National Education Policy - Ministry of Education, Youth and Sports (Sierra Leone) (2010)
KerkoCite.ItemAlsoKnownAs: 2405685:YLXI3EW2

National Information and Communications Strategy for Education in Pakistan, 2004–2005 - Ministry of Education; Education Sector Reform Assistance (ESRA) Program (Government of Pakistan, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:IJ5DFTDW 2405685:MKVR57HU 2405685:ZKWNIP7B

National Education Policy 2010 - MoE (Ministry of Education Government of the People's Republic of Bangladesh, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:UTLS7RYN 2405685:6I47IM2H

Scaling online education: Increasing access to higher education. - Moloney, Jacqueline F.; Oakley, Burks (Journal of Asynchronous Learning Networks, 2010)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:KX2AUEQV 2405685:RCM56VG3
Keywords: ⛔ No DOI found

Creating new forms of teacher education: Open Educational Resources (OERs) and the Teacher Education in Sub-Saharan Africa (TESSA) programme - Moon, Bob (Teacher education through open and distance learning, 2010)
Publisher: Citeseer KerkoCite.ItemAlsoKnownAs: 2405685:JQZG4SQP 2534378:PCFN73ZM
Keywords: ⛔ No DOI found

Implemantation of the school programme of in service for the term (SPRINT) in selected basic schools of Chipata district of Zambia - Mwansa, Phillip (2010)
KerkoCite.ItemAlsoKnownAs: 2405685:WU9BNHBF

Slum dwellers' response to free primary education: a case study of Kibera slum, Nairobi - Njeru, Caroline N. (University of Nairobi, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:WQ65TY5H 2405685:6GFTYXEX

The contribution of ICTs to the delivery of special educational needs in Ghana: practices and potent - Nkansah, Godfred Bonnah; Unwin, Tim (Information Technology for Development, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2010.497273 2339240:6W2XSNXE 2405685:GP3VLXGC

eGranary as a digital resource in Uganda: Preliminary findings - Norton, Bonny; Early, Margaret; Tembe, Juliet (Cultural Attitudes towards Technology and Communication 2010 Proceedings of the Seventh International Conference on Cultural Attitudes towards Technology and Communication Vancouver, Canada, 15-18 June 2010, 2010)
KerkoCite.ItemAlsoKnownAs: 2405685:KTRC2M6P
Keywords: ⛔ No DOI found

Are the new millennium learners making the grade? Technology use and educational performance in PISA 2006 - OECD (OECD, 2010)
OECD's dissemination platform for all published content - books, serials and statistics
KerkoCite.ItemAlsoKnownAs: 2339240:7LPHP87J 2405685:ZK4PRGRH

The successful education sector development in Tanzania – comment on gender balance and inclusive education - Okkolin, Mari-Anne; Lehtomäki, Elina; Bhalalusesa, Eustella (Gender and Education, 2010)
In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too narrow to catch the critical factors regarding equality, particularly in secondary education. Our comment concerns the achievements and challenges, and emphasises the significance of a multidimensional set of information including in‐depth qualitative research on connections between socio‐cultural factors and education.
Publisher: Routledge _eprint: https://doi.org/10.1080/09540250802555416 KerkoCite.ItemAlsoKnownAs: 10.1080/09540250802555416 2339240:7Z3K4YGB 2405685:I6TUSX4P
Keywords: Tanzania; disability; education; educational outcomes; gender; inclusive education

Effects of computer-assisted instruction on performance of senior high school biology students in Ghana - Owusu, K. A.; Monney, K. A.; Appiah, J. Y.; Wilmot, E. M. (Computers & Education, 2010)
This study investigated the comparative efficiency of computer-assisted instruction (CAI) and conventional teaching method in biology on senior high school students. A science class was selected in each of two randomly selected schools. The pretest-posttest non equivalent quasi experimental design was used. The students in the experimental group learned science concepts (cell cycle) through the CAI, whereas the students in the control group were taught the same concepts by the conventional approach. The conventional approach consisted of lecture, discussions and question and answer teaching methods. Mann–Whitney U tests were used to analyze students’ pretest and posttests scores. The results indicated that students that were instructed by the conventional approach performed better on the posttest than those instructed by the CAI. However, the performance of low achievers within the experimental group improved after they were instructed by the CAI. Even though the CAI group did not perform better than the conventional approach group, the students in the CAI group perceived CAI to be interesting when they were interviewed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2010.04.001 10/bk93cw 2339240:EMEYL9Z3 2405685:DECKMC2P
Keywords: Achievement; Cell cycle; Computer-assisted instruction; Conventional approach; ICT and senior high school

Literature searching for social science systematic reviews: Consideration of a range of search techniques - Papaioannou, Diana; Sutton, Anthea; Carroll, Christopher; Booth, Andrew; Wong, Ruth (Health Information & Libraries Journal, 2010)
Background: Literature for a systematic review on the student experience of e-learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2009.00863.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2009.00863.x 2405685:8DNWJW52 2486141:9NRSNVM9 2486141:CSZNDTJB
Keywords: _TBC for use ailr-2024

Personal Data Protection Act 2010 - Parliament of Malaysia (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:7N4Z6LX7 2405685:HDBUTEEF

A practical guide to multilevel modeling - Peugh, James L. (Journal of School Psychology, 2010)
Collecting data from students within classrooms or schools, and collecting data from students on multiple occasions over time, are two common sampling methods used in educational research that often require multilevel modeling (MLM) data analysis techniques to avoid Type-1 errors. The purpose of this article is to clarify the seven major steps involved in a multilevel analysis: (1) clarifying the research question, (2) choosing the appropriate parameter estimator, (3) assessing the need for MLM, (4) building the level-1 model, (5) building the level-2 model, (6) multilevel effect size reporting, and (7) likelihood ratio model testing. The seven steps are illustrated with both a cross-sectional and a longitudinal MLM example from the National Educational Longitudinal Study (NELS) dataset. The goal of this article is to assist applied researchers in conducting and interpreting multilevel analyses and to offer recommendations to guide the reporting of MLM analysis results. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Place: Netherlands Publisher: Elsevier Science KerkoCite.ItemAlsoKnownAs: 10.1016/j.jsp.2009.09.002 2339240:PZ2Y7AVZ 2405685:FZH78CSI
Keywords: Classrooms; Data Collection; Schools; Simulation

Effects of an Early Literacy Professional Development Intervention on Head Start Teachers and Children - Powell, Douglas; Diamond, Karen; Burchinal, Margaret (Journal of Educational Psychology, 2010)
shortDOI: 10/cgt5m7 KerkoCite.ItemAlsoKnownAs: 10.1037/a0017763 10/cgt5m7 2405685:BYGJSXSA

