ehost-live&amp;scope=site&amp;scope=cite <br/>N1&nbsp; - &lt;p&gt;2339240:HR2YGWX3;2339240:2BCABLG6;2339240:HGHAYJ5G;2339240:4N3G4XDJ;2405685:ZFJ79LQS&lt;/p&gt; <br/>N1&nbsp; - &lt;div&gt;&lt;strong&gt;Item history (bjohas, Sat Jan 18 2020 11:01:05 GMT+0000 (GMT))&lt;/strong&gt;&lt;/div&gt; <br/>&lt;p&gt;TY  - JOUR &lt;br /&gt;TI  - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &lt;br /&gt;AU  - Hassler, Bjoern &lt;br /&gt;AU  - Hennessy, Sara &lt;br /&gt;AU  - Hofmann, Riikka &lt;br /&gt;T2  - Journal of Learning for Development &lt;br /&gt;AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &apos;OER4Schools&apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br /&gt;DA  - 2018/// &lt;br /&gt;PY  - 2018 &lt;br /&gt;VL  - 5 &lt;br /&gt;IS  - 1 &lt;br /&gt;SP  - 58 &lt;br /&gt;EP  - 78 &lt;br /&gt;J2  - Journal of Learning for Development &lt;br /&gt;AN  - 2339240:HR2YGWX3;Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;2339240:HGHAYJ5G;2339240:4N3G4XDJ &lt;br /&gt;L2  - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;amp;db=eric&amp;amp;AN=EJ1174461&amp;amp;site=ehost-live&amp;amp;scope=site&amp;amp;scope=cite &lt;br /&gt;N1  - &amp;lt;div&amp;gt;&amp;lt;b&amp;gt;Item history (kln26, Thu Sep 12 2019 14:31:24 GMT+0100 (GMT Standard Time))&amp;lt;/b&amp;gt;&amp;lt;/div&amp;gt; &lt;br /&gt;&amp;lt;pre&amp;gt;&amp;lt;p&amp;gt;TY&amp;amp;nbsp; - JOUR &amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hassler, Bjoern &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hennessy, Sara &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hofmann, Riikka &amp;lt;br/&amp;gt;T2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;AB&amp;amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;amp;apos;OER4Schools&amp;amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - 2018/01/01/ &amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - 2018 &amp;lt;br/&amp;gt;DP&amp;amp;nbsp; - EBSCOhost &amp;lt;br/&amp;gt;VL&amp;amp;nbsp; - 5 &amp;lt;br/&amp;gt;IS&amp;amp;nbsp; - 1 &amp;lt;br/&amp;gt;SP&amp;amp;nbsp; - 58 &amp;lt;br/&amp;gt;EP&amp;amp;nbsp; - 78 &amp;lt;br/&amp;gt;J2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;SN&amp;amp;nbsp; - 2311-1550 &amp;lt;br/&amp;gt;ST&amp;amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa &amp;lt;br/&amp;gt;AN&amp;amp;nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 &amp;lt;br/&amp;gt;L2&amp;amp;nbsp; - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;amp;amp;db=eric&amp;amp;amp;AN=EJ1174461&amp;amp;amp;site=ehost-live&amp;amp;amp;scope=site&amp;amp;amp;scope=cite &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Motivation &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Technology Uses in Education &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Foreign Countries &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Educational Technology &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Low Income Groups &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Scaffolding (Teaching Technique) &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Elementary Secondary Education &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - ⛔ No DOI found &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Developing Nations &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Faculty Development &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Rural Schools &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Shared Resources and Services &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Handheld Devices &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Telecommunications &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Africa &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Inservice Teacher Education &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Active Learning &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Peer Teaching &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Resource Allocation &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Scheduling &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Sustainable Development &amp;lt;br/&amp;gt;ER&amp;amp;nbsp; -  &amp;lt;br/&amp;gt; &amp;lt;br/&amp;gt;TY&amp;amp;nbsp; - JOUR &amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hassler, Bjoern &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hennessy, Sara &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hofmann, Riikka &amp;lt;br/&amp;gt;T2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;AB&amp;amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;amp;apos;OER4Schools&amp;amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - 2018/// &amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - 2018 &amp;lt;br/&amp;gt;VL&amp;amp;nbsp; - 5 &amp;lt;br/&amp;gt;IS&amp;amp;nbsp; - 1 &amp;lt;br/&amp;gt;SP&amp;amp;nbsp; - 58 &amp;lt;br/&amp;gt;EP&amp;amp;nbsp; - 78 &amp;lt;br/&amp;gt;J2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;AN&amp;amp;nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - ⛔ No DOI found &amp;lt;br/&amp;gt;ER&amp;amp;nbsp; -  &amp;lt;br/&amp;gt; &amp;lt;br/&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/pre&amp;gt; &lt;br /&gt;&amp;lt;div&amp;gt;&amp;lt;table&amp;gt; &lt;br /&gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;group:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2339240&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt; &lt;br /&gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;itemKey:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;HR2YGWX3&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt; &lt;br /&gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;itemKeyOld:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2BCABLG6&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt; &lt;br /&gt;&amp;lt;/table&amp;gt;&amp;lt;/div&amp;gt; &lt;br /&gt;KW  - ⛔ No DOI found &lt;br /&gt;KW  - Active Learning &lt;br /&gt;KW  - Africa &lt;br /&gt;KW  - Developing Nations &lt;br /&gt;KW  - Educational Technology &lt;br /&gt;KW  - Elementary Secondary Education &lt;br /&gt;KW  - Faculty Development &lt;br /&gt;KW  - Foreign Countries &lt;br /&gt;KW  - Handheld Devices &lt;br /&gt;KW  - Inservice Teacher Education &lt;br /&gt;KW  - Low Income Groups &lt;br /&gt;KW  - Motivation &lt;br /&gt;KW  - Peer Teaching &lt;br /&gt;KW  - Resource Allocation &lt;br /&gt;KW  - Rural Schools &lt;br /&gt;KW  - Scaffolding (Teaching Technique) &lt;br /&gt;KW  - Scheduling &lt;br /&gt;KW  - Shared Resources and Services &lt;br /&gt;KW  - Sustainable Development &lt;br /&gt;KW  - Technology Uses in Education &lt;br /&gt;KW  - Telecommunications &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;TY  - JOUR &lt;br /&gt;TI  - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &lt;br /&gt;AU  - Hassler, Bjoern &lt;br /&gt;AU  - Hennessy, Sara &lt;br /&gt;AU  - Hofmann, Riikka &lt;br /&gt;T2  - Journal of Learning for Development &lt;br /&gt;AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &apos;OER4Schools&apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br /&gt;DA  - 2018/// &lt;br /&gt;PY  - 2018 &lt;br /&gt;VL  - 5 &lt;br /&gt;IS  - 1 &lt;br /&gt;SP  - 58 &lt;br /&gt;EP  - 78 &lt;br /&gt;J2  - Journal of Learning for Development &lt;br /&gt;AN  - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;2339240:HGHAYJ5G &lt;br /&gt;KW  - ⛔ No DOI found &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;TY  - JOUR &lt;br /&gt;TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &lt;br /&gt;AU  - Hassler, Bjoern &lt;br /&gt;AU  - Hennessy, Sara &lt;br /&gt;AU  - Hofmann, Riikka Johanna &lt;br /&gt;DA  - 2018/// &lt;br /&gt;PY  - 2018 &lt;br /&gt;AN  - 2339240:4N3G4XDJ &lt;br /&gt;KW  - ⛔ No DOI found &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;&lt;/p&gt; <br/>&lt;div&gt; <br/>&lt;table border=&quot;0&quot;&gt; <br/>&lt;tbody&gt; <br/>&lt;tr&gt; <br/>&lt;td&gt;group:&lt;/td&gt; <br/>&lt;td&gt;2339240&lt;/td&gt; <br/>&lt;/tr&gt; <br/>&lt;tr&gt; <br/>&lt;td&gt;itemKey:&lt;/td&gt; <br/>&lt;td&gt;HR2YGWX3&lt;/td&gt; <br/>&lt;/tr&gt; <br/>&lt;tr&gt; <br/>&lt;td&gt;itemKeyOld:&lt;/td&gt; <br/>&lt;td&gt;HGHAYJ5G, 4N3G4XDJ&lt;/td&gt; <br/>&lt;/tr&gt; <br/>&lt;/tbody&gt; <br/>&lt;/table&gt; <br/>&lt;/div&gt; <br/>N1&nbsp; - &lt;div&gt;&lt;strong&gt;Item history (bjohas, Thu Jan 30 2020 19:25:26 GMT+0000 (GMT))&lt;/strong&gt;&lt;/div&gt; <br/>&lt;p&gt;TY  - JOUR &lt;br /&gt;TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &lt;br /&gt;AU  - Hassler, Bjoern &lt;br /&gt;AU  - Hennessy, Sara &lt;br /&gt;AU  - Hofmann, Riikka &lt;br /&gt;AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br /&gt;DA  - 2018/// &lt;br /&gt;PY  - 2018 &lt;br /&gt;DP  - Google Scholar &lt;br /&gt;VL  - 5 &lt;br /&gt;IS  - 1 &lt;br /&gt;J2  - Journal of Learning for Development &lt;br /&gt;ST  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa &lt;br /&gt;AN  - 2339240:HR2YGWX3;2339240:2BCABLG6;2339240:HGHAYJ5G;2339240:4N3G4XDJ;2405685:ZFJ79LQS &lt;br /&gt;L1  - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 &lt;br /&gt;KW  - Author:Haßler &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;TY  - JOUR &lt;br /&gt;TI  - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &lt;br /&gt;AU  - Haßler, Bjoern &lt;br /&gt;AU  - Hennessy, Sara &lt;br /&gt;AU  - Hofmann, Riikka &lt;br /&gt;T2  - Journal of Learning for Development &lt;br /&gt;AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &apos;OER4Schools&apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br /&gt;DA  - 2018/// &lt;br /&gt;PY  - 2018 &lt;br /&gt;VL  - 5 &lt;br /&gt;IS  - 1 &lt;br /&gt;SP  - 58 &lt;br /&gt;EP  - 78 &lt;br /&gt;J2  - Journal of Learning for Development &lt;br /&gt;AN  - 2339240:HR2YGWX3;2339240:2BCABLG6;2339240:HGHAYJ5G;2339240:4N3G4XDJ;2405685:ZFJ79LQS &lt;br /&gt;L2  - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;amp;db=eric&amp;amp;AN=EJ1174461&amp;amp;site=ehost-live&amp;amp;scope=site&amp;amp;scope=cite &lt;br /&gt;N1  - &amp;lt;p&amp;gt;2339240:HR2YGWX3;2339240:2BCABLG6;2339240:HGHAYJ5G;2339240:4N3G4XDJ;2405685:ZFJ79LQS&amp;lt;/p&amp;gt; &lt;br /&gt;N1  - &amp;lt;div&amp;gt;&amp;lt;strong&amp;gt;Item history (bjohas, Sat Jan 18 2020 11:01:05 GMT+0000 (GMT))&amp;lt;/strong&amp;gt;&amp;lt;/div&amp;gt; &lt;br /&gt;&amp;lt;p&amp;gt;TY  - JOUR &amp;lt;br /&amp;gt;TI  - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &amp;lt;br /&amp;gt;AU  - Hassler, Bjoern &amp;lt;br /&amp;gt;AU  - Hennessy, Sara &amp;lt;br /&amp;gt;AU  - Hofmann, Riikka &amp;lt;br /&amp;gt;T2  - Journal of Learning for Development &amp;lt;br /&amp;gt;AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &apos;OER4Schools&apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;lt;br /&amp;gt;DA  - 2018/// &amp;lt;br /&amp;gt;PY  - 2018 &amp;lt;br /&amp;gt;VL  - 5 &amp;lt;br /&amp;gt;IS  - 1 &amp;lt;br /&amp;gt;SP  - 58 &amp;lt;br /&amp;gt;EP  - 78 &amp;lt;br /&amp;gt;J2  - Journal of Learning for Development &amp;lt;br /&amp;gt;AN  - 2339240:HR2YGWX3;Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;2339240:HGHAYJ5G;2339240:4N3G4XDJ &amp;lt;br /&amp;gt;L2  - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;amp;amp;db=eric&amp;amp;amp;AN=EJ1174461&amp;amp;amp;site=ehost-live&amp;amp;amp;scope=site&amp;amp;amp;scope=cite &amp;lt;br /&amp;gt;N1  - &amp;amp;lt;div&amp;amp;gt;&amp;amp;lt;b&amp;amp;gt;Item history (kln26, Thu Sep 12 2019 14:31:24 GMT+0100 (GMT Standard Time))&amp;amp;lt;/b&amp;amp;gt;&amp;amp;lt;/div&amp;amp;gt; &amp;lt;br /&amp;gt;&amp;amp;lt;pre&amp;amp;gt;&amp;amp;lt;p&amp;amp;gt;TY&amp;amp;amp;nbsp; - JOUR &amp;amp;lt;br/&amp;amp;gt;TI&amp;amp;amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &amp;amp;lt;br/&amp;amp;gt;AU&amp;amp;amp;nbsp; - Hassler, Bjoern &amp;amp;lt;br/&amp;amp;gt;AU&amp;amp;amp;nbsp; - Hennessy, Sara &amp;amp;lt;br/&amp;amp;gt;AU&amp;amp;amp;nbsp; - Hofmann, Riikka &amp;amp;lt;br/&amp;amp;gt;T2&amp;amp;amp;nbsp; - Journal of Learning for Development &amp;amp;lt;br/&amp;amp;gt;AB&amp;amp;amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;amp;amp;apos;OER4Schools&amp;amp;amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;amp;lt;br/&amp;amp;gt;DA&amp;amp;amp;nbsp; - 2018/01/01/ &amp;amp;lt;br/&amp;amp;gt;PY&amp;amp;amp;nbsp; - 2018 &amp;amp;lt;br/&amp;amp;gt;DP&amp;amp;amp;nbsp; - EBSCOhost &amp;amp;lt;br/&amp;amp;gt;VL&amp;amp;amp;nbsp; - 5 &amp;amp;lt;br/&amp;amp;gt;IS&amp;amp;amp;nbsp; - 1 &amp;amp;lt;br/&amp;amp;gt;SP&amp;amp;amp;nbsp; - 58 &amp;amp;lt;br/&amp;amp;gt;EP&amp;amp;amp;nbsp; - 78 &amp;amp;lt;br/&amp;amp;gt;J2&amp;amp;amp;nbsp; - Journal of Learning for Development &amp;amp;lt;br/&amp;amp;gt;SN&amp;amp;amp;nbsp; - 2311-1550 &amp;amp;lt;br/&amp;amp;gt;ST&amp;amp;amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa &amp;amp;lt;br/&amp;amp;gt;AN&amp;amp;amp;nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 &amp;amp;lt;br/&amp;amp;gt;L2&amp;amp;amp;nbsp; - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;amp;amp;amp;db=eric&amp;amp;amp;amp;AN=EJ1174461&amp;amp;amp;amp;site=ehost-live&amp;amp;amp;amp;scope=site&amp;amp;amp;amp;scope=cite &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Motivation &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Technology Uses in Education &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Foreign Countries &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Educational Technology &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Low Income Groups &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Scaffolding (Teaching Technique) &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Elementary Secondary Education &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - ⛔ No DOI found &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Developing Nations &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Faculty Development &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Rural Schools &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Shared Resources and Services &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Handheld Devices &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Telecommunications &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Africa &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Inservice Teacher Education &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Active Learning &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Peer Teaching &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Resource Allocation &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Scheduling &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - Sustainable Development &amp;amp;lt;br/&amp;amp;gt;ER&amp;amp;amp;nbsp; -  &amp;amp;lt;br/&amp;amp;gt; &amp;amp;lt;br/&amp;amp;gt;TY&amp;amp;amp;nbsp; - JOUR &amp;amp;lt;br/&amp;amp;gt;TI&amp;amp;amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &amp;amp;lt;br/&amp;amp;gt;AU&amp;amp;amp;nbsp; - Hassler, Bjoern &amp;amp;lt;br/&amp;amp;gt;AU&amp;amp;amp;nbsp; - Hennessy, Sara &amp;amp;lt;br/&amp;amp;gt;AU&amp;amp;amp;nbsp; - Hofmann, Riikka &amp;amp;lt;br/&amp;amp;gt;T2&amp;amp;amp;nbsp; - Journal of Learning for Development &amp;amp;lt;br/&amp;amp;gt;AB&amp;amp;amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;amp;amp;apos;OER4Schools&amp;amp;amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;amp;lt;br/&amp;amp;gt;DA&amp;amp;amp;nbsp; - 2018/// &amp;amp;lt;br/&amp;amp;gt;PY&amp;amp;amp;nbsp; - 2018 &amp;amp;lt;br/&amp;amp;gt;VL&amp;amp;amp;nbsp; - 5 &amp;amp;lt;br/&amp;amp;gt;IS&amp;amp;amp;nbsp; - 1 &amp;amp;lt;br/&amp;amp;gt;SP&amp;amp;amp;nbsp; - 58 &amp;amp;lt;br/&amp;amp;gt;EP&amp;amp;amp;nbsp; - 78 &amp;amp;lt;br/&amp;amp;gt;J2&amp;amp;amp;nbsp; - Journal of Learning for Development &amp;amp;lt;br/&amp;amp;gt;AN&amp;amp;amp;nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 &amp;amp;lt;br/&amp;amp;gt;KW&amp;amp;amp;nbsp; - ⛔ No DOI found &amp;amp;lt;br/&amp;amp;gt;ER&amp;amp;amp;nbsp; -  &amp;amp;lt;br/&amp;amp;gt; &amp;amp;lt;br/&amp;amp;gt;&amp;amp;lt;/p&amp;amp;gt;&amp;amp;lt;/pre&amp;amp;gt; &amp;lt;br /&amp;gt;&amp;amp;lt;div&amp;amp;gt;&amp;amp;lt;table&amp;amp;gt; &amp;lt;br /&amp;gt;&amp;amp;lt;tr&amp;amp;gt;&amp;amp;lt;td&amp;amp;gt;group:&amp;amp;lt;/td&amp;amp;gt;&amp;amp;lt;td&amp;amp;gt;2339240&amp;amp;lt;/td&amp;amp;gt;&amp;amp;lt;/tr&amp;amp;gt; &amp;lt;br /&amp;gt;&amp;amp;lt;tr&amp;amp;gt;&amp;amp;lt;td&amp;amp;gt;itemKey:&amp;amp;lt;/td&amp;amp;gt;&amp;amp;lt;td&amp;amp;gt;HR2YGWX3&amp;amp;lt;/td&amp;amp;gt;&amp;amp;lt;/tr&amp;amp;gt; &amp;lt;br /&amp;gt;&amp;amp;lt;tr&amp;amp;gt;&amp;amp;lt;td&amp;amp;gt;itemKeyOld:&amp;amp;lt;/td&amp;amp;gt;&amp;amp;lt;td&amp;amp;gt;2BCABLG6&amp;amp;lt;/td&amp;amp;gt;&amp;amp;lt;/tr&amp;amp;gt; &amp;lt;br /&amp;gt;&amp;amp;lt;/table&amp;amp;gt;&amp;amp;lt;/div&amp;amp;gt; &amp;lt;br /&amp;gt;KW  - ⛔ No DOI found &amp;lt;br /&amp;gt;KW  - Active Learning &amp;lt;br /&amp;gt;KW  - Africa &amp;lt;br /&amp;gt;KW  - Developing Nations &amp;lt;br /&amp;gt;KW  - Educational Technology &amp;lt;br /&amp;gt;KW  - Elementary Secondary Education &amp;lt;br /&amp;gt;KW  - Faculty Development &amp;lt;br /&amp;gt;KW  - Foreign Countries &amp;lt;br /&amp;gt;KW  - Handheld Devices &amp;lt;br /&amp;gt;KW  - Inservice Teacher Education &amp;lt;br /&amp;gt;KW  - Low Income Groups &amp;lt;br /&amp;gt;KW  - Motivation &amp;lt;br /&amp;gt;KW  - Peer Teaching &amp;lt;br /&amp;gt;KW  - Resource Allocation &amp;lt;br /&amp;gt;KW  - Rural Schools &amp;lt;br /&amp;gt;KW  - Scaffolding (Teaching Technique) &amp;lt;br /&amp;gt;KW  - Scheduling &amp;lt;br /&amp;gt;KW  - Shared Resources and Services &amp;lt;br /&amp;gt;KW  - Sustainable Development &amp;lt;br /&amp;gt;KW  - Technology Uses in Education &amp;lt;br /&amp;gt;KW  - Telecommunications &amp;lt;br /&amp;gt;ER  - &amp;lt;br /&amp;gt;&amp;lt;br /&amp;gt;TY  - JOUR &amp;lt;br /&amp;gt;TI  - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &amp;lt;br /&amp;gt;AU  - Hassler, Bjoern &amp;lt;br /&amp;gt;AU  - Hennessy, Sara &amp;lt;br /&amp;gt;AU  - Hofmann, Riikka &amp;lt;br /&amp;gt;T2  - Journal of Learning for Development &amp;lt;br /&amp;gt;AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &apos;OER4Schools&apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;lt;br /&amp;gt;DA  - 2018/// &amp;lt;br /&amp;gt;PY  - 2018 &amp;lt;br /&amp;gt;VL  - 5 &amp;lt;br /&amp;gt;IS  - 1 &amp;lt;br /&amp;gt;SP  - 58 &amp;lt;br /&amp;gt;EP  - 78 &amp;lt;br /&amp;gt;J2  - Journal of Learning for Development &amp;lt;br /&amp;gt;AN  - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;2339240:HGHAYJ5G &amp;lt;br /&amp;gt;KW  - ⛔ No DOI found &amp;lt;br /&amp;gt;ER  - &amp;lt;br /&amp;gt;&amp;lt;br /&amp;gt;TY  - JOUR &amp;lt;br /&amp;gt;TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &amp;lt;br /&amp;gt;AU  - Hassler, Bjoern &amp;lt;br /&amp;gt;AU  - Hennessy, Sara &amp;lt;br /&amp;gt;AU  - Hofmann, Riikka Johanna &amp;lt;br /&amp;gt;DA  - 2018/// &amp;lt;br /&amp;gt;PY  - 2018 &amp;lt;br /&amp;gt;AN  - 2339240:4N3G4XDJ &amp;lt;br /&amp;gt;KW  - ⛔ No DOI found &amp;lt;br /&amp;gt;ER  - &amp;lt;br /&amp;gt;&amp;lt;br /&amp;gt;&amp;lt;/p&amp;gt; &lt;br /&gt;&amp;lt;div&amp;gt; &lt;br /&gt;&amp;lt;table border=&quot;0&quot;&amp;gt; &lt;br /&gt;&amp;lt;tbody&amp;gt; &lt;br /&gt;&amp;lt;tr&amp;gt; &lt;br /&gt;&amp;lt;td&amp;gt;group:&amp;lt;/td&amp;gt; &lt;br /&gt;&amp;lt;td&amp;gt;2339240&amp;lt;/td&amp;gt; &lt;br /&gt;&amp;lt;/tr&amp;gt; &lt;br /&gt;&amp;lt;tr&amp;gt; &lt;br /&gt;&amp;lt;td&amp;gt;itemKey:&amp;lt;/td&amp;gt; &lt;br /&gt;&amp;lt;td&amp;gt;HR2YGWX3&amp;lt;/td&amp;gt; &lt;br /&gt;&amp;lt;/tr&amp;gt; &lt;br /&gt;&amp;lt;tr&amp;gt; &lt;br /&gt;&amp;lt;td&amp;gt;itemKeyOld:&amp;lt;/td&amp;gt; &lt;br /&gt;&amp;lt;td&amp;gt;HGHAYJ5G, 4N3G4XDJ&amp;lt;/td&amp;gt; &lt;br /&gt;&amp;lt;/tr&amp;gt; &lt;br /&gt;&amp;lt;/tbody&amp;gt; &lt;br /&gt;&amp;lt;/table&amp;gt; &lt;br /&gt;&amp;lt;/div&amp;gt; &lt;br /&gt;N1  - &amp;lt;div&amp;gt;&amp;lt;b&amp;gt;Item history (kln26, Thu Sep 12 2019 14:31:24 GMT+0100 (GMT Standard Time))&amp;lt;/b&amp;gt;&amp;lt;/div&amp;gt; &lt;br /&gt;&amp;lt;pre&amp;gt;&amp;lt;p&amp;gt;TY&amp;amp;nbsp; - JOUR &amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hassler, Bjoern &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hennessy, Sara &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hofmann, Riikka &amp;lt;br/&amp;gt;T2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;AB&amp;amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;amp;apos;OER4Schools&amp;amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - 2018/01/01/ &amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - 2018 &amp;lt;br/&amp;gt;DP&amp;amp;nbsp; - EBSCOhost &amp;lt;br/&amp;gt;VL&amp;amp;nbsp; - 5 &amp;lt;br/&amp;gt;IS&amp;amp;nbsp; - 1 &amp;lt;br/&amp;gt;SP&amp;amp;nbsp; - 58 &amp;lt;br/&amp;gt;EP&amp;amp;nbsp; - 78 &amp;lt;br/&amp;gt;J2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;SN&amp;amp;nbsp; - 2311-1550 &amp;lt;br/&amp;gt;ST&amp;amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa &amp;lt;br/&amp;gt;AN&amp;amp;nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 &amp;lt;br/&amp;gt;L2&amp;amp;nbsp; - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;amp;amp;db=eric&amp;amp;amp;AN=EJ1174461&amp;amp;amp;site=ehost-live&amp;amp;amp;scope=site&amp;amp;amp;scope=cite &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Motivation &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Technology Uses in Education &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Foreign Countries &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Educational Technology &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Low Income Groups &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Scaffolding (Teaching Technique) &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Elementary Secondary Education &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - ⛔ No DOI found &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Developing Nations &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Faculty Development &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Rural Schools &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Shared