Defining the Digital Divide: Developing a Theoretical Understanding of Inequalities in the Information Age - Selwyn, Neil (Cardiff University School of Social Sciences, 2002)
KerkoCite.ItemAlsoKnownAs: 2405685:RQ3X93P5

Does it make a difference? Evaluating professional development - Guskey, Thomas R (Education Leadership, 2002)
Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result—improved student outcomes.
KerkoCite.ItemAlsoKnownAs: 2405685:MK5KQJTQ 2534378:NNITJUR2
Keywords: ___working_potential_duplicate; auto_merged; ⛔ No DOI found

Identity and schooling: Some lessons for the economics of education - Akerlof, G.A.; Kranton, R.E. (Journal of Economic Literature, 2002)
shortDOI: 10/gd2x2h KerkoCite.ItemAlsoKnownAs: 10.1257/.40.4.1167 10/gd2x2h 2339240:K54TNP5N 2405685:3F9RZUT5

Teachers' and Pupils' Experiences of Integrated Education in Uganda - Arbeiter, Susanne; Hartley, Sally (International Journal of Disability, Development and Education, 2002)
Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach was chosen using individual interviews, focus group discussions with teachers, pupils and head teachers, and observations in classrooms. Three primary schools in different districts of Uganda were selected as research sites. For a number of reasons data collection from the pupils proved problematic but generally the ndings con rmed the information drawn from the review of literature. In addition to the high teacher–pupil ratio, there is an alarming lack of resources in the schools and an urgent need for teacher training to meet special needs in the classroom. Despite these dif cult conditions found in schools, many teachers had positive attitudes towards integrating children with disabilities, but only a few examples from the classroom observations showed good practice for meeting a diversity of needs.
shortDOI: 10/frj9zc KerkoCite.ItemAlsoKnownAs: 10.1080/10349120120115334 10/frj9zc 2405685:QR783YSK

Interactive Radio Instruction: An Update from the Field - Bosch, Andrea; Rhodes, Rebecca; Kariuki, Sera (Education Development Center, 2002)
Interactive radio instruction (IRI), a methodology developed to turn a typically one-way technology into a tool for active learning in and outside the classroom, continues to be an attractive educational strategy in developing countries after almost 30 years. The original model for IRI math, created in Nicaragua by a team from Stanford University in the early 1970s, sought to combine the low cost and high reach of the radio medium and a clear understanding of how people learn. Since that time, 20 countries around the world have developed IRI programs for a variety of subjects, audiences, and learning environments, many of which have been sustained for up to 10 years and counting. The methodology has been expanded and adapted to include different levels of math, science, health, English, Spanish and Portuguese, environmental education, early childhood development, and adult basic education for learners of all ages. In each case, the series has been designed specifically by local specialists to be engaging and to meet learning objectives in that country. After three decades, interest in IRI does not seem to be waning. (See the Annex at the end of this chapter for a list of IRI projects and their current status.) This chapter updates earlier information about interactive radio instruction over the past five years, and introduces two cases where IRI has had an impact in Africa in two ways not captured in the past.1 In Guinea, IRI has gone to scale on an unprecedented level in West Africa to reach students and teachers on a national level. The Guinean IRI series is integrated with teacher development initiatives and is used in almost all primary schools across the nation, with 880,000 students. In Zambia, a new IRI series is being developed that reaches out to students who otherwise would be without schools, and have become increasingly vulnerable due to poverty and the HIV/AIDs. This example shows how IRI can be used effectively to overcome obstacles of access in Africa and to increase the chances that students can receive an education. These examples show how IRI retains its core elements, yet continues to evolve to meet new educational and social challenges.
KerkoCite.ItemAlsoKnownAs: 2339240:NJJTZUJS 2405685:PNRBAXJM

Using meta ethnography to synthesise qualitative research: A worked example - Britten, Nicky; Campbell, Rona; Pope, Catherine; Donovan, Jenny; Morgan, Myfanwy; Pill, Roisin (Journal of Health Services Research and Policy, 2002)
Objectives: To demonstrate the benefits of applying meta ethnography to the synthesis of qualitative research, by means of a worked example. Methods:. Four papers about lay meanings of medicines were arbitrarily chosen. Noblit and Hare's seven-step process for conducting a meta ethnography was employed: getting started; deciding what is relevant to the initial interest; reading the studies; determining how the studies are related; translating the studies into one another; synthesising translations; and expressing the synthesis. Results: Six key concepts were identified: adherence/compliance; self-regulation; aversion; alternative coping strategies; sanctions; and selective disclosure. Four second-order interpretations (derived from the chosen papers) were identified, on the basis of which four third-order interpretations (based on the key concepts and second-order interpretations) were constructed. These were all linked together in a line of argument that accounts for patients' medicine-taking behaviour and communication with health professionals in different settings. Third-order interpretations were developed which were not only consistent with the original results but also extended beyond them. Conclusions: It is possible to use meta ethnography to synthesise the results of qualitative research. The worked example has produced middle-range theories in the form of hypotheses that could be tested by other researchers. © The Royal Society of Medicine Press Ltd 2002.
KerkoCite.ItemAlsoKnownAs: 10.1258/135581902320432732 2405685:KJ4GKUEA

Sampling issues in design, conduct, and interpretation of international comparative studies of school achievement - Chromy, J.R. (In A.C. Porter, & A. Gamoran (Eds.), Methodological advances in cross-national surveys of educational achievement (pps. 80- 116)., 2002)
KerkoCite.ItemAlsoKnownAs: 2339240:SQ9NT8SW 2405685:9UYVDGIK

Preparing for culturally responsive teaching - Gay, Geneva (Journal of Teacher Education, 2002)
Publisher: Sage PublicationsSage CA: Thousand Oaks, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0022487102053002003 2339240:7NCF36I4 2339240:7WR6XMUE 2405685:BQZJKSM9 2405685:R4LV2TSF

Complicated and complex systems: what would successful reform of Medicare look like? - Glouberman, Sholom; Zimmerman, Brenda (Romanow Papers, 2002)
Publisher: University of Toronto Press KerkoCite.ItemAlsoKnownAs: 2339240:HM693WEP 2405685:K9DGRHCI
Keywords: ⛔ No DOI found

Professional Development and Teacher Change - Guskey, Thomas R. (Teachers and Teaching, 2002)
This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers’ attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey & Huberman, 1995), which was named `Book of the Year’ by the National Staff Development Council in 1996.
shortDOI: 10/fnm4h7 KerkoCite.ItemAlsoKnownAs: 10.1080/135406002100000512 10/fnm4h7 2405685:WLVXAV3Q

Teacher learning for educational change: A systems thinking approach - Hoban, Garry Francis; Hoban, Garry F. (Open University Press Buckingham, 2002)
KerkoCite.ItemAlsoKnownAs: 2339240:9BA5PLTJ 2405685:AT3UQE4V