Using School Performance Data to Drive School and Education District Office Accountability and Improvement: The Case of Ghana - Prew, Martin; Quaigrain, Kenneth (Educational Management Administration & Leadership, 2010)
Distance-education delivery through interactive television (ITV) is an effective means of providing instruction to learners. There are many advantages, such as the ability to provide immediate feedback and personal participation. To be effective, however, ITV requires structured planning and development, making the use of instructional design principles imperative. The following recommendations are made for training teachers about ITV: (1) provide an overview of the technology and how it works; (2) provide hands-on guided practice; (3) incorporate effective elements of instruction; (4) conduct periodic follow-up inservice training; (5) train with teachers who volunteer; (6) establish the amount of time needed to prepare and teach ITV courses; (7) provide experiences with other faculty members; (8) incorporate strategies for adding visual components to audio courses; and (9) use strategies that encourage group cohesion and student motivation. Teachers must adapt instruction to meet the varied needs of students, as both teachers and students adjust to the demands of the medium. (SLD)
KerkoCite.ItemAlsoKnownAs: 10.1177/1741143210379057 2339240:9TECQ3XW 2339240:B69V3DI4 2339240:I36JR8HH 2339240:KFCB2CF4 2339240:P3P7F6JT 2339240:WQMTDPZY 2405685:T9RRA5JY
Keywords: Delivery Systems; Distance Education; Educational Planning; Educational Technology; Educational Television; Feedback; Graduate Study; Higher Education; Information Transfer; Instructional Design; Instructional Effectiveness; Interactive Television; Student Motivation; Teacher Attitudes; Teacher Education; Teaching Methods; Technological Advancement; Telecourses; Training; search_string_27b

Decision 2123/QD-TTg Approving the scheme on education development for very small ethnic minorities in the 2010-2015 period - Prime Minister, Socialist Republic of Vietnam (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:NSXAFDEF 2405685:5IQYXH6R

Policy Coherence in the Application of ICTs for Education - PwC (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:ZHCMFJ8L 2405685:PUJTD7DD

Development plan for the National Infrastructure of Information and Communication in The Republic of Guinea - République de Guinée - Politique; Stratégie Nationales de Développement des TIC en Guinée –MPTNTI (Ministère des Télécommunications et des Nouvelles Technologies de l’Information, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:K84YUBYY 2405685:VPF6UNSJ

Systems Approaches to Managing Change: A Practical Guide - Reynolds, Martin; Holwell, Sue (Springer London, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-84882-809-4 2339240:C85WP28D 2405685:CXWZRP2E

Languages in competition in Rwanda: Who is winning on the linguistic market? - Rosendal, Tove (2010)
KerkoCite.ItemAlsoKnownAs: 2405685:ZILHHSVY 4042040:CCB7GAQE

A theory of learning for the mobile age - Sharples, Mike; Taylor, Josie; Vavoula, Giasemi (Medienbildung in neuen Kulturräumen, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:UCZH8HRH 2405685:WXPCE8AT

Teachers’ professional development through the English in Action Secondary Teaching and Learning Programme in Bangladesh: experience from the UCEP schools - Shohel, M. Maruf C; Banks, Frank (Procedia-Social and Behavioral Sciences, 2010)
This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2010.03.894 2339240:WE7Z36DR 2405685:VDJRNRTI 2534378:A22MYIWP 2534378:HS2WT9YY 2534378:Q2THK4LH
Keywords: EiA Intervention; Experiential Learning; Secondary Teaching and Learning Programme; Teachers’ Professional Development; UCEP-Bangladesh; __:import:01; __:match:final; __:matched; __:study_id:2457264; __finaldtb

Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools - Shohel, M; Banks, F; Banks, F (Procedia - Social and Behavioral Sciences, 2010)
This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training.
KerkoCite.ItemAlsoKnownAs: 10/bfg65g 2339240:M5TKZEV8 2405685:LQTN958P

Doing disability research in a Southern context: Challenges and possibilities - Singal, Nidhi (Disability & Society, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1080/09687591003755807 2339240:BQKC9Y75 2405685:ID8CUVMG

Symantec Global Internet Security Threat Report: Trends for 2009 - Symantec (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:22R2IIX6 2405685:NA7VYN8H

eSkwela: ICT for alternative learning system - Tan, Maria Melizza (APEC ICT4D Expo, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:W2AZQGMQ 2405685:K9ST6RTJ

Sage handbook of mixed methods in social & behavioral research - Tashakkori, Abbas; Teddlie, Charles (SAGE Publications, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:BE9HCCSW 2405685:B7JM4898
Keywords: Handbooks; Research Methodology; Social sciences; etc; manuals

18th Amendment - The Gazette of Pakistan (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:WRFZU3KY 2405685:HEDDQYSB

Students and mobile devices - Traxler, John (Research in Learning Technology, 2010)
00037 shortDOI: 10/crbzh7 KerkoCite.ItemAlsoKnownAs: 10/crbzh7 2129771:2WEAG4L8 2405685:UQVSEMXV

Interactive Radio Instruction : A Successful Permanent Pilot Project? - Trucano, M. (2010)
Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:SIMZJ8BB 2405685:KZ8XDZND
Keywords: Commitment; Cost; Equity & access; ___working_potential_duplicate

EFA Global Monitoring Report 2010: Reaching the marginalized - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:GBLL8LEK 2405685:I3MDE3UF

Regional overview: Latin America and the Caribbean - UNESCO (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:EYU2PU5A 2405685:4W5YEBIW

Child disciplinary practices at home: evidence from a range of low- and middle-income countries - UNICEF (2010)
The UNICEF report on Child Disciplinary Practices at Home addresses the development of a national research agenda on violence against children across settings where violence occurs.
KerkoCite.ItemAlsoKnownAs: 2339240:F5YZWV5X 2405685:QD3QIADQ

246 6 Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya - University, G. (2010)
This paper looks at levels of access and extent of use of Information and Communication Technologies (ICTs) among teachers in selected Kenyan secondary schools. For the past few years, an assortment of ICTs such as computers, lap tops, projectors, printers, e-blackboards and mobile phones have been available to teachers for use in integration of teaching and learning in schools. The paper attempts to establish how many teachers have access to the schools’ computers, their ICT literacy skills level and the level of ICT integration in subjects taught. The findings show that the use of ICT and its integration in the teaching and learning in secondary education is getting more widespread; and increasingly used among teachers as a means of communication and for information searching. Access rates for teachers have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies have been suggested on how to utilize ICT to improve educational outcomes and recommendations given, on issues that touch on ICT access and infrastructure; human resources and training, policy environment, financing and ICT investment, curriculum development and locally relevant content.
KerkoCite.ItemAlsoKnownAs: 2339240:FR7DD5E8 2405685:8Z2L4L66

Taonga Market Programme Review - USAID (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:EYIXUSM9 2405685:WX47KHBN

Technology Tools for Teaching and Training Results - USAID (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:Q7SYHPXZ 2405685:38SBFY8Y

1-1 in Education: Current Practice, International Comparative Research Evidence and Policy Implications - Valiente, Oscar (OECD, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:G8QNGWQP 2405685:WPNQTDQZ

Technology and mother-tongue literacy in Southern India: Impact studies among young children and out-of-school youth - Wagner, Daniel A; Daswani, C J; Karnati, Romilla (Information Technology and International Development, 2010)
The present research began with one main question: How can new technologies be effective for poor and illiterate children and youth in developing countries? We addressed this question through a research-based implementation project in India that included the development of local language multimedia software for literacy; a built-in, user-friendly interface; and the use of existing computer infrastructure. Two studies were undertaken in Andhra Pradesh state. One included a sample of youth and young adults who had never gone to school (or dropped out early) in peri-urban Hyderabad, and the other was composed of young second- and third-grade school children in rural West Godavari district. Based on a short-term intervention program, research results demonstrated a modest positive impact on the learning rate in reading with both groups of learners (when compared with control groups without the multimedia intervention). The findings provide support for the view that information and communications technologies for development can assist in promoting literacy among the poorest of the poor. In addition, the present results support the view that the digital divide, as it evolves over time, will only be narrowed when content-based solutions are sensitive to, and built on cultural and linguistic diversity.
KerkoCite.ItemAlsoKnownAs: 2339240:FMDF5K5E 2405685:IT38D8P5
Keywords: ⛔ No DOI found