Resources and Services &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Handheld Devices &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Telecommunications &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Africa &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Inservice Teacher Education &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Active Learning &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Peer Teaching &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Resource Allocation &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Scheduling &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Sustainable Development &amp;lt;br/&amp;gt;ER&amp;amp;nbsp; -  &amp;lt;br/&amp;gt; &amp;lt;br/&amp;gt;TY&amp;amp;nbsp; - JOUR &amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hassler, Bjoern &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hennessy, Sara &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hofmann, Riikka &amp;lt;br/&amp;gt;T2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;AB&amp;amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;amp;apos;OER4Schools&amp;amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - 2018/// &amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - 2018 &amp;lt;br/&amp;gt;VL&amp;amp;nbsp; - 5 &amp;lt;br/&amp;gt;IS&amp;amp;nbsp; - 1 &amp;lt;br/&amp;gt;SP&amp;amp;nbsp; - 58 &amp;lt;br/&amp;gt;EP&amp;amp;nbsp; - 78 &amp;lt;br/&amp;gt;J2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;AN&amp;amp;nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - ⛔ No DOI found &amp;lt;br/&amp;gt;ER&amp;amp;nbsp; -  &amp;lt;br/&amp;gt; &amp;lt;br/&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/pre&amp;gt; &lt;br /&gt;&amp;lt;div&amp;gt;&amp;lt;table&amp;gt; &lt;br /&gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;group:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2339240&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt; &lt;br /&gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;itemKey:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;HR2YGWX3&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt; &lt;br /&gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;itemKeyOld:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2BCABLG6&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt; &lt;br /&gt;&amp;lt;/table&amp;gt;&amp;lt;/div&amp;gt; &lt;br /&gt;KW  - ⛔ No DOI found &lt;br /&gt;KW  - Developing Nations &lt;br /&gt;KW  - Educational Technology &lt;br /&gt;KW  - Shared Resources and Services &lt;br /&gt;KW  - Foreign Countries &lt;br /&gt;KW  - Handheld Devices &lt;br /&gt;KW  - Technology Uses in Education &lt;br /&gt;KW  - Telecommunications &lt;br /&gt;KW  - Faculty Development &lt;br /&gt;KW  - Rural Schools &lt;br /&gt;KW  - Inservice Teacher Education &lt;br /&gt;KW  - Africa &lt;br /&gt;KW  - Active Learning &lt;br /&gt;KW  - Elementary Secondary Education &lt;br /&gt;KW  - Low Income Groups &lt;br /&gt;KW  - Motivation &lt;br /&gt;KW  - Peer Teaching &lt;br /&gt;KW  - Resource Allocation &lt;br /&gt;KW  - Scaffolding (Teaching Technique) &lt;br /&gt;KW  - Scheduling &lt;br /&gt;KW  - Sustainable Development &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;&lt;/p&gt; <br/>&lt;div&gt; <br/>&lt;table border=&quot;0&quot;&gt; <br/>&lt;tbody&gt; <br/>&lt;tr&gt; <br/>&lt;td&gt;group:&lt;/td&gt; <br/>&lt;td&gt;2405685&lt;/td&gt; <br/>&lt;/tr&gt; <br/>&lt;tr&gt; <br/>&lt;td&gt;itemKey:&lt;/td&gt; <br/>&lt;td&gt;NZ3GKZCR&lt;/td&gt; <br/>&lt;/tr&gt; <br/>&lt;tr&gt; <br/>&lt;td&gt;itemKeyOld:&lt;/td&gt; <br/>&lt;td&gt;ZFJ79LQS&lt;/td&gt; <br/>&lt;/tr&gt; <br/>&lt;/tbody&gt; <br/>&lt;/table&gt; <br/>&lt;/div&gt; <br/>N1&nbsp; - &lt;div&gt;&lt;b&gt;Item history (kln26, Thu Sep 12 2019 14:31:24 GMT+0100 (GMT Standard Time))&lt;/b&gt;&lt;/div&gt; <br/>&lt;pre&gt;&lt;p&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &lt;br/&gt;AU&amp;nbsp; - Hassler, Bjoern &lt;br/&gt;AU&amp;nbsp; - Hennessy, Sara &lt;br/&gt;AU&amp;nbsp; - Hofmann, Riikka &lt;br/&gt;T2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;AB&amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;apos;OER4Schools&amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br/&gt;DA&amp;nbsp; - 2018/01/01/ &lt;br/&gt;PY&amp;nbsp; - 2018 &lt;br/&gt;DP&amp;nbsp; - EBSCOhost &lt;br/&gt;VL&amp;nbsp; - 5 &lt;br/&gt;IS&amp;nbsp; - 1 &lt;br/&gt;SP&amp;nbsp; - 58 &lt;br/&gt;EP&amp;nbsp; - 78 &lt;br/&gt;J2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;SN&amp;nbsp; - 2311-1550 &lt;br/&gt;ST&amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa &lt;br/&gt;AN&amp;nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 &lt;br/&gt;L2&amp;nbsp; - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;amp;db=eric&amp;amp;AN=EJ1174461&amp;amp;site=ehost-live&amp;amp;scope=site&amp;amp;scope=cite &lt;br/&gt;KW&amp;nbsp; - Motivation &lt;br/&gt;KW&amp;nbsp; - Technology Uses in Education &lt;br/&gt;KW&amp;nbsp; - Foreign Countries &lt;br/&gt;KW&amp;nbsp; - Educational Technology &lt;br/&gt;KW&amp;nbsp; - Low Income Groups &lt;br/&gt;KW&amp;nbsp; - Scaffolding (Teaching Technique) &lt;br/&gt;KW&amp;nbsp; - Elementary Secondary Education &lt;br/&gt;KW&amp;nbsp; - ⛔ No DOI found &lt;br/&gt;KW&amp;nbsp; - Developing Nations &lt;br/&gt;KW&amp;nbsp; - Faculty Development &lt;br/&gt;KW&amp;nbsp; - Rural Schools &lt;br/&gt;KW&amp;nbsp; - Shared Resources and Services &lt;br/&gt;KW&amp;nbsp; - Handheld Devices &lt;br/&gt;KW&amp;nbsp; - Telecommunications &lt;br/&gt;KW&amp;nbsp; - Africa &lt;br/&gt;KW&amp;nbsp; - Inservice Teacher Education &lt;br/&gt;KW&amp;nbsp; - Active Learning &lt;br/&gt;KW&amp;nbsp; - Peer Teaching &lt;br/&gt;KW&amp;nbsp; - Resource Allocation &lt;br/&gt;KW&amp;nbsp; - Scheduling &lt;br/&gt;KW&amp;nbsp; - Sustainable Development &lt;br/&gt;ER&amp;nbsp; -&nbsp; &lt;br/&gt; &lt;br/&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &lt;br/&gt;AU&amp;nbsp; - Hassler, Bjoern &lt;br/&gt;AU&amp;nbsp; - Hennessy, Sara &lt;br/&gt;AU&amp;nbsp; - Hofmann, Riikka &lt;br/&gt;T2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;AB&amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;apos;OER4Schools&amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br/&gt;DA&amp;nbsp; - 2018/// &lt;br/&gt;PY&amp;nbsp; - 2018 &lt;br/&gt;VL&amp;nbsp; - 5 &lt;br/&gt;IS&amp;nbsp; - 1 &lt;br/&gt;SP&amp;nbsp; - 58 &lt;br/&gt;EP&amp;nbsp; - 78 &lt;br/&gt;J2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;AN&amp;nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 &lt;br/&gt;KW&amp;nbsp; - ⛔ No DOI found &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;2339240&lt;/td&gt;&lt;/tr&gt; <br/>&lt;tr&gt;&lt;td&gt;itemKey:&lt;/td&gt;&lt;td&gt;HR2YGWX3&lt;/td&gt;&lt;/tr&gt; <br/>&lt;tr&gt;&lt;td&gt;itemKeyOld:&lt;/td&gt;&lt;td&gt;2BCABLG6&lt;/td&gt;&lt;/tr&gt; <br/>&lt;/table&gt;&lt;/div&gt; <br/>KW&nbsp; - ⛔ No DOI found <br/>KW&nbsp; - Developing Nations <br/>KW&nbsp; - Educational Technology <br/>KW&nbsp; - Shared Resources and Services <br/>KW&nbsp; - Foreign Countries <br/>KW&nbsp; - Handheld Devices <br/>KW&nbsp; - Technology Uses in Education <br/>KW&nbsp; - Telecommunications <br/>KW&nbsp; - Faculty Development <br/>KW&nbsp; - Rural Schools <br/>KW&nbsp; - Inservice Teacher Education <br/>KW&nbsp; - Africa <br/>KW&nbsp; - Active Learning <br/>KW&nbsp; - Elementary Secondary