Information and communication technologies in teacher education: a planning guide - Khvilon, Evgueni; Patru, Mariana (UNESCO, 2002)
KerkoCite.ItemAlsoKnownAs: 2405685:W28QNJG4 2534378:5M45SD5V
Keywords: auto_merged

Mother-tongue education in South Africa: the weight of history - Klerk, Gerda de (2002)
Publisher: Walter de Gruyter GmbH & Co. KG Berlin, Germany KerkoCite.ItemAlsoKnownAs: 2405685:ZTHVXR99 4042040:RLJUURAA

Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia - O’Sullivan, Margo C. (Teaching and Teacher Education, 2002)
The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reﬂective approaches. This has undoubtedly inﬂuenced the relatively recent introduction of reﬂective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reﬂective approaches in the training of unqualiﬁed and underqualiﬁed primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reﬂective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reﬂection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved.
Extra URL: https://linkinghub.elsevier.com/retrieve/pii/S0742051X02000148 KerkoCite.ItemAlsoKnownAs: 10.1016/S0742-051X(02)00014-8 2339240:TEEMNCIK 2339240:TQI4YUMP 2405685:Q8N9AGMR 2405685:RPEHPJH5 2405685:UPFKVQ5A 2534378:G446AQHA

Scales for Rating the Behavioral Characteristics of Superior Students. Technical and Administration Manual. - Renzulli, Joseph S.; Smith, Linda H.; White, Alan J.; Callahan, Carolyn M.; Hartman, Robert K.; Westberg, Karen L. (ERIC, 2002)
This manual describes development and use of the revised "Scales for Rating the Behavioral Characteristics of Superior Students" (SRBCSS-R), a teacher judgment instrument appropriate for use as one measure in the identification of gifted students. Part 1 explains the judgmental and empirical procedures used to revise the items on the original SRBCSS-R and the methods for conducting two field test administrations of the revised scales. It also presents the results from the analyses and the reliability and validity evidence. Two tables summarize the construct validity data and the criterion-related data on teacher judgment measures. Part 2 provides instructions for administering and interpreting the SRBCSS-R and describes purposes for using the scales, guidelines for using the scales correctly, a teacher training exercise, and how to establish local norms. Five appendices include: the second field test version of the SRBCSS-R, a brief scale for rating student performance in a gifted program, a sample SRBCSS-R, the full teacher-training exercise for using the SRBCSS-R, guidelines for calculating local percentile rank norms, and an article, "A Practical System for Identifying Gifted and Talented Students" by Joseph S. Renzulli. (DB)
KerkoCite.ItemAlsoKnownAs: 2339240:7BLYH7Q8 2405685:HPMQJ44R
Keywords: Ability Identification; Academically Gifted; Behavior Rating Scales; Elementary Secondary Education; Test Interpretation; Test Reliability; Test Validity; Testing

Experimental and quasi-experimental designs for generalized causal inference - Shadish, William R; Cook, Thomas D; Campbell, Donald T (Houghton, Mifflin and Company, 2002)
KerkoCite.ItemAlsoKnownAs: 2339240:4NSL4FTX 2339240:ZUQ373S8 2405685:2GJAJDYU

Aid Effectiveness and Policy Ownership - Sobhan, R (Development and Change, 2002)
KerkoCite.ItemAlsoKnownAs: 10.1111/1467-7660.00267 10/dqm388 2339240:4NCLWIGB 2405685:ZMMG5MJL

International Classification of Functioning, Disability and Health Framework (ICF) - WHO (2002)
KerkoCite.ItemAlsoKnownAs: 2339240:M77VEEWU 2405685:UHN66MY9

Two degrees of separation in complex food webs - Williams, Richard J.; Berlow, Eric L.; Dunne, Jennifer A.; Barabási, Albert-László; Martinez, Neo D. (Proceedings of the National Academy of Sciences, 2002)
Publisher: National Acad Sciences KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.192448799 2339240:32QBK3M6 2405685:MDKLUVY4

What makes professional development effective? Results from a national sample of teachers - Garet, Michael; Porter, Andrew; Desimone, Laura; Birman, Beatrice; Yoon, Kwang Suk (American Educational Research Journal - AMER EDUC RES J, 2001)
This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.
KerkoCite.ItemAlsoKnownAs: 10.3102/00028312038004915 2339240:Q2BH8PXC 2405685:GTTX33QX

The Tertiary Education Commission Act - Kabbah, President Alhaji Ahmad Tejan (2001)
KerkoCite.ItemAlsoKnownAs: 2405685:URKBLF52

The National Council for Technical , Vocational and other Academic Awards Act - Kabbah, President Alhaji Ahmad Tejan (2001)
KerkoCite.ItemAlsoKnownAs: 2405685:M3MZ2L84

The Polytechnics Act - Kabbah, President Alhaji Ahmad Tejan (2001)
KerkoCite.ItemAlsoKnownAs: 2405685:HMGAWLHC

Affordability and cost-effectiveness: decision-making on the cost-effectiveness plane - Sendi, P. P.; Briggs, A. H. (Health Economics, 2001)
Much recent research interest has focused on handling uncertainty in cost-effectiveness analysis and in particular the calculation of confidence intervals for incremental cost-effectiveness ratios (ICERs). Problems of interpretation when ICERs are negative have led to two important and related developments: the use of the net-benefit statistic and the presentation of uncertainty in cost-effectiveness analysis using acceptability curves. However, neither of these developments directly addresses the problem that decision-makers are constrained by a fixed-budget and may not be able to fund new, more expensive interventions, even if they have been shown to represent good value for money. In response to this limitation, the authors introduce the affordability curve which reflects the probability that a programme is affordable for a wide range of threshold budgets. The authors argue that the joint probability an intervention is affordable and cost-effective is more useful for decision-making since it captures both dimensions of the decision problem faced by those responsible for health service budgets.
Number: 7 Publisher: John Wiley and Sons KerkoCite.ItemAlsoKnownAs: 10.1002/hec.639 2339240:SXUMKWQZ 2405685:CQBIWZXP

The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project - Wright, John; Huston, Aletha; Murphy, Kimberlee; Peters, Michelle; Pinõn, M.; Scantlin, R.; Kotler, Jennifer (Child development, 2001)
For two cohorts of children from low- to moderate-income families, time-use diaries of television viewing were collected over 3 years (from ages 2-5 and 4-7 years, respectively), and tests of reading, math, receptive vocabulary, and school readiness were administered annually. Relations between viewing and performance were tested in path analyses with controls for home environment quality and primary language (English or Spanish). Viewing child-audience informative programs between ages 2 and 3 predicted high subsequent performance on all four measures of academic skills. For both cohorts, frequent viewers of general-audience programs performed more poorly on subsequent tests than did infrequent viewers of such programs. Children's skills also predicted later viewing, supporting a bidirectional model. Children with good skills at age 5 selected more child-audience informative programs and fewer cartoons in their early elementary years. Children with lower skills at age 3 shifted to viewing more general-audience programs by ages 4 and 5. The results affirm the conclusion that the relations of television viewed to early academic skills depend primarily on the content of the programs viewed.
KerkoCite.ItemAlsoKnownAs: 10.1111/1467-8624.t01-1-00352 2339240:86SXG6MH 2405685:DJ3VHEIC