Can One Laptop Per Child Save the World's Poor? - Warschauer, Mark; Ames, Morgan (Journal of International Affairs, 2010)
The One Laptop per Child (OLPC) program is one of the most ambitious educational reform initiatives the world has ever seen. The program has developed a radically new low-cost laptop computer and aggressively promoted its plans to put the computer in the hands of hundreds of millions of children around the world, including in the most impoverished nations. Though fewer than 2 million of OLPC's XO computers have been distributed as of this writing, the initiative has caught the attention of world leaders, influenced developments in the global computer industry and sparked controversy and debate about the best way to improve the lot of the world's poor. With six years having passed since Nicholas Negroponte first unveiled the idea, this paper appraises the program's progress and impact and, in so doing, takes a fresh look at OLPC's assumptions. The paper reviews the theoretical underpinnings of OLPC, analyzes the program's development and summarizes the current state of OLPC deployments around the world. The analysis reveals that provision of individual laptops is a utopian vision for the children in the poorest countries, whose educational and social futures could be more effectively improved if the same investments were instead made on more sustainable and proven interventions. Middle- and high-income countries may have a stronger rationale for providing individual laptops to children, but will still want to eschew OLPC's technocentric vision. In summary, OLPC represents the latest in a long line of technologically utopian development schemes that have unsuccessfully attempted to solve complex social problems with overly simplistic solutions.
Publisher: Journal of International Affairs Editorial Board KerkoCite.ItemAlsoKnownAs: 2339240:GXQVYARZ 2405685:9BRCRSSN 2405685:PUTV3LIS
Keywords: ⛔ No DOI found

A roadmap for education technology - Woolf, Beverly Park (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:JRU5TLIL 2405685:THRU8AZY
Keywords: ⛔ No DOI found

The Education System in Malawi. Africa education country status report - World Bank (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:C8TPFLBY 2405685:PTLTAQEY

Teachers in Anglophone Africa: Issues in Teacher Supply, Training, and Management - Mulkeen, Aidan (The World Bank, 2009)
shortDOI: 10/bbrt3g KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-8053-6 10/bbrt3g 2405685:ZEPFSZBW

Assistive technology in developing countries: national and international responsibilities to implement the Convention on the Rights of Persons with Disabilities - Borg, Johan; Lindström, Anna; Larsson, Stig (The Lancet, 2009)
In developing countries, disability is often associated with poverty caused by reduced participation in education, work, and community life.1–4 Education and employment contributes to reduction of poverty, improvement of health, and increased participation in society.2,5,6 According to findings from studies in high-income countries, assistive technology can have a positive socioeconomic effect on the lives of people with disabilities by improving access to education and increasing achievement.7,8 The use of assistive technology is a successful strategy to help participation in work,9,10 and maintenance of health.
Publisher: Elsevier shortDOI: 10/cfn5gp KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(09)61872-9 10/cfn5gp 2339240:W45H7KRY 2405685:YQJM4J5B

The interplay between learning and the use of ICT in Rwandan student teachers' everyday practice - Mukama, E (Journal of Computer Assisted Learning, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2009.00326.x 2339240:UKZXPXZF 2405685:RXKHESR8

National ICT Policy of Sierra Leone - Ministry of Information and Communications (Government of Sierra Leone, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:GI5IQFVY 2405685:BVA56A3C
Keywords: ⛔ No DOI found

How to select, calculate, and interpret effect sizes - Durlak, Joseph A. (Journal of Pediatric Psychology, 2009)
The objective of this article is to offer guidelines regarding the selection, calculation, and interpretation of effect sizes (ESs). To accomplish this goal, ESs are first defined and their important contribution to research is emphasized. Then different types of ESs commonly used in group and correlational studies are discussed. Several useful resources are provided for distinguishing among different types of effects and what modifications might be required in their calculation depending on a study's purpose and methods. This article should assist producers and consumers of research in understanding the role, importance, and meaning of ESs in research reports.
KerkoCite.ItemAlsoKnownAs: 10.1093/jpepsy/jsp004 2339240:VIP48LY8 2405685:PNEQWL2D

Study on Role of Radio for Rural Education in Pakistan - Jumani, Nabi Bux (2009)
It was found that the majority of the listeners possessed radio sets and was getting benefit from the educational programmes of radio. The programmes were informative and motivating. The strategies of radio for rural education were appreciable because these infused mobility, widened horizon of rural people and focused attention on the goals and problems of rural people. It could be used to enhance literacy (through distance and non-formal education). The producers/comperes were found keenly interested in their job. It was revealed that priority was given to education and rural development programmes of radio. Programmes needed detail and summary at the end. Furthermore language was not easy. Mobile radio station was needed for rural educational programme to cater to the needs of far flung areas. School broadcast (distance and non-formal teaching) was the need of the day. Social workers/opinion leaders opined that there was need of developing self reliance. Radio provides guidance to rural people in solving the problems of rural development. They felt the need of starting school broadcasting. Radio was being utilized for apprising villagers with their problem. There was need of maintaining more educational programmes. Rural programmes were to be in mother tongue. It was recommended that for educational purposes Radio Pakistan and AIOU may produce programmes which have their strong links/roots in the surroundings of the rural people. Radio schools like Interactive Radio instruction (IRI) may be used for effective teaching learning process in rural areas. Time of educational programmes should be enhanced. Programmes like radio rural forum may be started as well as open broadcasting should be adopted for rural development programme. (Contains 5 tables.)
ISSN: 1302-6488 Issue: 4 Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:6QWQ77L4 2405685:H456VCTC
Keywords: Distance Education; Educational Technology; Foreign Countries; Instructional Effectiveness; Nonformal Education; Radio; Rural Areas; Rural Development; Rural Education; Teaching Methods

Education & Human Resources Strategy Plan 2008 - 2020 - Ministry of Education, Culture & Human Resources (Government of the Republic of Mauritius, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:ERJ4LVGM 2405685:FPUG4MEI

Smart reading instruction for ESL learners in the content area : SMARTboards and interactive learning - Wong, Melanie Mun Wai (2009)
Turbill (2003) describes how some principals have "lamented that in spite of each classroom in their schools having at least one computer, teachers of the early years in particular, were reluctant, even resistant, to the integration of computers into their literacy curriculum" (p
KerkoCite.ItemAlsoKnownAs: 10.14288/1.0078052 2339240:FDFNF9BM 2405685:S6AKGNNE 6018420:FFQRXYIA

Exploring Blended Learning for Science Teacher Professional Development in an African Context - Boitshwarelo, Bopelo (The International Review of Research in Open and Distributed Learning, 2009)
This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.
shortDOI: 10/gfv5xv KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.687 10/gfv5xv 2339240:7YYFFQ4U 2405685:DBG2GKJP 2405685:RP3KMTVU 2405685:THJLBADH 2534378:5C3ILQ5H 2534378:LSG5BCAP 2534378:PTQCJYNQ
Keywords: C:Botswana; ICTs; Pedagogy; Professional Development; Teacher Training; ___working_potential_duplicate

An Evaluative Study of a Distance Teacher Education Program in a University in Ghana - Sampong, Kwasi Addo (The International Review of Research in Open and Distributed Learning, 2009)
The study used an adaptation of Provus’ discrepancy evaluation model to evaluate a distance teacher education program in the University of Cape Coast, the premier teacher education institution in Ghana. The study involved comparing performance data of the program as perceived by students and faculty/administrators to standards prepared from the program’s design. Performance data was obtained by administering two survey instruments to a random sample of students and faculty/administrators. Discrepancies between performance and standards were reported. The study concluded that although there were some discrepancies between program standards and performance the program is fulfilling its purpose of upgrading the professional and academic performance of a large number of teachers in the public K-8 schools in Ghana.
shortDOI: 10/gf7gv5 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.725 10/gf7gv5 2405685:6GPHTVKC