Education <br/>KW&nbsp; - Low Income Groups <br/>KW&nbsp; - Motivation <br/>KW&nbsp; - Peer Teaching <br/>KW&nbsp; - Resource Allocation <br/>KW&nbsp; - Scaffolding (Teaching Technique) <br/>KW&nbsp; - Scheduling <br/>KW&nbsp; - Sustainable Development <br/>KW&nbsp; - Author:Haßler <br/>ER&nbsp; -  <br/> <br/>TY&nbsp; - JOUR <br/>TI&nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development <br/>AU&nbsp; - Haßler, B <br/>AU&nbsp; - Hennessy, S. <br/>AU&nbsp; - Hofmann, R <br/>T2&nbsp; - Journal of Learning for Development <br/>AB&nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. <br/>DA&nbsp; - 2018/03// <br/>PY&nbsp; - 2018 <br/>DP&nbsp; - jl4d.org <br/>VL&nbsp; - 5 <br/>IS&nbsp; - 1 <br/>J2&nbsp; - JL4D <br/>LA&nbsp; - en <br/>SN&nbsp; - 2311-1550 <br/>ST&nbsp; - OER4Schools 2010-2014 <br/>UR&nbsp; - http://jl4d.org/index.php/ejl4d/article/view/264 <br/>AN&nbsp; - UA-c5813dc7-6452-4535-ae97-e1c4540f3e17 <br/>L1&nbsp; - http://jl4d.org/index.php/ejl4d/article/download/264/293 <br/>KW&nbsp; - ⛔ No DOI found <br/>KW&nbsp; - IMPORT_FROM_DFID_RITE <br/>KW&nbsp; - DIAL-RDO <br/>KW&nbsp; - CitedIn:PhD_Thesis <br/>KW&nbsp; - sub-Saharan Africa <br/>KW&nbsp; - AWP2 <br/>KW&nbsp; - RPF-May-2016 <br/>KW&nbsp; - CitedIn:DFID_SRF <br/>KW&nbsp; - CitedIn:OER4S-TPE-Anon <br/>KW&nbsp; - CitedIn:OER4Schools-2012-HHH1-anon <br/>KW&nbsp; - InPrep <br/>KW&nbsp; - missingHU <br/>KW&nbsp; - OER4Schools <br/>KW&nbsp; - Open Educational Resources <br/>KW&nbsp; - peer-facilitation <br/>KW&nbsp; - school-based active learning <br/>KW&nbsp; - Sustainable Development Goal 4 <br/>KW&nbsp; - Teacher Professional Development <br/>ER&nbsp; -  <br/> <br/></p></pre> 
<div> 
<p>group:</td><td>2129771</p> 
<p>itemKey:</td><td>D2GQYC5S</p> 
<p>itemKeyOld:</td><td>43ZT3XWL, AAT7FR3H</p> 
</div> 
N1  - <div><strong>Item history (bjohas, Thu Jan 30 2020 19:25:26 GMT+0000 (GMT))</strong></div> 
<p>TY  - JOUR <br />TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development <br />AU  - Hassler, Bjoern <br />AU  - Hennessy, Sara <br />AU  - Hofmann, Riikka <br />AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. <br />DA  - 2018/// <br />PY  - 2018 <br />DP  - Google Scholar <br />VL  - 5 <br />IS  - 1 <br />J2  - Journal of Learning for Development <br />ST  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa <br />AN  - 2339240:HR2YGWX3;2339240:2BCABLG6;2339240:HGHAYJ5G;2339240:4N3G4XDJ;2405685:ZFJ79LQS <br />L1  - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 <br />KW  - Author:Haßler <br />ER  - <br /><br />TY  - JOUR <br />TI  - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development <br />AU  - Haßler, Bjoern <br />AU  - Hennessy, Sara <br />AU  - Hofmann, Riikka <br />T2  - Journal of Learning for Development <br />AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. 'OER4Schools' integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. <br />DA  - 2018/// <br />PY  - 2018 <br />VL  - 5 <br />IS  - 1 <br />SP  - 58 <br />EP  - 78 <br />J2  - Journal of Learning for Development <br />AN  - 2339240:HR2YGWX3;2339240:2BCABLG6;2339240:HGHAYJ5G;2339240:4N3G4XDJ;2405685:ZFJ79LQS <br />L2  - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;db=eric&amp;AN=EJ1174461&amp;site=ehost-live&amp;scope=site&amp;scope=cite <br />N1  - &lt;p&gt;2339240:HR2YGWX3;2339240:2BCABLG6;2339240:HGHAYJ5G;2339240:4N3G4XDJ;2405685:ZFJ79LQS&lt;/p&gt; <br />N1  - &lt;div&gt;&lt;strong&gt;Item history (bjohas, Sat Jan 18 2020 11:01:05 GMT+0000 (GMT))&lt;/strong&gt;&lt;/div&gt; <br />&lt;p&gt;TY  - JOUR &lt;br /&gt;TI  - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &lt;br /&gt;AU  - Hassler, Bjoern &lt;br /&gt;AU  - Hennessy, Sara &lt;br /&gt;AU  - Hofmann, Riikka &lt;br /&gt;T2  - Journal of Learning for Development &lt;br /&gt;AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. 'OER4Schools' integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br /&gt;DA  - 2018/// &lt;br /&gt;PY  - 2018 &lt;br /&gt;VL  - 5 &lt;br /&gt;IS  - 1 &lt;br /&gt;SP  - 58 &lt;br /&gt;EP  - 78 &lt;br /&gt;J2  - Journal of Learning for Development &lt;br /&gt;AN  - 2339240:HR2YGWX3;Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;2339240:HGHAYJ5G;2339240:4N3G4XDJ &lt;br /&gt;L2  - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;amp;db=eric&amp;amp;AN=EJ1174461&amp;amp;site=ehost-live&amp;amp;scope=site&amp;amp;scope=cite &lt;br /&gt;N1  - &amp;lt;div&amp;gt;&amp;lt;b&amp;gt;Item history (kln26, Thu Sep 12 2019 14:31:24 GMT+0100 (GMT Standard Time))&amp;lt;/b&amp;gt;&amp;lt;/div&amp;gt; &lt;br /&gt;&amp;lt;pre&amp;gt;&amp;lt;p&amp;gt;TY&amp;amp;nbsp; - JOUR &amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hassler, Bjoern &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hennessy, Sara &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hofmann, Riikka &amp;lt;br/&amp;gt;T2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;AB&amp;amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;amp;apos;OER4Schools&amp;amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - 2018/01/01/ &amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - 2018 &amp;lt;br/&amp;gt;DP&amp;amp;nbsp; - EBSCOhost &amp;lt;br/&amp;gt;VL&amp;amp;nbsp; - 5 &amp;lt;br/&amp;gt;IS&amp;amp;nbsp; - 1 &amp;lt;br/&amp;gt;SP&amp;amp;nbsp; - 58 &amp;lt;br/&amp;gt;EP&amp;amp;nbsp; - 78 &amp;lt;br/&amp;gt;J2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;SN&amp;amp;nbsp; - 2311-1550 &amp;lt;br/&amp;gt;ST&amp;amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa &amp;lt;br/&amp;gt;AN&amp;amp;nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 &amp;lt;br/&amp;gt;L2&amp;amp;nbsp; - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;amp;amp;db=eric&amp;amp;amp;AN=EJ1174461&amp;amp;amp;site=ehost-live&amp;amp;amp;scope=site&amp;amp;amp;scope=cite &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Motivation &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Technology Uses in Education &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Foreign Countries &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Educational Technology &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Low Income Groups &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Scaffolding (Teaching Technique) &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Elementary Secondary Education &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - ⛔ No DOI found &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Developing Nations &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Faculty Development &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Rural Schools &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Shared Resources and Services &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Handheld Devices &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Telecommunications &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Africa &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Inservice Teacher Education &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Active Learning &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Peer Teaching &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Resource Allocation &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Scheduling &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Sustainable Development &amp;lt;br/&amp;gt;ER&amp;amp;nbsp; -  &amp;lt;br/&amp;gt; &amp;lt;br/&amp;gt;TY&amp;amp;nbsp; - JOUR &amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hassler, Bjoern &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hennessy, Sara &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hofmann, Riikka &amp;lt;br/&amp;gt;T2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;AB&amp;amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;amp;apos;OER4Schools&amp;amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - 2018/// &amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - 2018 &amp;lt;br/&amp;gt;VL&amp;amp;nbsp; - 5 &amp;lt;br/&amp;gt;IS&amp;amp;nbsp; - 1 &amp;lt;br/&amp;gt;SP&amp;amp;nbsp; - 58 &amp;lt;br/&amp;gt;EP&amp;amp;nbsp; - 78 &amp;lt;br/&amp;gt;J2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;AN&amp;amp;nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - ⛔ No DOI found &amp;lt;br/&amp;gt;ER&amp;amp;nbsp; -  &amp;lt;br/&amp;gt; &amp;lt;br/&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/pre&amp;gt; &lt;br /&gt;&amp;lt;div&amp;gt;&amp;lt;table&amp;gt; &lt;br /&gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;group:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2339240&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt; &lt;br /&gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;itemKey:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;HR2YGWX3&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt; &lt;br /&gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;itemKeyOld:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2BCABLG6&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt; &lt;br /&gt;&amp;lt;/table&amp;gt;&amp;lt;/div&amp;gt; &lt;br /&gt;KW  - ⛔ No DOI found &lt;br /&gt;KW  - Active Learning &lt;br /&gt;KW  - Africa &lt;br /&gt;KW  - Developing Nations &lt;br /&gt;KW  - Educational Technology &lt;br /&gt;KW  - Elementary Secondary Education &lt;br /&gt;KW  - Faculty Development &lt;br /&gt;KW  - Foreign Countries &lt;br /&gt;KW  - Handheld Devices &lt;br /&gt;KW  - Inservice Teacher Education &lt;br /&gt;KW  - Low Income Groups &lt;br /&gt;KW  - Motivation &lt;br /&gt;KW  - Peer Teaching &lt;br /&gt;KW  - Resource Allocation &lt;br /&gt;KW  - Rural Schools &lt;br /&gt;KW  - Scaffolding (Teaching Technique) &lt;br /&gt;KW  - Scheduling &lt;br /&gt;KW  - Shared Resources and Services &lt;br /&gt;KW  - Sustainable Development &lt;br /&gt;KW  - Technology Uses in Education &lt;br /&gt;KW  - Telecommunications &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;TY  - JOUR &lt;br /&gt;TI  - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &lt;br /&gt;AU  - Hassler, Bjoern &lt;br /&gt;AU  - Hennessy, Sara &lt;br /&gt;AU  - Hofmann, Riikka &lt;br /&gt;T2  - Journal of Learning for Development &lt;br /&gt;AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. 'OER4Schools' integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br /&gt;DA  - 2018/// &lt;br /&gt;PY  - 2018 &lt;br /&gt;VL  - 5 &lt;br /&gt;IS  - 1 &lt;br /&gt;SP  - 58 &lt;br /&gt;EP  - 78 &lt;br /&gt;J2  - Journal of Learning for Development &lt;br /&gt;AN  - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;2339240:HGHAYJ5G &lt;br /&gt;KW  - ⛔ No DOI found &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;TY  - JOUR &lt;br /&gt;TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &lt;br /&gt;AU  - Hassler, Bjoern &lt;br /&gt;AU  - Hennessy, Sara &lt;br /&gt;AU  - Hofmann, Riikka Johanna &lt;br /&gt;DA  - 2018/// &lt;br /&gt;PY  - 2018 &lt;br /&gt;AN  - 2339240:4N3G4XDJ &lt;br /&gt;KW  - ⛔ No DOI found &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;&lt;/p&gt; <br />&lt;div&gt; <br />&lt;table border="0"&gt; <br />&lt;tbody&gt; <br />&lt;tr&gt; <br />&lt;td&gt;group:&lt;/td&gt; <br />&lt;td&gt;2339240&lt;/td&gt; <br />&lt;/tr&gt; <br />&lt;tr&gt; <br />&lt;td&gt;itemKey:&lt;/td&gt; <br />&lt;td&gt;HR2YGWX3&lt;/td&gt; <br />&lt;/tr&gt; <br />&lt;tr&gt; <br />&lt;td&gt;itemKeyOld:&lt;/td&gt; <br />&lt;td&gt;HGHAYJ5G, 4N3G4XDJ&lt;/td&gt; <br />&lt;/tr&gt; <br />&lt;/tbody&gt; <br />&lt;/table&gt; <br />&lt;/div&gt; <br />N1  - &lt;div&gt;&lt;b&gt;Item history (kln26, Thu Sep 12 2019 14:31:24 GMT+0100 (GMT Standard Time))&lt;/b&gt;&lt;/div&gt; <br />&lt;pre&gt;&lt;p&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &lt;br/&gt;AU&amp;nbsp; - Hassler, Bjoern &lt;br/&gt;AU&amp;nbsp; - Hennessy, Sara &lt;br/&gt;AU&amp;nbsp; - Hofmann, Riikka &lt;br/&gt;T2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;AB&amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;apos;OER4Schools&amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br/&gt;DA&amp;nbsp; - 2018/01/01/ &lt;br/&gt;PY&amp;nbsp; - 2018 &lt;br/&gt;DP&amp;nbsp; - EBSCOhost &lt;br/&gt;VL&amp;nbsp; - 5 &lt;br/&gt;IS&amp;nbsp; - 1 &lt;br/&gt;SP&amp;nbsp; - 58 &lt;br/&gt;EP&amp;nbsp; - 78 &lt;br/&gt;J2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;SN&amp;nbsp; - 2311-1550 &lt;br/&gt;ST&amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa &lt;br/&gt;AN&amp;nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 &lt;br/&gt;L2&amp;nbsp; - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;amp;db=eric&amp;amp;AN=EJ1174461&amp;amp;site=ehost-live&amp;amp;scope=site&amp;amp;scope=cite &lt;br/&gt;KW&amp;nbsp; - Motivation &lt;br/&gt;KW&amp;nbsp; - Technology Uses in Education &lt;br/&gt;KW&amp;nbsp; - Foreign Countries &lt;br/&gt;KW&amp;nbsp; - Educational Technology &lt;br/&gt;KW&amp;nbsp; - Low Income Groups &lt;br/&gt;KW&amp;nbsp; - Scaffolding (Teaching Technique) &lt;br/&gt;KW&amp;nbsp; - Elementary Secondary Education &lt;br/&gt;KW&amp;nbsp; - ⛔ No DOI found &lt;br/&gt;KW&amp;nbsp; - Developing Nations &lt;br/&gt;KW&amp;nbsp; - Faculty Development &lt;br/&gt;KW&amp;nbsp; - Rural Schools &lt;br/&gt;KW&amp;nbsp; - Shared Resources and Services &lt;br/&gt;KW&amp;nbsp; - Handheld Devices &lt;br/&gt;KW&amp;nbsp; - Telecommunications &lt;br/&gt;KW&amp;nbsp; - Africa &lt;br/&gt;KW&amp;nbsp; - Inservice Teacher Education &lt;br/&gt;KW&amp;nbsp; - Active Learning &lt;br/&gt;KW&amp;nbsp; - Peer Teaching &lt;br/&gt;KW&amp;nbsp; - Resource Allocation &lt;br/&gt;KW&amp;nbsp; - Scheduling &lt;br/&gt;KW&amp;nbsp; - Sustainable Development &lt;br/&gt;ER&amp;nbsp; -  &lt;br/&gt; &lt;br/&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &lt;br/&gt;AU&amp;nbsp; - Hassler, Bjoern &lt;br/&gt;AU&amp;nbsp; - Hennessy, Sara &lt;br/&gt;AU&amp;nbsp; - Hofmann, Riikka &lt;br/&gt;T2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;AB&amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;apos;OER4Schools&amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br/&gt;DA&amp;nbsp; - 2018/// &lt;br/&gt;PY&amp;nbsp; - 2018 &lt;br/&gt;VL&amp;nbsp; - 5 &lt;br/&gt;IS&amp;nbsp; - 1 &lt;br/&gt;SP&amp;nbsp; - 58 &lt;br/&gt;EP&amp;nbsp; - 78 &lt;br/&gt;J2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;AN&amp;nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 &lt;br/&gt;KW&amp;nbsp; - ⛔ No DOI found &lt;br/&gt;ER&amp;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;2339240&lt;/td&gt;&lt;/tr&gt; <br />&lt;tr&gt;&lt;td&gt;itemKey:&lt;/td&gt;&lt;td&gt;HR2YGWX3&lt;/td&gt;&lt;/tr&gt; <br />&lt;tr&gt;&lt;td&gt;itemKeyOld:&lt;/td&gt;&lt;td&gt;2BCABLG6&lt;/td&gt;&lt;/tr&gt; <br />&lt;/table&gt;&lt;/div&gt; <br />KW  - ⛔ No DOI found <br />KW  - Developing Nations <br />KW  - Educational Technology <br />KW  - Shared Resources and Services <br />KW  - Foreign Countries <br />KW  - Handheld Devices <br />KW  - Technology Uses in Education <br />KW  - Telecommunications <br />KW  - Faculty Development <br />KW  - Rural Schools <br />KW  - Inservice Teacher Education <br />KW  - Africa <br />KW  - Active Learning <br />KW  - Elementary Secondary Education <br />KW  - Low Income Groups <br />KW  - Motivation <br />KW  - Peer Teaching <br />KW  - Resource Allocation <br />KW  - Scaffolding (Teaching Technique) <br />KW  - Scheduling <br />KW  - Sustainable Development <br />ER  - <br /><br /></p> 