Double-Shift Secondary Schools: Possibilities and Issues - Linden, Toby (2001)
KerkoCite.ItemAlsoKnownAs: 2339240:8VG32CVC 2405685:RZP43K2T

Constructivist learning systems: a new paradigm - Weiqi Li (Proceedings IEEE International Conference on Advanced Learning Technologies, 2001)
The educational enterprise is in the midst of a philosophical shift from a behaviorist to a constructivist paradigm. If constructivism is to be taken seriously as a new educational paradigm in the information age, learning technology R&D must pay more attention to learners instead of teachers. A constructivist learning environment (CLE) is a technology-rich, open place where a learner can use a variety of tools and information resources in his pursuit of learning goals and problem-solving activities. Wherein the learner can draw upon information resources and tools to actively construct knowledge, generate a diverse array of ideas, develop multiple modes of representation, engage in social interaction, and solve authentic problems. Four major elements are bound together by their roles in the establishment of a CLE: public knowledge system; distributed instructional system; learning community; constructivist learning system.
shortDOI: 10/chckwf KerkoCite.ItemAlsoKnownAs: 10/chckwf 2405685:4VQVBBWR
Keywords: Buildings; CLE; Collaborative work; Education; Educational technology; Information technology; Learning systems; Problem-solving; Process control; Research and development; Shape; constructivist learning environments; constructivist learning systems; constructivist paradigm; distributed instructional system; educational enterprise; educational paradigm; educational technology; human factors; information age; information resources; learning community; learning goals; learning technology R&d; philosophical shift; problem-solving activities; public knowledge system; social aspects of automation; social interaction; teaching; user interfaces

Digital Divide in Developing Countries - Lu, Ming-te (Journal of Global Information Technology Management, 2001)
Publisher: Routledge _eprint: https://doi.org/10.1080/1097198X.2001.10856304 KerkoCite.ItemAlsoKnownAs: 10.1080/1097198X.2001.10856304 2339240:NRNWKC7T 2405685:92RTAQLI

IT and Education for the Poorest of the Poor: Constraints, Possibilities, and Principles - Wagner, Daniel (TechKnowLogia: International Journal for the Advancement of Knowledge and Learning, 2001)
Long before the term "Digital Divide" became a common term to describe gaps between the rich and poor in the effective access and use of information technology (IT), most policy makers, researchers and practitioners could at least agree on one thing: Reaching the poorest of the poor was going to be the most difficult of challenges.
KerkoCite.ItemAlsoKnownAs: 2339240:6MA9RTAZ 2339240:X47HG28W 2405685:4VR3QH65 2405685:9ISIB2PQ 2405685:EKYG84SU
Keywords: ⛔ No DOI found

Individual Differences in Cognitive Planning on the Tower of Hanoi Task: Neuropsychological Maturity or Measurement Error? - Bishop, D. V. M.; Aamodt-Leeper, G.; Creswell, C.; McGurk, R.; Skuse, D. H. (The Journal of Child Psychology and Psychiatry and Allied Disciplines, 2001)
The Tower of Hanoi (ToH) task was given to 238 children aged from 7 to 15 years, and 20 adults. Individual variation within an age band was substantial. ToH score did not correlate significantly with Verbal IQ, nor with ability to inhibit a prepotent response. We readministered the ToH to 45 children after 30 to 40 days. The test-retest correlation of ·5 is low in relation to accepted psychometric standards, though at least as high as reliability of the related Tower of London (ToL) in adults. The reasons for low reliability remain unclear; task novelty did not seem to be involved, as children did not improve on retest. We conclude that it is not safe to use this test to index integrity or maturation of underlying neurological systems in children. We compared our results with three published studies using the ToL with children, and found similar levels of performance on problems involving the same number of moves. Another study using automated ToL obtained much poorer scores, suggesting that computerised presentation may impair children's performance.
shortDOI: 10/dz5fcg KerkoCite.ItemAlsoKnownAs: 10.1017/s0021963001007247 10/dz5fcg 2339240:3GLJZX6N 2405685:NMH536YD
Keywords: Assessment; executive function; psychometrics

Development as Freedom - Sen, Amartya (OUP Oxford, 2001)
In Development as Freedom Amartya Sen explains how in a world of unprecedented increase in overall opulence millions of people living in the Third World are still unfree. Even if they are not technically slaves, they are denied elementary freedoms and remain imprisoned in one way or another by economic poverty, social deprivation, political tyranny or cultural authoritarianism. The main purpose of development is to spread freedom and its 'thousand charms' to the unfree citizens. Freedom, Sen persuasively argues, is at once the ultimate goal of social and economic arrangements and the most efficient means of realizing general welfare. Social institutions like markets, political parties, legislatures, the judiciary, and the media contribute to development by enhancing individual freedom and are in turn sustained by social values. Values, institutions, development, and freedom are all closely interrelated, and Sen links them together in an elegant analytical framework. By asking 'What is the relation between our collective economic wealth and our individual ability to live as we would like?' and by incorporating individual freedom as a social commitment into his analysis Sen allows economics once again, as it did in the time of Adam Smith, to address the social basis of individual well-being and freedom.
Google-Books-ID: Qm8HtpFHYecC KerkoCite.ItemAlsoKnownAs: 2339240:9V25PEIJ 2405685:T9Y67E3I
Keywords: Business & Economics / Economics / General; Political Science / General

School Culture and School Performance: An Explorative Study into the Organizational Culture of Secondary Schools and Their Effects - Maslowski, Ralf (2001)
Thesis (doctoral)–University of Twente, 2001.
KerkoCite.ItemAlsoKnownAs: 2339240:WFXGBIWJ 2405685:MVBNIFEF
Keywords: ⛔ No DOI found

The role of nongovernmental organizations in primary education: a study of six NGOs in India - Jagannathan, Shanti (Robert McNamara Fellowships Program, World Bank Institute, 2001)
KerkoCite.ItemAlsoKnownAs: 2339240:9T4Z9KYJ 2405685:RLLN4D4J

EPPI-Centre Core Keywording Strategy (EPPI-Centre, 2001)
KerkoCite.ItemAlsoKnownAs: 2317526:D6HQH6LW 2339240:E6UX7FJ5 2405685:3AI34M3C
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Self-efficacy beliefs as shapers of children's aspirations and career trajectories - Bandura, Albert; Barbaranelli, Claudio; Caprara, Gian Vittorio; Pastorelli, Concetta (Child Development, 2001)
KerkoCite.ItemAlsoKnownAs: 10.1111/1467-8624.00273 2339240:4UDXH9PX 2405685:4S7USBZC