Building Quality in Summer Learning Programs: Approaches and Recommendations - McLaughlin, Brenda; Pitcock, Sarah (The Wallace Foundation, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:HL4JUCJP 2405685:3M5GY93V
Keywords: ⛔ No DOI found

The gender digital divide in rural Pakistan: How wide is it and how to bridge it? - Siegmann, K. A. (2009)
textabstractWhile Pakistan’s National Information Technology (IT) Policy aims at harnessing the potential of information and communication technologies (ICTs) for development, especially in the underserved rural areas, it ignores the role of existing gender inequalities on the possible benefits of ICTs. We have investigated aspects of the ‘gender digital divide’ in rural areas of Pakistan in order to enable an evidence-based gender-sensitive revision of the policy as well as ICT-related interventions from which both females and males gain. The study took place in four of the most marginalized rural districts of the country where this divide is likely to be most pronounced. We found mobile phones to be the ICT that is most commonly available in rural Pakistan. Radios and TV sets are the second most widespread technologies in marginalised rural areas. However, mobile sets at hand are largely owned by women’s husbands, fathers and brothers, whose permission to make calls is required by a large share of all female respondents. I, therefore, argue that availability and gendered use of ICTs are two different things altogether. Social norms related to women and girls’ access to education as well as regulating their mobility prevent them from using ICTs. These norms have to be taken into account in policies and interventions to ensure women and girls’ access to and beneficial use of ICTs.
KerkoCite.ItemAlsoKnownAs: 2339240:G8SKSDEL 2405685:8D4Z2825

The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration - Liberati, Alessandro; Altman, Douglas G.; Tetzlaff, Jennifer; Mulrow, Cynthia; Gøtzsche, Peter C.; Ioannidis, John P. A.; Clarke, Mike; Devereaux, P. J.; Kleijnen, Jos; Moher, David (PLOS Medicine, 2009)
Alessandro Liberati and colleagues present an Explanation and Elaboration of the PRISMA Statement, updated guidelines for the reporting of systematic reviews and meta-analyses.
Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pmed.1000100 2339240:6UIGEI94 2405685:5W5L99LJ
Keywords: Clinical research design; Database searching; Medical risk factors; Metaanalysis; Publication ethics; Randomized controlled trials; Research reporting guidelines; Systematic reviews

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2535 2339240:59LXUVEU 2405685:T8R5AV4B 2534378:V3VIP5A2
Keywords: ___working_potential_duplicate

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2535 2339240:59LXUVEU 2405685:NV8VHX6N 2534378:V3VIP5A2
Keywords: ___working_potential_duplicate

Professional Development for K–12 Math and Science Teachers: What Do We Really Know? - Scher, Lauren; O'Reilly, Fran (Journal of Research on Educational Effectiveness, 2009)
As investments in K–12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that explore mechanisms through which professional development programs inﬂuence teacher knowledge, teacher practices, and ultimately student achievement. We quantitatively pool the most rigorous evaluation research available to determine whether currently held beliefs in the ﬁeld are supported by the evidence. Although this study does ﬁnd some support for the guidance propounded by experts, it cautions policymakers and practitioners that the current evidence base is thin. We urge researchers to build on what we have learned through theory and practice to increase the rigor of evaluations on this important topic by incorporating valid and reliable measures of professional development components as well as valid measures of teacher knowledge and practices.
shortDOI: 10/cxp3nf KerkoCite.ItemAlsoKnownAs: 10.1080/19345740802641527 10/cxp3nf 2405685:35I9GLWU
Keywords: C:United States

Sierra Leone Demographic and Health Survey 2008 - Statistics Sierra Leone (Ministry of Health and Sanitation, 2009)
KerkoCite.ItemAlsoKnownAs: 2405685:XJLGGACD

Stakeholder Analysis and Social Network Analysis in Natural Resource Management - Prell, Christina; Hubacek, Klaus; Reed, Mark (Society & Natural Resources, 2009)
The increasing use of stakeholder analysis in natural resource management reflects a growing recognition that stakeholders can and should influence environmental decision making. Stakeholder analysis can be used to avoid inflaming conflicts, ensure that the marginalization of certain groups is not reinforced, and fairly represent diverse interests. We present a case study from the Peak District National Park in the United Kingdom, where we used social network analysis to inform stakeholder analysis. This information helped us identify which individuals and categories of stakeholder played more central roles in the network and which were more peripheral. This information guided our next steps for stakeholder selection. The article ends with a discussion on the strengths and limitations of combining social network analysis with stakeholder analysis.
Publisher: Routledge _eprint: https://doi.org/10.1080/08941920802199202 zotzenLib.CopiedFrom: 2339240:TLSREEVC KerkoCite.ItemAlsoKnownAs: 10.1080/08941920802199202 2339240:TLSREEVC 2405685:W8IEPX5K
Keywords: participatory resource management; social network analysis; stakeholder analysis

Three Views of Systems Theories and their Implications for Sustainability Education - Porter, Terry; Córdoba, José-Rodrigo (Journal of Management Education, 2009)
Worldwide, there is an emerging interest in sustainability and sustainability education. A popular and promising approach is the use of systems thinking. However, the systems approach to sustainability has neither been clearly defined nor has its practical application followed any systematic rigor, resulting in confounded and underspecified recommendations. The purpose of this article is to extend the notion of systems thinking as it pertains to sustainability pedagogy. The authors draw from systems theory and other literatures to develop three broad approaches to systems thinking: functionalist, interpretive, and complex adaptive systems (CAS). Each perspective is examined regarding its conceptual underpinnings, implications for sustainability, and pedagogical goals, objectives, skills, and exemplar projects and activities. The authors' goal is to provide the reader with an immanently practical set of ideas and pedagogical tools that may be readily adopted by management educators in any discipline.
KerkoCite.ItemAlsoKnownAs: 10.1177/1052562908323192 2339240:5HPUXINS 2405685:U496TYXX

Comments on Greenhow, Robelia, and Hughes: expanding the New Literacies conversation - Leu, Donald J.; O’Byrne, W. Ian; Zawilinski, Lisa; McVerry, J. Greg; Everett-Cacopardo, Heidi (Educational Researcher, 2009)
Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009), suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X09336676 2339240:G7HBV3LN 2405685:KGVLTZTW
Keywords: literacy; new literacies; online reading comprehension; technology

Evaluating large‐scale interactive radio programmes - Potter, Charles; Naidoo, Gordon (Distance Education, 2009)
This article focuses on the challenges involved in conducting evaluations of interactive radio programmes in South Africa with large numbers of schools, teachers, and learners. It focuses on the role such large‐scale evaluation has played during the South African radio learning programme’s development stage, as well as during its subsequent sustained implementation phase. The model evolved for evaluation of interactive radio instruction is based within the context of a shoestring/real‐world evaluation tradition, where funding for internal evaluation has been limited over the period of the programme’s development to scale, necessitating focused use of resources in a longitudinal evaluation design. The evaluation approach is participatory and multimethod, linking the requirements of external summative evaluation conducted for accountability, with data yielded by internal (formative and developmental) evaluation. This is done through internal and formative evaluative studies of limited scope, combined with developmental classroom‐based evaluation based on the logic of project team members working with teachers to promote the programme’s self‐evaluative capacity.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587910902845980 shortDOI: 10/ct47qx KerkoCite.ItemAlsoKnownAs: 10/ct47qx 2339240:RS87K3HC 2405685:62Z6BK9N
Keywords: distance education; interactive radio instruction; large‐scale implementation; modalities; pedagogy; programme evaluation; shoestring/real‐world evaluation