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N1  - <div><strong>Item history (bjohas, Wed Apr 29 2020 22:03:12 GMT+0100 (BST))</strong></div> 
<p>TY  - JOUR <br />TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development <br />AU  - Hassler, Bjoern <br />AU  - Hennessy, Sara <br />AU  - Hofmann, Riikka <br />AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. <br />DA  - forthcoming <br />PY  - forthcoming <br />DP  - Google Scholar <br />VL  - 5 <br />IS  - 1 <br />J2  - Journal of Learning for Development <br />ST  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa <br />L1  - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 <br />L2  - https://www.repository.cam.ac.uk/handle/1810/278678 <br />L2  - http://jl4d.net/index.php/ejl4d/article/view/264 <br />N1  - &lt;div&gt;&lt;b&gt;Item history (bjohas, Sat Apr 18 2020 12:27:14 GMT+0100 (BST))&lt;/b&gt;&lt;/div&gt; <br />&lt;pre&gt;&lt;p&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &lt;br/&gt;AU&amp;nbsp; - Hassler, Bjoern &lt;br/&gt;AU&amp;nbsp; - Hennessy, Sara &lt;br/&gt;AU&amp;nbsp; - Hofmann, Riikka &lt;br/&gt;AB&amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br/&gt;DA&amp;nbsp; - forthcoming &lt;br/&gt;PY&amp;nbsp; - forthcoming &lt;br/&gt;DP&amp;nbsp; - Google Scholar &lt;br/&gt;VL&amp;nbsp; - 5 &lt;br/&gt;IS&amp;nbsp; - 1 &lt;br/&gt;J2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;ST&amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa &lt;br/&gt;L1&amp;nbsp; - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 &lt;br/&gt;L2&amp;nbsp; - https://www.repository.cam.ac.uk/handle/1810/278678 &lt;br/&gt;L2&amp;nbsp; - http://jl4d.net/index.php/ejl4d/article/view/264 &lt;br/&gt;KW&amp;nbsp; - Author:Haßler &lt;br/&gt;ER&amp;nbsp; -  &lt;br/&gt; &lt;br/&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &lt;br/&gt;AU&amp;nbsp; - Haßler, B &lt;br/&gt;AU&amp;nbsp; - Hennessy, S. &lt;br/&gt;AU&amp;nbsp; - Hofmann, R &lt;br/&gt;T2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;DA&amp;nbsp; - 2018/// &lt;br/&gt;PY&amp;nbsp; - 2018 &lt;br/&gt;J2&amp;nbsp; - JL4D &lt;br/&gt;ST&amp;nbsp; - OER4Schools 2010-2014 &lt;br/&gt;UR&amp;nbsp; - http://jl4d.org/index.php/ejl4d/article/view/264 &lt;br/&gt;KW&amp;nbsp; - ⛔ No DOI found &lt;br/&gt;ER&amp;nbsp; -  &lt;br/&gt; &lt;br/&gt;&lt;/p&gt;&lt;/pre&gt; <br />&lt;div&gt; <br />&lt;p&gt;group:&lt;/td&gt;&lt;td&gt;2129771&lt;/p&gt; <br />&lt;p&gt;itemKey:&lt;/td&gt;&lt;td&gt;D2GQYC5S&lt;/p&gt; <br />&lt;p&gt;itemKeyOld:&lt;/td&gt;&lt;td&gt;LDWSNI7T&lt;/p&gt; <br />&lt;/div&gt; <br />N1  - &lt;div&gt;&lt;b&gt;Item history (bjohas, Sat Apr 18 2020 12:29:46 GMT+0100 (BST))&lt;/b&gt;&lt;/div&gt; <br />&lt;pre&gt;&lt;p&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &lt;br/&gt;AU&amp;nbsp; - Hassler, Bjoern &lt;br/&gt;AU&amp;nbsp; - Hennessy, Sara &lt;br/&gt;AU&amp;nbsp; - Hofmann, Riikka &lt;br/&gt;AB&amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br/&gt;DA&amp;nbsp; - forthcoming &lt;br/&gt;PY&amp;nbsp; - forthcoming &lt;br/&gt;DP&amp;nbsp; - Google Scholar &lt;br/&gt;VL&amp;nbsp; - 5 &lt;br/&gt;IS&amp;nbsp; - 1 &lt;br/&gt;J2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;ST&amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa &lt;br/&gt;L1&amp;nbsp; - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 &lt;br/&gt;L2&amp;nbsp; - https://www.repository.cam.ac.uk/handle/1810/278678 &lt;br/&gt;L2&amp;nbsp; - http://jl4d.net/index.php/ejl4d/article/view/264 &lt;br/&gt;N1&amp;nbsp; - &amp;lt;div&amp;gt;&amp;lt;b&amp;gt;Item history (bjohas, Sat Apr 18 2020 12:27:14 GMT+0100 (BST))&amp;lt;/b&amp;gt;&amp;lt;/div&amp;gt; &lt;br/&gt;&amp;lt;pre&amp;gt;&amp;lt;p&amp;gt;TY&amp;amp;nbsp; - JOUR &amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hassler, Bjoern &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hennessy, Sara &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hofmann, Riikka &amp;lt;br/&amp;gt;AB&amp;amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - forthcoming &amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - forthcoming &amp;lt;br/&amp;gt;DP&amp;amp;nbsp; - Google Scholar &amp;lt;br/&amp;gt;VL&amp;amp;nbsp; - 5 &amp;lt;br/&amp;gt;IS&amp;amp;nbsp; - 1 &amp;lt;br/&amp;gt;J2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;ST&amp;amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa &amp;lt;br/&amp;gt;L1&amp;amp;nbsp; - https://www.repository.cam.ac.uk/bitstream/handle/1810/278678/JL4D%202018%20published.pdf?sequence=1 &amp;lt;br/&amp;gt;L2&amp;amp;nbsp; - https://www.repository.cam.ac.uk/handle/1810/278678 &amp;lt;br/&amp;gt;L2&amp;amp;nbsp; - http://jl4d.net/index.php/ejl4d/article/view/264 &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Author:Haßler &amp;lt;br/&amp;gt;ER&amp;amp;nbsp; -&amp;nbsp; &amp;lt;br/&amp;gt; &amp;lt;br/&amp;gt;TY&amp;amp;nbsp; - JOUR &amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Haßler, B &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hennessy, S. &amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Hofmann, R &amp;lt;br/&amp;gt;T2&amp;amp;nbsp; - Journal of Learning for Development &amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - 2018/// &amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - 2018 &amp;lt;br/&amp;gt;J2&amp;amp;nbsp; - JL4D &amp;lt;br/&amp;gt;ST&amp;amp;nbsp; - OER4Schools 2010-2014 &amp;lt;br/&amp;gt;UR&amp;amp;nbsp; - http://jl4d.org/index.php/ejl4d/article/view/264 &amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - ⛔ No DOI found &amp;lt;br/&amp;gt;ER&amp;amp;nbsp; -&amp;nbsp; &amp;lt;br/&amp;gt; &amp;lt;br/&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/pre&amp;gt; &lt;br/&gt;&amp;lt;div&amp;gt; &lt;br/&gt;&amp;lt;p&amp;gt;group:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2129771&amp;lt;/p&amp;gt; &lt;br/&gt;&amp;lt;p&amp;gt;itemKey:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;D2GQYC5S&amp;lt;/p&amp;gt; &lt;br/&gt;&amp;lt;p&amp;gt;itemKeyOld:&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;LDWSNI7T&amp;lt;/p&amp;gt; &lt;br/&gt;&amp;lt;/div&amp;gt; &lt;br/&gt;KW&amp;nbsp; - ⛔ No DOI found &lt;br/&gt;KW&amp;nbsp; - Author:Haßler &lt;br/&gt;ER&amp;nbsp; -  &lt;br/&gt; &lt;br/&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development &lt;br/&gt;AU&amp;nbsp; - Haßler, Bjoern &lt;br/&gt;AU&amp;nbsp; - Hennessy, Sara &lt;br/&gt;AU&amp;nbsp; - Hofmann, Riikka &lt;br/&gt;T2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;AB&amp;nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &amp;apos;OER4Schools&amp;apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. &lt;br/&gt;DA&amp;nbsp; - 2018/// &lt;br/&gt;PY&amp;nbsp; - 2018 &lt;br/&gt;VL&amp;nbsp; - 5 &lt;br/&gt;IS&amp;nbsp; - 1 &lt;br/&gt;SP&amp;nbsp; - 58 &lt;br/&gt;EP&amp;nbsp; - 78 &lt;br/&gt;J2&amp;nbsp; - Journal of Learning for