The Digital Divide: Bridging the Divide Naturally - Crandall, Robert W. (Brookings, 2001)
Brookings Review article by Robert W. Crandall (Winter 2001)
KerkoCite.ItemAlsoKnownAs: 2339240:XX3MQUXZ 2405685:GMPNSL2I

Systematic Reviews of Educational Research: Does the medical model fit? - Evans, Jennifer; Benefield, Pauline (British Educational Research Journal, 2001)
There has been a recent increase in interest in the research review as a method of presenting cumulative data about the effects of educational policies and practices. This is part of a wider movement in ‘evidence-informed policy-making’ espoused by the current Government. In part, the interest as been sparked by the perceived success of the Cochrane Collaboration in medicine, which has set up a framework for conducting and verifying systematic reviews and meta-analyses of random controlled trials of medical interventions. A pilot project to apply the methods of systematic review has been carried out at the National Foundation for Educational Research. The subject of the review was ‘Strategies to Support Pupils with Emotional and Behavioural Difficulties in Mainstream Primary Classrooms'. The article describes the process of the review, the adaptations of the ‘medical model’ to educational settings and discusses some of the implications of these for researchers and policy-makers.
shortDOI: 10/dzbk28 KerkoCite.ItemAlsoKnownAs: 10.1080/01411920120095717 10/dzbk28 2339240:DCUQSASN 2405685:JTX6WR7V

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

An Integrated ICT-led Socio-Economic Development Policy and Plan for Rwanda 2001 - 2005 - Government of Rwanda (2001)
KerkoCite.ItemAlsoKnownAs: 2339240:WXG3CA67 2405685:A2EUNCJZ

Children's rights: a second chance. - Lansdown, Gerison (International Save the Children Alliance, 2001)
OCLC: 920940678 KerkoCite.ItemAlsoKnownAs: 2339240:FY57G3RB 2405685:3XEPMABU 503888:3YRR8ICF

Simplifying complexity: a review of complexity theory - Manson, Steven M. (Geoforum, 2001)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0016-7185(00)00035-X 2339240:M75CLI22 2405685:GWZI6S5D

Modelling and supporting ICT implementation in secondary schools - Mooij, Ton; Smeets, Ed (Computers & Education, 2001)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0360-1315(00)00068-3 2339240:AGM87JMU 2405685:LATP6NIT

Applying the general systems theory to students'conflict management in Nigeria's tertiary institutions - Oyebade, S. A. (Lagos Journal of Educational Administration and Planning, 2001)
KerkoCite.ItemAlsoKnownAs: 2339240:A2TBJ9CH 2405685:PP7FDCNC
Keywords: ⛔ No DOI found

Meta-Study of Qualitative Health Research - Paterson, Barbara L.; Thorne, S.E.; Canam, C.; Jillings, C. (2001)
A Practical Guide to Meta-Analysis and Meta-Synthesis
KerkoCite.ItemAlsoKnownAs: 2339240:P758YANY 2405685:LFHQ5544

Teacher Efficacy: Capturing an elusive construct - Tschannen-Moran, Megan; Hoy, Anita Woolfolk (Teaching and Teacher Education, 2001)
KerkoCite.ItemAlsoKnownAs: 10.1016/S0742-051X(01)00036-1 2339240:D3W592I8 2405685:TYE4TW26

Fertility Behavior and Psychological Stress: The Mediating Influence of Gender Norm Beliefs Among Egyptian Women - Waszak, Cynthia; Severy, Lawrence J.; Kafafi, Laila; Badawi, Isis (Psychology of Women Quarterly, 2001)
The influence of gender norms on women's family planning experiences is a finding that cuts across numerous studies included in Family Health International's multi-country Women's Studies Project. This paper explores findings from one of these studies on the mediating influence of beliefs about gender norms on the relationship between fertility behavior and psychological well-being. Using cross-sectional survey data from 4,908 Egyptian women, hierarchical multiple regression models were tested with depression and anxiety as the dependent variables. Independent variables included three demographic variables, two measures of beliefs about gender norms developed from survey items using exploratory factor analytic techniques, and two fertility behavior variables—use of family planning and number of children. Gender norm beliefs predicted both anxiety and depression. The statistical analyses demonstrated a separate effect of family planning use on anxiety, independent of gender norm beliefs, but the effect of family planning behaviors on depression disappeared when gender norm beliefs were included in the regression model, which indicates a mediating effect of gender norm beliefs. Although cross-sectional data do not allow for the determination of causality among the three types of variables, a conceptual framework is offered for the possible causal mechanisms for the identified relationships.
KerkoCite.ItemAlsoKnownAs: 10.1111/1471-6402.00021 2339240:CQZIAGQH 2339240:YVK5KDBR 2405685:LIQKUT75 2405685:N24ZFKYH

Sex, ecology, spirituality: The spirit of evolution - Wilber, Ken (Shambhala Publications, 2001)
KerkoCite.ItemAlsoKnownAs: 2339240:7NZCM5SR 2405685:VEWX4ZSL

"User sensitive inclusive design" - in search of a new paradigm - Newell, Alan F.; Gregor, Peter (Proceedings on the 2000 conference on Universal Usability, 2000)
This paper considers appropriate research methodologies for the development of Universal Usability. It is written from the viewpoint of research which has the long term objective of developing technological systems for everyone, including people with disabilities. It considers whether new research paradigms are appropriate and how they are different from those used within traditional technological research. It suggests the development of a new paradigm of “User Sensitive Inclusive Design” which includes people with disabilities within a User Centred Design methodology, and recommends a collaborative approach to the development of such a methodology.
KerkoCite.ItemAlsoKnownAs: 10.1145/355460.355470 2339240:8MBZDCBK 2405685:LP4C6FMU
Keywords: universal design; usability; user centered design

Who's Wired and Who's Not: Children's Access to and Use of Computer Technology - Becker, Henry (The Future of children / Center for the Future of Children, the David and Lucile Packard Foundation, 2000)
As computer technology becomes increasingly prevalent throughout society, concerns have been raised about an emerging "digital divide" between those children who are benefitting and those who are being left behind. This article presents results from new analyses of national survey data describing children's differential access to computers in school and at home, and the varying conditions that affect how children experience computers. For example, responses from a nationwide survey of teachers suggest that, as of 1998, more than 75% of students had access to computers at school. In fact, those teaching lower-income students reported weekly use of computers more often than those teaching higher-income students. But the nature of children's experiences using computers in school varied greatly by subject and teacher objectives, and the data suggest that lower-income students use computers more often for repetitive practice, whereas higher-income students use computers more often for more sophisticated, intellectually complex applications. Differences between low-income and high-income children's access to home computers were far less subtle. Survey data indicate that only about 22% of children in families with annual incomes of less than $20,000 had access to a home computer, compared to 91% of those in families with annual incomes of more than $75,000. And among children with access, those in low-income families were reported to use the computer less than those in high-income families, perhaps because most low-income families with computers lacked a connection to the Internet. The two most predictive factors of children's use of home computers were the child's age and the computer's capabilities. The author concludes that home access to computers will be a continued area of inequality in American society, and that schools must play a critical role in ensuring equal opportunity for less-advantaged children to access the benefits of the more intellectually powerful uses of computer technology.
KerkoCite.ItemAlsoKnownAs: 10.2307/1602689 2339240:HUG6LAQF 2405685:WE485ZZB