The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania - Vavrus, Frances (International Journal of Educational Development, 2009)
This article examines recent educational reforms in Tanzania by looking at the cultural politics of pedagogical change in secondary and teacher education. It presents an ethnography of a teachers college founded on the principles of social constructivism in a country where formalistic, teacher-centered pedagogy is the norm. Using data collected through a year of participant observation, it argues that the cultural, economic, and political dimensions of teachers’ practice need to be considered alongside efforts to reform the country's educational system. It offers contingent constructivism as an alternative to the international consensus on a single model of excellent teaching.
shortDOI: 10/cfjzn4 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2008.05.002 10/cfjzn4 2405685:4LJMMWWE
Keywords: Development; Educational policy; International education; Tanzania; Teacher education

A Better Way to Teach Children to Read? Evidence from a Randomized Controlled Trial - He, Fang; Linden, Leigh L; MacLeod, Margaret (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:GGBU8YTM 2405685:3RUPLEZR
Keywords: ⛔ No DOI found

A Professional Development Study of Technology Education in Secondary Science Teaching in Benin: Issues of Teacher Change and Self-Efficacy Beliefs - Kelani, Razacki Raphael (2009)
KerkoCite.ItemAlsoKnownAs: 2405685:2DHZ7BES

A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes - Ponitz, Claire Cameron; McClelland, Megan M.; Matthews, J. S.; Morrison, Frederick J. (Developmental Psychology, 2009)
The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of behavioral regulation in the fall predicted stronger levels of achievement in the spring and better teacher-rated classroom self-regulation (all ps < .01) but not interpersonal skills. Evidence for domain specificity emerged, in which gains in behavioral regulation predicted gains in mathematics but not in language and literacy over the kindergarten year (p < .01) after site, child gender, and other background variables were controlled. Discussion focuses on the importance of behavioral regulation for successful adjustment to the demands of kindergarten. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
shortDOI: 10/b5btgq KerkoCite.ItemAlsoKnownAs: 10.1037/a0015365 10/b5btgq 2009-05916-001 2339240:L45R4TY2 2405685:Z9ZG8DE2
Keywords: Academic Achievement; Achievement; Attention; Child; Child; Preschool; Classroom Behavior; Cooperative Behavior; Female; Humans; Inhibition (Psychology); Internal-External Control; Interpersonal Influences; Interpersonal Relations; Kindergarten Students; Longitudinal Studies; Male; Mathematics; Observation Methods; Personality Assessment; Self-Regulation; Social Behavior; Social Control; Informal; Temperament; academic achievement; behavioral self-regulation; interpersonal skills; kindergarten; structured observation

Abolishing School Fees in Africa: Lessons Learned in Ethiopia, Ghana, Kenya and Mozambique - Birger, Fredriksen; Craissati, Di (The World Bank, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7540-2 2405685:I7PGXI5E

The Use of Information and Communications Technology (ICT) To Improve Access to In-Service Teacher Education Programmes For Educational Development in Pakistan - D‘CRUZE, Melaine (The Turkish Online Journal of Distance Education, 2009)
The use of ICT and distance education in the delivery of professional developmentprogrammers for in-service teachers to improve access to educational opportunitiesis explored in this article. Further, the link between teacher development and thedevelopment of human capital to aid educational and national development isdiscussed. The role of ICT and distance education is highlighted in enabling thisventure which eventually leads to overall educational and national development.
KerkoCite.ItemAlsoKnownAs: 2339240:8HUGUZKS 2405685:ZSFVUL79
Keywords: ⛔ No DOI found

Urdu version of Sesame Street from April - Mohiuddin, Saeed (The News International, 2009)
Pakistani children would be able to watch the Urdu version of Sesame Street – the most-watched children’s television show in the world – five days a week on both PTV 1 and PTV 2...
KerkoCite.ItemAlsoKnownAs: 2405685:JFFPPRY2

Network Analysis in the Social Sciences - Borgatti, Stephen; Mehra, Ajay; Brass, Daniel; Labianca, Giuseppe (Science (New York, N.Y.), 2009)
Over the past decade, there has been an explosion of interest in network research across the physical and social sciences. For social scientists, the theory of networks has been a gold mine, yielding explanations for social phenomena in a wide variety of disciplines from psychology to economics. Here, we review the kinds of things that social scientists have tried to explain using social network analysis and provide a nutshell description of the basic assumptions, goals, and explanatory mechanisms prevalent in the field. We hope to contribute to a dialogue among researchers from across the physical and social sciences who share a common interest in understanding the antecedents and consequences of network phenomena.
zotzenLib.CopiedFrom: 2339240:JQA9PRDZ KerkoCite.ItemAlsoKnownAs: 10.1126/science.1165821 2339240:JQA9PRDZ 2339240:Q5CZNBGL 2339240:U9MVWGVE 2405685:CKE79F7A 2405685:I3FUN5JU 2405685:W7TMXCNH

The Use and Misuse of Computers in Education: Evidence from a Randomized Controlled Trial of a Language Arts Program - Barrera-Osorio, Felipe; Linden, Leigh L (2009)
This paper presents the evaluation of the program Computers for Education. The program aims to integrate computers, donated by the private sector, into the teaching of language in public schools. The authors conduct a two-year randomized evaluation of the program using a sample of 97 schools and 5,201 children. Overall, the program seems to have had little effect on students’ test scores and other outcomes. These results are consistent across grade levels, subjects, and gender. The main reason for these results seems to be the failure to incorporate the computers into the educational process. Although the program increased the number of computers in the treatment schools and provided training to the teachers on how to use the computers in their classrooms, surveys of both teachers and students suggest that teachers did not incorporate the computers into their curriculum.
KerkoCite.ItemAlsoKnownAs: 2339240:2B5GGTLG 2339240:9GDU893D 2405685:EJCKQUGC 2405685:PWS6BFPA
Keywords: ⛔ No DOI found

Cognitive psychology - Colman, Andrew M. (A Dictionary of Psychology, 2009)
The branch of psychology concerned with all forms of cognition, including attention, perception, learning (1,
KerkoCite.ItemAlsoKnownAs: 2339240:H3P6ET45 2405685:GTRTVE6D

Many Children Left Behind? Textbooks and Test Scores in Kenya - Glewwe, Paul; Kremer, Michael; Moulin, Sylvie (American Economic Journal: Applied Economics, 2009)
A randomized evaluation in rural Kenya finds, contrary to the previous literature, that providing textbooks did not raise average test scores. Textbooks did increase the scores of the best students (those with high pretest scores) but had little effect on other students. Textbooks are written in English, most students' third language, and many students could not use them effectively. More generally, the curriculum in Kenya, and in many other developing countries, tends to be oriented toward academically strong students, leaving many students behind in societies that combine a centralized educational system; the heterogeneity in student preparation associated with rapid educational expansion; and disproportionate elite power. (JEL O15, I21, I28, J13)
shortDOI: 10/drw8rs KerkoCite.ItemAlsoKnownAs: 10.1257/app.1.1.112 10/drw8rs 2339240:AZL4A6J7 2405685:KTGQM3Y3