Development &lt;br/&gt;KW&amp;nbsp; - ⛔ No DOI found &lt;br/&gt;KW&amp;nbsp; - Active Learning &lt;br/&gt;KW&amp;nbsp; - Africa &lt;br/&gt;KW&amp;nbsp; - Developing Nations &lt;br/&gt;KW&amp;nbsp; - Educational Technology &lt;br/&gt;KW&amp;nbsp; - Elementary Secondary Education &lt;br/&gt;KW&amp;nbsp; - Faculty Development &lt;br/&gt;KW&amp;nbsp; - Foreign Countries &lt;br/&gt;KW&amp;nbsp; - Handheld Devices &lt;br/&gt;KW&amp;nbsp; - Inservice Teacher Education &lt;br/&gt;KW&amp;nbsp; - Low Income Groups &lt;br/&gt;KW&amp;nbsp; - Motivation &lt;br/&gt;KW&amp;nbsp; - Peer Teaching &lt;br/&gt;KW&amp;nbsp; - Resource Allocation &lt;br/&gt;KW&amp;nbsp; - Rural Schools &lt;br/&gt;KW&amp;nbsp; - Scaffolding (Teaching Technique) &lt;br/&gt;KW&amp;nbsp; - Scheduling &lt;br/&gt;KW&amp;nbsp; - Shared Resources and Services &lt;br/&gt;KW&amp;nbsp; - Sustainable Development &lt;br/&gt;KW&amp;nbsp; - Technology Uses in Education &lt;br/&gt;KW&amp;nbsp; - Telecommunications &lt;br/&gt;ER&amp;nbsp; -  &lt;br/&gt; &lt;br/&gt;&lt;/p&gt;&lt;/pre&gt; <br />&lt;div&gt; <br />&lt;p&gt;group:&lt;/td&gt;&lt;td&gt;2129771&lt;/p&gt; <br />&lt;p&gt;itemKey:&lt;/td&gt;&lt;td&gt;D2GQYC5S&lt;/p&gt; <br />&lt;p&gt;itemKeyOld:&lt;/td&gt;&lt;td&gt;S968HMK5&lt;/p&gt; <br />&lt;/div&gt; <br />KW  - ⛔ No DOI found <br />KW  - Active Learning <br />KW  - Africa <br />KW  - Author:Haßler <br />KW  - Developing Nations <br />KW  - Educational Technology <br />KW  - Elementary Secondary Education <br />KW  - Faculty Development <br />KW  - Foreign Countries <br />KW  - Handheld Devices <br />KW  - Inservice Teacher Education <br />KW  - Low Income Groups <br />KW  - Motivation <br />KW  - Peer Teaching <br />KW  - Resource Allocation <br />KW  - Rural Schools <br />KW  - Scaffolding (Teaching Technique) <br />KW  - Scheduling <br />KW  - Shared Resources and Services <br />KW  - Sustainable Development <br />KW  - Technology Uses in Education <br />KW  - Telecommunications <br />ER  - <br /><br />TY  - JOUR <br />TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development <br />AU  - Hassler, Bjoern <br />AU  - Hennessy, Sara <br />AU  - Hofmann, Riikka <br />T2  - Journal of Learning for Development <br />AB  - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives. <br />DA  - 2018/03/17/ <br />PY  - 2018 <br />DP  - jl4d.org <br />VL  - 5 <br />IS  - 1 <br />LA  - en <br />SN  - 2311-1550 <br />ST  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa <br />UR  - https://jl4d.org/index.php/ejl4d/article/view/264 <br />Y2  - 2020/04/28/12:45:10 <br />L1  - https://jl4d.org/index.php/ejl4d/article/download/264/293 <br />L2  - https://jl4d.org/index.php/ejl4d/article/view/264 <br />KW  - ⛔ No DOI found <br />KW  - sub-Saharan Africa <br />KW  - Open Educational Resources <br />KW  - peer-facilitation <br />KW  - school-based active learning <br />KW  - Sustainable Development Goal 4 <br />KW  - Teacher Professional Development <br />ER  - <br /><br /></p> 
<div> 
<p>group:2129771</p> 
<p>itemKey:D2GQYC5S</p> 
<p>itemKeyOld:52KKAHKR</p> 
</div> 
N1  - <div><b>Item history (kln26, Thu Sep 12 2019 14:31:24 GMT+0100 (GMT Standard Time))</b></div> 
<pre><p>TY&nbsp; - JOUR <br/>TI&nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development <br/>AU&nbsp; - Hassler, Bjoern <br/>AU&nbsp; - Hennessy, Sara <br/>AU&nbsp; - Hofmann, Riikka <br/>T2&nbsp; - Journal of Learning for Development <br/>AB&nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &apos;OER4Schools&apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. <br/>DA&nbsp; - 2018/01/01/ <br/>PY&nbsp; - 2018 <br/>DP&nbsp; - EBSCOhost <br/>VL&nbsp; - 5 <br/>IS&nbsp; - 1 <br/>SP&nbsp; - 58 <br/>EP&nbsp; - 78 <br/>J2&nbsp; - Journal of Learning for Development <br/>SN&nbsp; - 2311-1550 <br/>ST&nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa <br/>AN&nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 <br/>L2&nbsp; - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;db=eric&amp;AN=EJ1174461&amp;site=ehost-live&amp;scope=site&amp;scope=cite <br/>KW&nbsp; - Motivation <br/>KW&nbsp; - Technology Uses in Education <br/>KW&nbsp; - Foreign Countries <br/>KW&nbsp; - Educational Technology <br/>KW&nbsp; - Low Income Groups <br/>KW&nbsp; - Scaffolding (Teaching Technique) <br/>KW&nbsp; - Elementary Secondary Education <br/>KW&nbsp; - ⛔ No DOI found <br/>KW&nbsp; - Developing Nations <br/>KW&nbsp; - Faculty Development <br/>KW&nbsp; - Rural Schools <br/>KW&nbsp; - Shared Resources and Services <br/>KW&nbsp; - Handheld Devices <br/>KW&nbsp; - Telecommunications <br/>KW&nbsp; - Africa <br/>KW&nbsp; - Inservice Teacher Education <br/>KW&nbsp; - Active Learning <br/>KW&nbsp; - Peer Teaching <br/>KW&nbsp; - Resource Allocation <br/>KW&nbsp; - Scheduling <br/>KW&nbsp; - Sustainable Development <br/>ER&nbsp; -  <br/> <br/>TY&nbsp; - JOUR <br/>TI&nbsp; - Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development <br/>AU&nbsp; - Hassler, Bjoern <br/>AU&nbsp; - Hennessy, Sara <br/>AU&nbsp; - Hofmann, Riikka <br/>T2&nbsp; - Journal of Learning for Development <br/>AB&nbsp; - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. &apos;OER4Schools&apos; integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. <br/>DA&nbsp; - 2018/// <br/>PY&nbsp; - 2018 <br/>VL&nbsp; - 5 <br/>IS&nbsp; - 1 <br/>SP&nbsp; - 58 <br/>EP&nbsp; - 78 <br/>J2&nbsp; - Journal of Learning for Development <br/>AN&nbsp; - Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6;Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org;2339240:2BCABLG6 <br/>KW&nbsp; - ⛔ No DOI found <br/>ER&nbsp; -  <br/> <br/></p></pre> 
<div><table> 
<tr><td>group:</td><td>2339240</td></tr> 
<tr><td>itemKey:</td><td>HR2YGWX3</td></tr> 
<tr><td>itemKeyOld:</td><td>2BCABLG6</td></tr> 
</table></div> 
KW  - ⛔ No DOI found 
KW  - Active Learning 
KW  - Africa 
KW  - Author:Haßler 
KW  - AWP2 
KW  - CitedIn:DFID_SRF 
KW  - CitedIn:OER4S-TPE-Anon 
KW  - CitedIn:OER4Schools-2012-HHH1-anon 
KW  - CitedIn:PhD_Thesis 
KW  - Developing Nations 
KW  - DIAL-RDO 
KW  - Educational Technology 
KW  - Elementary Secondary Education 
KW  - Faculty Development 
KW  - Foreign Countries 
KW  - Handheld Devices 
KW  - IMPORT_FROM_DFID_RITE 
KW  - InPrep 
KW  - Inservice Teacher Education 
KW  - Low Income Groups 
KW  - missingHU 
KW  - Motivation 
KW  - OER4Schools 
KW  - Open Educational Resources 
KW  - Peer Teaching 
KW  - peer-facilitation 
KW  - Resource Allocation 
KW  - RPF-May-2016 
KW  - Rural Schools 
KW  - Scaffolding (Teaching Technique) 
KW  - Scheduling 
KW  - school-based active learning 
KW  - Shared Resources and Services 
KW  - sub-Saharan Africa 
KW  - Sustainable Development 
KW  - Sustainable Development Goal 4 
KW  - Teacher Professional Development 
KW  - Technology Uses in Education 
KW  - Telecommunications 
ER  -  
 
TY  - JOUR 
TI  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development 
AU  - Hassler, Bjoern 
AU  - Hennessy, Sara 
AU  - Hofmann, Riikka 
T2  - Journal of Learning for Development-JL4D 
DA  - 2018/// 
PY  - 2018 
DP  - Google Scholar 
VL  - 5 
IS  - 1 
ST  - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa 
L1  - https://bjohas.de/w/images/2/2b/Sustaining_and_Scaling_Up_Pedagogic_Innovation_in_Sub-Saharan_Africa_-_Hassler%2C_Hennessy%2C_Hofman%2C_2018_-_preprint.pdf 
L2  - https://jl4d.org/index.php/ejl4d/article/view/264 
ER  -
group:2129771
itemKey:D2GQYC5S
itemKeyOld:LHMXV7QF