Stakeholder analysis: a review - Brugha, Ruairi; Varvarovszky, Zsuzsa (Health Policy and Planning, 2000)
KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/15.3.239 2339240:FTN7XZFZ 2339240:JUBJUTEN 2405685:RN9JUZML 2405685:YMK5IVES

A stakeholder analysis - Varvasovszky, Z. (Health Policy and Planning, 2000)
KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/15.3.338 2339240:JCIETF3L 2405685:MEBP44LD

Rwanda Vision 2020 - Ministry of Finance and Economic Planning (Republic of Rwanda, 2000)
KerkoCite.ItemAlsoKnownAs: 2405685:2BFX8SK3

Looking at National Systems of Innovation from the South - Arocena, Rodrigo; Sutz, Judith (Industry and Innovation, 2000)
shortDOI: 10/b49b93 KerkoCite.ItemAlsoKnownAs: 10.1080/713670247 10/b49b93 2405685:Q6SBNUJM

Intrinsic and extrinsic motivations: classic definitions and new directions - Ryan, Richard M.; Deci, Edward L. (Contemporary Educational Psychology, 2000)
Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1006/ceps.1999.1020 2339240:X6N9P7QB 2405685:QLADEWI4

Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools - Blumenfeld, Phyllis; Fishman, Barry J.; Krajcik, Joseph; Marx, Ronald W.; Soloway, Elliot (Educational psychologist, 2000)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1207/S15326985EP3503_2 2339240:JKGUWPCD 2405685:568GDAGW

Evaluation Report for the Teacher Upgrading Program: Lao PR - de Guzman, Estafania; Karaan, Alice; Klesch, Maree; Thorburn, Andrew; Mahaffey, LeeAnne; Watt, Ron (UNICEF, 2000)
KerkoCite.ItemAlsoKnownAs: 2405685:ZDARVGTN

Educational Psychology: Effective teaching, effective learning - Elliott, S N; Kratochqill, T R L; Travers, J F (McGraw-Hill, 2000)
KerkoCite.ItemAlsoKnownAs: 2339240:BP7WUZAQ 2339240:ET354M3N 2405685:7ZLLL4TX 2405685:D2PEW5FV 2405685:DMSQDRQ6 2534379:GB9U2GBY
Keywords: ___working_potential_duplicate

Computer-Adaptive Testing: A Methodology Whose Time Has Come - Linacre, John Michael (2000)
KerkoCite.ItemAlsoKnownAs: 2339240:8WUTNX5H 2405685:75GPIM95
Keywords: ⛔ No DOI found

Work Motivation - Rainey, Hal G. (Handbook of Organizational Behavior, Revised and Expanded, 2000)
Motivation is one of the central topics in the social sciences, and work motivation plays a similarly central role in organizational behavior (OB). Work motivation has received as much intensive theoretical development as any topic in OB, and as this chapter will do, OB texts typically review a standard series of theories that have competed for acceptance among researchers. As with other major concepts, such as power, leadership, and attitude, scholars have exhaustively debated the proper definition of motivation, and have reported thousands of studies bearing on the topic.
Num Pages: 24 KerkoCite.ItemAlsoKnownAs: 2339240:BG2MHHHK 2405685:5HFGLYKA

The" thinking" in systems thinking: Seven essential skills - Richmond, Barry (Pegasus Communications, 2000)
KerkoCite.ItemAlsoKnownAs: 2339240:4KMEV2W3 2405685:9WLQREGL

Reading as an Access to Mathematics Problem Solving on Multiple-Choice Tests for Sixth-Grade Students - Helwig, Robert; Rozek-tedesco, Marick A.; Tindal, Gerald; Heath, Bill; Almond, Patricia J. (The Journal of Educational Research, 1999)
The effect of providing middle school students with a video accommodation for a standardized mathematics test was examined. Two hundred forty-seven students were asked to solve 60 word problems. One half of the questions were presented in standard form, while the other half were read by an actor on a video monitor. Students were grouped according to mathematics and reading ability. A test accommodation effect was found for students possessing below-average mathematics skills. The problems were identified as having relatively high reading difficulty according to word count, number of verbs, and word familiarity. Students with above-average mathematics proficiency but low reading skill performed better when the questions were presented in video format. This accommodation may be useful on specific test items for students with certain reading deficiencies.
Publisher: Routledge _eprint: https://doi.org/10.1080/00220679909597635 shortDOI: 10/ct5m9h KerkoCite.ItemAlsoKnownAs: 10.1080/00220679909597635 10/ct5m9h 2339240:D2CJZDQI 2405685:PNI3BRV5

The impact of coaching in South African primary science InSET - Harvey, Stephen (International Journal of Educational Development, 1999)
This article presents evidence from an evaluation conducted by the Primary Science Programme (PSP) in South Africa, concerning the impact of classroom-based coaching on the teaching methods used by primary science teachers. The methods used by teachers provided with both workshops and classroom-based coaching were compared with those used by teachers who received workshops only and a control group who received no InSET at all. The findings showed that teachers who received coaching made substantial changes, whereas most teachers who received workshops-only remained similar to the control group. A social constructivist approach is adopted in interpreting these findings. The implications of this study for designing effective InSET in developing countries are also discussed.
shortDOI: 10/d9w78p KerkoCite.ItemAlsoKnownAs: 10.1016/s0738-0593(99)00012-7 10/d9w78p 2405685:6ZYU3ASB 2405685:BNWITSCB 261495:U6FB9TQD
Keywords: Constructivism; In-service training; Leader teachers; Primary science; South Africa; Teacher education

Supporting untrained teachers in Malawi - Kunje, Demis; Stuart, Janet (International Journal of Educational Development, 1999)
In the aftermath of the introduction of free primary education in Malawi, 17 000 untrained teachers were recruited to meet the new demand for schooling. This article reports a study carried out to investigate how the new recruits were coping and how far the schools were able to provide informal on-the-job training. It also describes how action research was introduced to help heads and both qualified and unqualified teachers to improve their own practice. Conclusions are drawn about the feasibility of school-based training in Malawi.
shortDOI: 10/fqg9cw KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(98)00006-6 10/fqg9cw 2405685:SN9XIZLA