Stills, not full motion, for interactive spatial training: American, Turkish and Taiwanese female pre-service teachers learn spatial visualization - Smith, Glenn Gordon; Gerretson, Helen; Olkun, Sinan; Yuan, Yuan; Dogbey, James; Erdem, Aliye (Computers & Education, 2009)
This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial visualization and mental rotation. The study used a pretest, intervention, posttest research design with experimental and comparison groups. The experimental group participated in transformational geometry visualization exercises, once a week for six weeks, for approximately 20minutes each session. Instruments were standardized measures of spatial visualization and mental rotation; intervention activity worksheets directed the participants through 2D and 3D transformational geometry tasks in computer environments. For Turkish and Taiwanese participants, the experimental group improved significantly more than the control group in spatial visualization, while the American participants showed no such significant improvement.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2008.07.011 2339240:4JEBPYJ9 2405685:2TFCTXTC
Keywords: Applications in subject areas; Improving classroom teaching; Interactive learning environments; Pedagogical issues; Teaching/learning strategies

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

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

The relative effectiveness of government and private schools in Pakistan: Are girls worse off? - Aslam, Monazza (Education Economics, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1080/09645290903142635 2339240:JX9ZURYR 2405685:B2Y3PBB2

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

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

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

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

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

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

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

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

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

What's the Evidence on Districts' Use of Evidence? - Coburn, Cynthia; Kay Stein, Mary; Honig, Meredith (2009)
KerkoCite.ItemAlsoKnownAs: 2405685:22LZW43Z 2486141:RULTJBW8

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Pakistan's Higher Education System—What Went Wrong and How to Fix It - Hoodbhoy, Pervez (The Pakistan Development Review, 2009)
Publisher: Pakistan Institute of Development Economics, Islamabad KerkoCite.ItemAlsoKnownAs: 10.30541/v48i4IIpp.581-594 10.30541/v48i4iipp.581-594 10/ghzt9f 2339240:WS4MICAT 2405685:JS95GND5

IDRC in Pakistan - IDRC (IRDC, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:CFIXEMFB 2405685:CTCDCYPM

Guide to measuring information and communication technologies (ICT) in education. - Institut de statistique de l'Unesco (UNESCO Institute for Statistics, 2009)
OCLC: 757431595 KerkoCite.ItemAlsoKnownAs: 2339240:VDRFQ2BH 2405685:H7DDQDWI

Policy-making as discourse: a review of recent knowledge-to-policy literature - Jones, Harry (Overseas Development Institute, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:ETMVZP8E 2405685:85MXGEIF

Design of a braille writing tutor to combat illiteracy - Kalra, N.; Lauwers, T.; Dewey, D.; Stepleton, T.; Dias, M. B. (Information Systems Frontiers, 2009)
Less than 3% of the 145 million blind people living in developing countries are literate (Helander, Prejudice and dignity: An introduction to community-based rehabilitation. New York: UNDP 1998). This low literacy rate is partly due to the lack of trained teachers and the challenges associated with learning to write braille on a traditional slate and stylus. These challenges include writing from right to left, writing mirrored images of letters, and receiving significantly delayed feedback. Extensive conversations with the Mathru Educational Trust for the Blind near Bangalore, India, revealed the need for a robust, low-power, low-cost braille writing tutor. We present an iterative and participatory process resulting in the creation and refinement of a prototype braille writing tutor system. This system uses a novel input device to capture a student’s activity on a slate using a stylus and uses a range of techniques to teach braille writing skills to both beginner and advanced students. We report on lessons learned from the implementation of this project and from a 6-week pilot study at Mathru, and outline future directions for improvement.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10796-009-9171-2 2339240:DMTM67T4 2405685:FFILLF45

Globalization and the growth of international educational testing and national assessment - Kamens, D.H.; McNeely, C.L. (Comparative Education Review, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1086/648471 2339240:5B96GY8M 2405685:GK3NERIR

Research in Difficult Settings: Reflections on Pakistan and Afghanistan - Khattak, Saba Gul (International Development Research Center (IDRC), 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:XSWXCUZW 2405685:MES6JCMC
Keywords: ⛔ No DOI found

The automation of science - King, R.D.; Rowland, J.; Oliver, S.G. (Science, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1126/science.1165620 2405685:2H439GC6 2486141:QY3VWCSF
Keywords: _Added-ailr-2024

Systematic literature reviews in software engineering – a systematic literature review - Kitchenham, Barbara; Pearl Brereton, O.; Budgen, David; Turner, Mark; Bailey, John; Linkman, Stephen (Information and Software Technology, 2009)
Background: In 2004 the concept of evidence-based software engineering (EBSE) was introduced at the ICSE04 conference. Aims: This study assesses the impact of systematic literature reviews (SLRs) which are the recommended EBSE method for aggregating evidence. Method: We used the standard systematic literature review method employing a manual search of 10 journals and 4 conference proceedings. Results: Of 20 relevant studies, eight addressed research trends rather than technique evaluation. Seven SLRs addressed cost estimation. The quality of SLRs was fair with only three scoring less than 2 out of 4. Conclusions: Currently, the topic areas covered by SLRs are limited. European researchers, particularly those at the Simula Laboratory appear to be the leading exponents of systematic literature reviews. The series of cost estimation SLRs demonstrate the potential value of EBSE for synthesising evidence and making it available to practitioners.
Extra URL: https://linkinghub.elsevier.com/retrieve/pii/S0950584908001390 KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2008.09.009 2405685:UHB3JJEW 2534378:VLJPW5LY

Mobile pastoralists and education: strategic options - Krätli, Saverio; Dyer, Caroline (International Institute for Environment and Development (UK), 2009)
OCLC: 530332024 KerkoCite.ItemAlsoKnownAs: 2339240:9K8YBQ5V 2405685:9UUV7432
Keywords: ___working_potential_duplicate

Mobile pastoralists and education: strategic options - Krätli, Saverio; Dyer, Caroline (International Institute for Environment and Development (UK), 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:VM5C8CTC 2405685:67CTNWXD
Keywords: ___working_potential_duplicate

See me, hear me. A guide to using the UN Convention on the Rights of Persons with Disabilities - Lansdown, Gerison (Save the Children, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:5GFWUHXF 2405685:KCTNIF3M 503888:P78X4BL7
Keywords: CitedIn:eCubed; eCubed

Sisimpur’s reach and educational impact: Evidence from a national longitudinal survey of a Sesame Street project in Bangladesh. - Lee, H.J. (Sesame Workshop, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:KIX4GIDD 2405685:JU9AZWT2 4803016:35JDVYDE

The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. - Liberati, Alessandro; Altman, Douglas G.; Tetzlaff, Jennifer; Mulrow, Cynthia; Gøtzsche, Peter C.; Ioannidis, John P.A.; Clarke, Mike; Devereaux, P. J.; Kleijnen, Jos; Moher, David (BMJ (Clinical research ed.), 2009)
Systematic reviews and meta-analyses are essential to summarise evidence relating to efficacy and safety of healthcare interventions accurately and reliably. The clarity and transparency of these reports, however, are not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (quality of reporting of meta-analysis) statement-a reporting guideline published in 1999-there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realising these issues, an international group that included experienced authors and methodologists developed PRISMA (preferred reporting items for systematic reviews and meta-analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this explanation and elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA statement, this document, and the associated website (www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses.
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2700 2405685:IY3KR6K9
Keywords: ___working_potential_duplicate

The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. - Liberati, Alessandro; Altman, Douglas G.; Tetzlaff, Jennifer; Mulrow, Cynthia; Gøtzsche, Peter C.; Ioannidis, John P.A.; Clarke, Mike; Devereaux, P. J.; Kleijnen, Jos; Moher, David (BMJ (Clinical research ed.), 2009)
Systematic reviews and meta-analyses are essential to summarise evidence relating to efficacy and safety of healthcare interventions accurately and reliably. The clarity and transparency of these reports, however, are not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (quality of reporting of meta-analysis) statement-a reporting guideline published in 1999-there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realising these issues, an international group that included experienced authors and methodologists developed PRISMA (preferred reporting items for systematic reviews and meta-analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this explanation and elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA statement, this document, and the associated website (www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses.
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2700 2405685:IY3KR6K9
Keywords: ___working_potential_duplicate; auto_merged

Designing for complex ICT-based learning: understanding teacher thinking to help improve educational design - Markauskaite, Lina; Goodyear, Peter (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:CVKX9PML 2405685:4SAUCKC2
Keywords: ⛔ No DOI found

Struggles over land reform in Tanzania: Experiences of Tanzania gender networking programme and feminist activist coalition - Mbilinyi, Marjorie; Shechambo, Gloria (Feminist Africa, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:YJQ6HM39 2405685:6ZEZ2VLC
Keywords: ⛔ No DOI found

Qualitative Research: A Guide to Design and Implementation - Merriam, Sharan B. (John Wiley & Sons, 2009)
Praise for the Third Edition of Qualitative Research: "Sharan B. Merriam synthesizes twenty years of developments in qualitative research with clarity and acumen." ?Michael Quinn Patton, author, Qualitative Research and Evaluation Methods "Here is a qualitative research methods book that reinforces the connection between professional experience and qualitative inquiry." ?Robert Stake, author, The Art of Case Study Research and Multiple Case Study Analysis "In this new edition, Sharan Merriam once again presents the world of qualitative research in language engaging and accessible?for new and experienced readers alike. If you can have only one book about qualitative research, this is it!" ?Patricia M. Reeves, associate professor, School of Social Work, University of Georgia "Mystified by qualitative research? You couldn't ask for a better guide than Sharan Merriam, who introduces you to the fundamental concepts of this research method, explains its complex forms, and then shows you exactly how to do a high-quality qualitative study." ?M. Carolyn Clark, coeditor, The International Journal of Qualitative Studies in Education
KerkoCite.ItemAlsoKnownAs: 2339240:N3J2Y93P 2405685:7G2UTPZC
Keywords: Education / General

National Education Policy 2009 - Ministry of Education (Government of Pakistan, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:K3JILXD8 2405685:9ZZ2SVMJ 2405685:M94ZQF5Z

National Education Policy - Ministry of Education and Federal Training (Pakistan) (2009)
KerkoCite.ItemAlsoKnownAs: 2405685:C2TJ7SEC

Education and Training Policy - Ministry of Education and Vocational Training (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:U2T3JYR8 2405685:NV4VKFX9

Education and Training Policy 2009 -Translated Draft - Ministry of Education and Vocational Training (United Republic of Tanzania, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:2TPZCUZ8 2405685:RNFHTS7E

Literacy Promotion through Mobile Phones - Miyazawa, Ichiro (UNESCO, 2009)
KerkoCite.ItemAlsoKnownAs: 2405685:ITZEFIGS

PRISMA: Preferred Reporting Items for Systematic Reviews and Meta-Analyses - Moher, D; Liberati, A; Altman, DG (PLoS Med, 2009)
PRISMA is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses. PRISMA focuses on the reporting of reviews evaluating randomized trials, but can also be used as a basis for reporting systematic reviews of other types of research, particularly evaluations of interventions.
KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pmed100097 2339240:D6R5ZTGB 2405685:W8ACXNRM
Keywords: THEME: Education management; ⚠️ Invalid DOI

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G. (BMJ, 2009)
David Moher and colleagues introduce PRISMA, an update of the QUOROM guidelines for reporting systematic reviews and meta-analyses
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2535 2339240:92S5HDHK 2405685:VPGSHUXL
Keywords: ___working_potential_duplicate

Open and distance learning for basic education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas. - Morpeth, R; Creed, C; Cullen, J; Page, E; Raynor, J (United Nations Children's Fund, 2009)
OCLC: 732344293 KerkoCite.ItemAlsoKnownAs: 2339240:QT6HVKXS 2405685:WLVSJWJH
Keywords: ___working_potential_duplicate

Open and distance learning for basic education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas. - Morpeth, Ros; Creed, Charlotte; Cullen, Jane; Page, Elspeth; Raynor, Janet (UNICEF, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:NJVAHKIY 2405685:4T4243XR
Keywords: ___working_potential_duplicate

Radio Instruction to Strengthen Education (RISE) in Zanzibar. Learning gains assessment: more than child's play. - Morris, Emily; Philip, Miriam; Othman, Abrahman Faki; Mitchell, James; Quiones, Esteban J.; Leatxe, Denisse (Education Development Center, Inc. and Ministry of Education and Vocational Training, 2009)
Students at a RISE learning center, who now have access to an early childhood education. RADIO INSTRUCTION TO STRENGTHEN EDUCATION (RISE) IN ZANZIBAR LEARNING GAINS ASSESSMENT:…
KerkoCite.ItemAlsoKnownAs: 2339240:B9UUQVJH 2405685:9E3KIGN5

Teacher learning and policy intention: selected findings from an evaluation of a large‐scale programme of professional development in the Republic of Ireland - Murchan, Damian; Loxley, Andrew; Johnston, Keith (European Journal of Teacher Education, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1080/02619760903247292 2339240:TT6DVECV 2405685:5VUMZ5WA

Creating effective teaching and learning environments: first results from TALIS - OECD (OECD, 2009)
OCLC: 845567686 KerkoCite.ItemAlsoKnownAs: 2405685:9N4IMAQN
Keywords: C:OECD countries

Blogging as a Critical Praxis: Becoming a Critical Teacher Educator in the Ague of Participatory Culture - Pascarella, John (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:9JYTR4IK 2405685:V5UQRXDR
Keywords: ⛔ No DOI found

Blogging as critical praxis: becoming a critical teacher educator in the age of participatory culture - Pascarella, John (McGill University, 2009)
This self-study of becoming a critical teacher educator extends the research on blogs as a vehicle of critical self-reflection in teaching and teacher education. While the primary focus of this thesis is a self-study of the process of becoming a teacher educator, the author presents findings based on discursive data collected from blogs produced by teacher candidates in two case studies, which inform this process of becoming. The case studies are represented as two “strands”: one carried out in Montréal, Quebec, Canada, at McGill University, and the other carried out near Durban, KwaZulu-Natal, South Africa, at the University of KwaZulu-Natal. Like prior studies involving the use of blogs in teacher preparation, this study examines pre-service teachers’ critical engagement with topics and issues endemic to their current field experiences and future careers in K-12 classrooms. The instructional techniques deployed in the case studies adhered to principles of modeling technology integration in order to transform teaching and learning activities by facilitating a learning environment for pre-service teacher candidates informed by the tenets of critical pedagogy. In this vein, this study examines the implementation of a particular instructional strategy, problem-posing pedagogy, as a practice that integrates the use of blogs to aid the achievement of pre-service teacher candidates’ “critical self-engagement” as well as contribute to the author’s development as a critical teacher educator.
ISBN: 978-0-494-61838-7 Publication Title: ProQuest Dissertations and Theses NR61838 Loc in Archive 305106950 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/305106950?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:3MNATQZE 2534378:IZK6PKSA 2534378:L3NWKKA3
Keywords: 0530:Teacher education; 0710:Educational technology; Blogging; Critical praxis; Culture; Education; Educational technology; Participatory culture; Teacher education; Teacher educator; __:import:01; __:match:final; __:matched; __:study_id:2097704; __finaldtb