Home Computers and School Performance - Attewell, Paul; Battle, Juan (The Information Society, 1999)
KerkoCite.ItemAlsoKnownAs: 10.1080/019722499128628 2339240:4GTU6KUS 2405685:3EN9A4SM

Applying Systems Design Principles to the Design of Web-Based Training Systems - Bettin, Antje; Dillinger, Lisa; Ferraro, Sal; St-Pierre, Armand (WebNet Journal: Internet Technologies, Applications & Issues, 1999)
The Web is a popular platform for training educators and learners in educational systems. We find several Web-based training systems that are developed by enterprises that try to train teachers and students to use Web technologies in educational settings. The purpose of this article is to apply systems design principles to the design of Web-based training systems for teachers and learners. Several issues will be addressed in this paper such as the development of an Integrated Learning Community System (ILCS) for a better learning environment, the Quality Assurance / Audience Analysis /...
Publisher: Association for the Advancement of Computing in Education (AACE) KerkoCite.ItemAlsoKnownAs: 2339240:9I3C2SDI 2405685:3SDKRBX2
Keywords: ⛔ No DOI found

Complexity and post-modernism: Understanding complex systems - Cilliers, Paul; Spurrett, David (South African Journal of Philosophy, 1999)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 2339240:9UDASY4A 2405685:E3Y7XKAE
Keywords: ❓ Multiple DOI

Research framework and dimensions for evaluating the effectiveness of educational technology systems on learning outcomes - Jones, Trevor H.; Rocco, Paolucci (Journal of Research on Computing in Education, 1999)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 2339240:QYTHH9EF 2405685:7RP3ZLNN
Keywords: ❓ Multiple DOI

Form and Substance in Mathematics and Science Professional Development - Kennedy, Mary M (National Institute for Science Education, University of Wisconsin-Madison, 1999)
This document reviews studies of professional development for teachers to examine benefits to students in science and mathematics education. A major finding from this review was that programs that focused on teaching classroom management strategies or attaining knowledge of how students learn specific school subject matter provided later benefits to students. The more successful professional development programs were not simply courses in mathematics or science, but instead were about what to teach and how students learn that subject matter.
KerkoCite.ItemAlsoKnownAs: 2405685:SLFWHDLJ

Introduction to systems thinking - Kim, Daniel H. (Pegasus Communications Waltham, MA, 1999)
KerkoCite.ItemAlsoKnownAs: 2339240:J44NEUSY 2405685:NKH3MT9C

Human Development in Asia 1999: The Crisis of Governance - Mahbub ul Haq Human Development Centre (Oxford University Press, 1999)
OCLC: 248045155 KerkoCite.ItemAlsoKnownAs: 2339240:CS9GI3H6 2405685:DI8DBSXJ

Needs-based resource allocation in education: via formula funding of schools - Ross, Kenneth N.; Levačić, Rosalind; International Institute for Educational Planning (UNESCO, International Institute for Educational Planning, 1999)
OCLC: ocm43145306 KerkoCite.ItemAlsoKnownAs: 2405685:Q8SBVQ96
Keywords: Allocation Education; Education; Education and state; Finance

The impact of education technology on student achievement: What the most current research has to say. - Schacter, John (1999)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:5CLIP4I7 2405685:69SZHYFL
Keywords: ⛔ No DOI found

The new dynamics of strategy - Snowden, David (IBM Systems Journal, 1999)
The new dynamics of strategy
KerkoCite.ItemAlsoKnownAs: 2339240:ZQCSWIWT 2405685:W2LI2AG6
Keywords: ⛔ No DOI found

Gender differences in parental investment in education - Alderman, Harold; King, Elizabeth M. (Structural Change and Economic Dynamics, 1998)
The gender gap in schooling is puzzling given that the expected returns to an individual for increased schooling — as measured by proportional wage increments — does not differ by gender. This paper explores possible explanations for the disparity using a model of parental investment in children. The model allows for differences in investments due to differences in costs — including the opportunity cost of the child's labor as well as school fees and availability. Moreover, it indicates that disparities in investment could come through differences in returns realized by parents, for example, in the probability of transfers from children to parents or in the degree of sympathy or altruism, even when market returns to the children themselves do not differ. While it is difficult to distinguish these different explanations empirically, the paper reviews available evidence and indicates interventions that governments can make to reduce the gender gap in education.
KerkoCite.ItemAlsoKnownAs: 10.1016/S0954-349X(98)00040-X 2339240:UQTDSPZ5 2405685:SRZ5XD8W
Keywords: Gender disparities; Schooling investments

Mixed Methodology: Combining Qualitative and Quantitative Approaches - Tashakkori, Abbas; Teddlie, Charles (SAGE, 1998)
Looking for a practical guide to using mixed methodologies? This book explores the most effective way to combine qualitative and quantitative techniques. It begins with a discussion of the paradigm wars between positivism and constructivism, explains the difference between using mixed methods in just the research methodology portion of a study versus using mixed model studies across all phases of the process, and then presents a typology of mixed methods and mixed model studies.
KerkoCite.ItemAlsoKnownAs: 2339240:BFMDLX6V 2405685:8DCXRQBX
Keywords: Social Science / Research

Assessment and classroom learning - Black, Paul; Wiliam, Dylan (Assessment in Education: Principles, Policy & Practice, 1998)
KerkoCite.ItemAlsoKnownAs: 10.1080/0969595980050102 2339240:KDJFBW3D 2405685:9BJLEV64

Complexity theory and the social sciences: An introduction - Byrne, David S. (Psychology Press, 1998)
KerkoCite.ItemAlsoKnownAs: 2339240:3XXU8DSD 2405685:QMDI9BYM

Learning circles: creating conditions for professional development - Collay, Michelle (Corwin Press, 1998)
KerkoCite.ItemAlsoKnownAs: 2339240:H7NWEVPR 2405685:UXYXVQ2E
Keywords: Cooperativeness; Group work in education; In-service training; Teachers; Teaching; United States

Children's Online Privacy Protection Rule ("COPPA") - COPPA (Federal Trade Commission, 1998)
COPPA imposes certain requirements on operators of websites or online services directed to children under 13 years of age, and on operators of other websites or online services that have actual knowledge that they are collecting personal information online from a child under 13 years of age.
KerkoCite.ItemAlsoKnownAs: 2339240:YJPLYDJK 2405685:MRGZHJFL

Quality assessment tool for quantitative studies - Effective Public Health Practice Project (Effective Public Health Practice Project, 1998)
The “Quality Assessment Tool for Quantitative Studies” developed by the Effective Public Health Practice Project (EPHPP) is a tool for doing knowledge synthesis. This instrument, along with a user manual, provides a standardized means to assess study quality and develop recommendations for study findings. The quality appraisal tool was developed by the Effective Public Health Practice Project (EPHPP) as a discrete step within the systematic review process.
KerkoCite.ItemAlsoKnownAs: 2339240:UWHH9IXE 2405685:JLTMGKZR
Keywords: Reviewed