TVET and community reintegration: exploring the connections in Sierra Leone's DDR process - Paulson, J. (International handbook of education for the changing world of work: bridging academic and vocational learning, 2009)
KerkoCite.ItemAlsoKnownAs: 2405685:SI333Z4W

The Waterfall Model in Large-Scale Development | SpringerLink - Petersen, Kai; Wohlin, Claes; Baca, Dejan (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:CUTJVXRU 2405685:AAQZP9JA

Public-private partnerships in ICT for education - Pillay, Hitendra; Hearn, Greg (Digital Review of Asia Pacific 2009-2010, 2009)
A recent World Bank report notes that across the world, per capita economic growth is driven by three information and communication technology (ICT)-related factors: investments in equipment and infrastructure, investments in human capital (i.e. in education and innovation), and efficient use of labour (human resource) and capital that increases productivity (Schware 2005). These three factors have a direct impact on the provisioning of education. For one, the demand to adopt ICT-supported education services, or e-education, is outweighing the capacity of governments to adequately support education reform and expansion.
KerkoCite.ItemAlsoKnownAs: 2339240:64L4JMYB 2405685:2NB6WZG3
Keywords: ⛔ No INSPIRE recid found

Mother-tongue education in Africa for emancipation and development: Towards the intellectualisation of African languages - Prah, Kwesi Kwaa (Languages and education in Africa: A comparative and transdisciplinary analysis, 2009)
Publisher: Symposium books Oxford KerkoCite.ItemAlsoKnownAs: 2405685:VRXH527K 4042040:FRQ62ZAC
Keywords: ⛔ No DOI found

Langues et école en Guyane - Renault-Lescure, Odile; Migge, Bettina (L'Harmattan, 2009)
KerkoCite.ItemAlsoKnownAs: 2405685:655T4Y9E 4042040:NEF5UXZT

A summary of 'Diffusion of innovations' - Robinson, Les (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:QR5H3TLM 2405685:IGDMG7E5

The futility of attempting to codify academic achievement standards | SpringerLink - Sadler, Royce (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:WLDMM9AL 2405685:E3CC57J7

Using system dynamics to model student interest in science technology, engineering, and mathematics - Sanchez, H. Alex; Wells, Brian; Attridge, Joanne M. (Proceedings of The 27th International Conference of the System Dynamics Society, 2009)
KerkoCite.ItemAlsoKnownAs: 2405685:ERANKEMP 2405685:XR5WTEMG
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Understanding technology adoption: theory and future directions for informal learning - Straub, Evan T. (Review of Educational Research, 2009)
How and why individuals adopt innovations has motivated a great deal of research. This article examines individuals’ computing adoption processes through the lenses of three adoption theories: Rogers’s innovation diffusion theory, the Concerns-Based Adoption Model, the Technology Acceptance Model, and the United Theory of Acceptance and Use of Technology. Incorporating all three models, this article suggests technology adoption is a complex, inherently social, developmental process; individuals construct unique yet malleable perceptions of technology that influence their adoption decisions. Thus, successfully facilitating technology adoption must address cognitive, emotional, and contextual concerns. This article also focuses specific attention on adoption theory outside of a formal organization and the implications of adoption theory on informal environments.
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654308325896 2339240:SXNKWGBZ 2405685:UMNMVJE4

Information Literacy in Kenya - Tilvawala, Khushbu; Myers, Michael D.; Andrade, Antonio Díaz (The Electronic Journal of Information Systems in Developing Countries, 2009)
There are a growing number of information and communications technologies (ICT) initiatives in developing countries. These initiatives are usually undertaken on the basis that they are important for social and economic development. However, one barrier to the efficient utilisation of ICT in developing countries is the relatively low level of information literacy. Without the ability to manipulate and use information effectively, investments in ICT-for-development projects may be unsuccessful. In this research project, three ICT initiatives in Kenya are analysed in the light of the dimensions of information literacy. Implications for other developing countries are discussed.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/j.1681-4835.2009.tb00275.x KerkoCite.ItemAlsoKnownAs: 10.1002/j.1681-4835.2009.tb00275.x 10/gj37f3 2339240:BP8W3QED 2405685:2BHNSFRF
Keywords: Information and communications technology; Kenya; developing countries; information literacy

On-line safety for students in developing countries - Trucano, Mike (2009)
When participating in discussions with officials planning for the use of computers and the Internet in schools in many developing countries, I am struck by how child Internet safety issues are often only considered as an afterthought – if indeed they are considered at all. Yet these issues almost *always* present themselves during implementation, and ...
KerkoCite.ItemAlsoKnownAs: 2339240:6F2RLCQS 2405685:5W4VQIV4

Human Development Report 2009: Overcoming barriers—Human mobility and development - UNDP (United Nations Development Programme (UNDP), 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:JCKNGM3L 2405685:XEIHRBY3

Overcoming inequality: why governance matters - UNESCO (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:X7ICVKB8 2405685:3YGT6Z7I
Keywords: EfA; GMR

Citizens In 34 Countries Show Implicit Bias Linking Males More Than Females With Science - Univeristy of Virginia (ScienceDaily, 2009)
Implicit stereotypes – thoughts that people may be unwilling to express or may not even know that they have – may have a powerful effect on gender equity in science and mathematics engagement and performance, according to a new study.
KerkoCite.ItemAlsoKnownAs: 2339240:SQGPCWLJ 2405685:TMHVFA4Z

Vers une école plurilingue: Dans les collectivités françaises d'Océanie et de Guyane - Vernaudon, Jacques; Fillol, Véronique (Vers une école plurilingue, 2009)
Publisher: L'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:KS8MMNGD 4042040:IF35AMA6
Keywords: ⛔ No DOI found

Planning for educational change: putting people and their contexts first - Wedell, Martin (Bloomsbury publishing, 2009)
KerkoCite.ItemAlsoKnownAs: 2405685:97JNXGSM
Keywords: ⛔ No DOI found

Educational reform, enquiry‐based learning and the re‐professionalisation of teachers - Williamson, Ben; Morgan, John (The Curriculum Journal, 2009)
Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1080/09585170903195894 KerkoCite.ItemAlsoKnownAs: 10.1080/09585170903195894 2339240:UECZRQMK 2405685:3J8IQVHB 2405685:BU4DA77T 2405685:JR8QJ4C7 2534378:ZGC3LGMX

Briefing note on e-learning - World Bank (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:R8SD9XHC 2405685:IRPDPJ5Z

The Political Economy of Data Protection - Yu, Peter K (2009)
KerkoCite.ItemAlsoKnownAs: 2339240:LJFB55TY 2405685:QQ2D5FDM

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 3rd Edition - Fisher, Douglas; Frey, Nancy (ASCD (Association for Supervision and Curriculum Development), 2008)
Now in its third edition, Better Learning Through Structured Teaching is the definitive guide to the gradual release of responsibility—an instructional framework any teacher can use to help students t
KerkoCite.ItemAlsoKnownAs: 2339240:SBH2K6G6 2405685:6CGKTBYC

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

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