Activists Beyond Borders: Advocacy Networks in International Politics - Keck, Margeret E.; Sikkink, Kathryn (Cornell University Press, 1998)
Margaret E. Keck and Kathryn Sikkink — Activists Beyond Borders: Advocacy Networks in International Politics
KerkoCite.ItemAlsoKnownAs: 2339240:LC5B5TL4 2405685:ZNHHI4GV

Systems theories: Their origins, foundations, and development - Laszlo, Alexander; Krippner, Stanley (ADVANCES IN PSYCHOLOGY-AMSTERDAM-, 1998)
Publisher: NORTH HOLLAND KerkoCite.ItemAlsoKnownAs: 10.1016/S0166-4115(98)80017-4 2339240:NTB5YLTX 2405685:GBIY8R67

Voluntary and involuntary minorities: A cultural-ecological theory of school performance with some implications for education - Ogbu, John U.; Simons, Herbert D. (Anthropology & Education Quarterly, 1998)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1525/aeq.1998.29.2.155 2339240:I6T62CUH 2339240:QPY6G6B8 2405685:R9MTTME6 2405685:XLTNLZRN

Inservice Training of Primary Teachers through Interactive Video Technology: An Indian Experience - Raina, V. K.; Maheshwari, A. N. (International Review of Education, 1998)
Discusses India's Special Orientation Programme for Primary School Teachers (SOPT), a new technology used to train large numbers of teachers so that the losses in transmission inherent in the "cascade model" are avoided. Responses from teachers and trainers show there is considerable potential for the exploitation of this technology. Contains 20 references. (VWC)
shortDOI: 10/dm4mmz KerkoCite.ItemAlsoKnownAs: 10.1023/A:1003103813259 10/dm4mmz 2405685:6TAN2XRY

A contemporary approach to public expenditure management - Schick, Allen (1998)
A contemporary approach to public expenditure management (English)
KerkoCite.ItemAlsoKnownAs: 2339240:6WXDRFZ8 2339240:G3SNM9E2 2405685:4AFY4P6H 2405685:LX3MVW4J 4656463:7FXJ685Z 4656463:C8TECXPM

An integrated technology adoption and diffusion model - Sherry, Lorraine (International Journal of Educational Telecommunications, 1998)
Publisher: Association for the Advancement of Computing in Education (AACE) KerkoCite.ItemAlsoKnownAs: 2339240:EH36DDQU 2405685:GRNQQPBD
Keywords: ⛔ No DOI found

When Mother-tongue Education is not Preferred - Gupta, Anthea Fraser (Journal of Multilingual and Multicultural Development, 1997)
In some language situations primary education in the mother tongue may not be desirable. A number of factors may militate against education in the mother tongue: (1) difficulty in determining the mother tongue. This is especially a problem in multilingual settings where children grow up with multiple mother tongues; (2) definition of 'a language'. Mother tongues may be deemed to be the standard variety; and (3) social and ethnic divisiveness of mother tongue education. In multilingual settings the maintenance of social cohesiveness may be of more importance than the benefitof mother-tongue education.Where patterns of language use are linked to social class, mother-tongue education could further diminish access to power structures by underprivileged groups. Ideological issues can be resolved only in the context of the particular social and political situation. There is no general rule that primary education should be in the mother tongue.
Publisher: Routledge _eprint: https://doi.org/10.1080/01434639708666337 KerkoCite.ItemAlsoKnownAs: 10.1080/01434639708666337 2405685:UFXH7RGS 4042040:5KIPFIPU

Designing for or designing with? Informant design for interactive learning environments - Scaife, Michael; Rogers, Yvonne; Aldrich, Frances; Davies, Matt (Proceedings of the ACM SIGCHI Conference on Human factors in computing systems, 1997)
KerkoCite.ItemAlsoKnownAs: 10.1145/258549.258789 2339240:KMPP97J2 2405685:ZN5QASEE
Keywords: children; design; hi-tech; informant; interactive learning environments; low-tech; prototypes

General System Theory and the Ecosystem Concept (The Bulletin of the Ecological Society of America, 1997)
_eprint: https://esajournals.onlinelibrary.wiley.com/doi/pdf/10.2307/20168127 KerkoCite.ItemAlsoKnownAs: 10.2307/20168127 2339240:SZBL4WR7 2405685:I44GR2JU
Keywords: ⚠️ Invalid DOI

Interactive Radio Instruction: Twenty-Three Years of Improving Educational Quality - Bosch, Andrea (World Bank Group, 1997)
Interactive Radio Instruction (IRI) is the use of interactive lessons delivered through either radio broadcast or audiocassette. An "audio" teacher directs the lessons while classroom teachers serve as facilitators. IRI has been used in developing countries worldwide to improve the quality of education across a range of school subjects and to serve as a form of teacher development. Multiple studies of IRI consistently have shown high learning gains, decreased equity gaps, and cost-effectiveness. Twenty-three years after their initial launch, several major IRI projects continue to operate successfully. While over the years IRI has been updated in various ways, its basic structure and methodology remain largely unaltered. IRI continues to be used in projects around the world.
KerkoCite.ItemAlsoKnownAs: 2339240:86B68MJ8 2339240:UIAW5FZ6 2405685:9CTBNN9C 2405685:C59FG3QM 2405685:DTKLJRUG 2534379:SZAKK482
Keywords: ___working_potential_duplicate

The Culture of Education - Bruner, Jerome (Harvard University Press, 1997)
In a masterly commentary on the possibilities of education, eminent psychologist Jerome Bruner reveals how education can usher children into their culture, though it often fails to do so. Going well beyond his earlier acclaimed books on education, Bruner looks past the issue of achieving individual competence to the question of how education equips individuals to participate in the culture on which life and livelihood depend.
KerkoCite.ItemAlsoKnownAs: 2405685:Q4RW7DZ2 2534378:AKHBH88S

Langues africaines: vers une édition scolaire: à propos d'un programme de formation pour auteurs de manuels scolaires - Chatry-Komarek, Marie (Langues africaines, 1997)
Publisher: L'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:7NM6JJH4 4042040:24LE3R7W
Keywords: ⛔ No DOI found

Brave new schools: Challenging cultural illiteracy through global learning networks - Cummins, Jim; Sayers, Dennis (Palgrave Macmillan, 1997)
KerkoCite.ItemAlsoKnownAs: 2339240:NJFVSDFU 2405685:C8AQYB6P

Dynamics and indeterminism in developmental and social processes - Fogel, Alan; Lyra, Maria CDP; Valsiner, Jaan (Psychology Press, 1997)
KerkoCite.ItemAlsoKnownAs: 2339240:ZTYTHEDR 2405685:YMNDLINT

Discrimination in education: the Tanzania case - Kisanga, Maria E; Katunzi, Naomi (UNESCO, 1997)
KerkoCite.ItemAlsoKnownAs: 2405685:5MWIFM2W

The Role of Educational Technology in Upgrading Teacher Education in Pakistan - Abbasi, M. Hashim; Millar, Alex C. (1996)
This paper outlines a joint Asian Bank/Pakistan Ministry of Education project designed to upgrade the state of teacher education and to improve the quality, status, and professional self-esteem of Pakistan's teachers. The main strategies identified by the Project for priority attention include: structural changes through the creation of four new types of teacher education institutions in each of the provinces; development of the main teacher education pre- and in-service courses; increased output and improved standard of teachers at all levels; development and implementation of a Total Educational Technology Plan; and upgrading and strengthening of existing Government Colleges for Elementary Teachers and Government Colleges of Education. Educational technology is a key element designed to assist in achieving the Project's major goals and objectives. Needs analysis produced recommendations geared for: target population; new teacher education courses; allocation of electronic media; teacher/principal attitudes towards the equipment and software; potential sources of software; availability of ancillary funding; specialist educational technology assistance for teachers; developing a profession of educational technology interested people; storage and access for hardware and software; roles of Mobile Training Units; and overseas lessons on the application of educational technology. (AEF)
KerkoCite.ItemAlsoKnownAs: 2339240:C7EXI7BY 2405685:ZRKLFKUR
Keywords: Educational Change; Educational Development; Educational Finance; Educational Strategies; Educational Technology; Elementary Secondary Education; Foreign Countries; Higher Education; Needs Assessment; Professional Development; Program Improvement; Resource Allocation; Schools of Education; Teacher Attitudes; Teacher Education; Technology Planning

The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review - Cooper, Harris; Nye, Barbara; Charlton, Kelly; Lindsay, James; Greathouse, Scott (Review of Educational Research, 1996)
KerkoCite.ItemAlsoKnownAs: 10.3102/00346543066003227 2339240:NWJDJJK2 2405685:RMGEE4SP

Development of an aspect of executive control: Development of the abilities to remember what I said and to “Do as I say, not as I do” - Diamond, Adele; Taylor, Colleen (Developmental Psychobiology, 1996)
Luria's tapping test (tap once when E taps twice, tap twice when E taps once) was administered to 160 children (80 males, 80 females) between 31/2 to 7 years old. Older children were faster and more accurate than younger children, with most of the improvement occurring by the age of 6. All children tested demonstrated understanding of the instructions during the pretest, and most started out performing well, but younger subjects could not sustain this. Over the 16 trials, percentage of correct responses decreased, especially among younger subjects. Performance here was compared with performance on the day-night Stroop-like task. The most common error on both tasks was to comply with only one of the two rules. Other errors included tapping many times regardless of what the experimenter did and doing the same thing as the experimenter, rather than the opposite. It is suggested that the tapping task requires both the ability to hold two rules in mind and the ability to inhibit a strong response tendency, that these abilities improve between 3–6 years of age, and that this improvement may reflect important changes within frontal cortex during this period of life. © 1996 John Wiley & Sons, Inc.
shortDOI: 10/cr3n3j KerkoCite.ItemAlsoKnownAs: 10.1002/(sici)1098-2302(199605)29:4<315::aid-dev2>3.0.co 10/cr3n3j 2-t 2339240:ZDESQDFJ 2405685:7CPF4RSH

Instructional Technology: A Tool or a Panacea? - Kimmel, Howard; Deek, Fadi (Journal of Science Education and Technology, 1996)
It is time to recognize that educational technology cannot be considered a panacea for educational reform. Technology, when properly used, can be a very effective tool for improving and enhancing instruction and learning experiences in the content areas. However, incorporation of electronic tools, such as computers and videodiscs, into classrooms must be accompanied by systemic change in the educational process. Successful utilization of technology depends on how we provide teachers with the necessary environment for training, tools for instruction, and technology evaluation skills. This paper examines some of the misuses of technology and then explores the appropriate use of technology in the context of current educational reform. The focus is on the integration of technology in the educational process that provides a learning environment allowing discovery and creativity through the use of computer visualizations. The teacher is seen as the essential element, requiring a solid foundation in the general applications of technology, and the ability to evaluate and select systems that are effective and efficient for specific applications.
Publisher: Springer shortDOI: 10/bnqvn8 KerkoCite.ItemAlsoKnownAs: 10/bnqvn8 2405685:PER6Z2KG

Technology and Distance Education: Sharing Experience in Sindh, Pakistan - Panhwar, Farzana (1996)
Female literacy in Pakistan is among the lowest in the world. In 1981, the literacy rate was 16 percent for females, and 7.3 percent for rural women. Distance education can effect many social changes. Females would be the main beneficiaries because it is not socially acceptable for girls to leave home for education; parents do not like coeducational schools; social attitudes do not permit school education for girls on the conviction that any freedom to go out will result in sexual involvement with males; and women with low levels of education are stigmatized and accorded low social status. Both rural and urban conditions can be improved by providing women with integrated programs in hygiene, food, health, and basic and vocational education, as well as professional training in the sciences, trades, and industry. Problems with Pakistan's distance education system include the lack of opportunity for question and answer sessions; no provision to make up missed classes; absence of teachers to advise students on the use of the materials; lack of competition; lack of competent teachers; corruption and poor funding, resulting in nonavailability of materials in libraries; low standards, resulting in receipt of degrees without corresponding learning; lack of facilities for lab work in science and technical training; lack of rights to duplicate costly foreign video materials. (TD)
KerkoCite.ItemAlsoKnownAs: 2339240:QC9T2JX7 2405685:L4RKZE9D
Keywords: Access to Education; Distance Education; Educational Needs; Elementary Secondary Education; Foreign Countries; Illiteracy; Relevance (Education); Rural Women; Sex Discrimination; Social Attitudes; Vocational Education; Womens Education

Five technologies for educational change: Systems thinking, systems design, quality science, change management, instructional technology - Salisbury, David F. (Educational Technology, 1996)
KerkoCite.ItemAlsoKnownAs: 2339240:387PCHCM 2405685:2RH4WBJA

Teacher change in technology-rich classrooms - Sandholtz, Judith H.; Ringstaff, Cathy (Education and technology: Reflections on computing in classrooms, 1996)
KerkoCite.ItemAlsoKnownAs: 2339240:UUCVYPRC 2405685:W2HGU86D
Keywords: ⛔ No DOI found

Systems thinking - Senge, Peter (Executive Excellence, 1996)
KerkoCite.ItemAlsoKnownAs: 2339240:B8JMEQTK 2405685:3PHY4TE9
Keywords: ⛔ No DOI found

What is curriculum? Exploring theory and practice - Smith, Mark K (the encyclopaedia of informal education, 1996)
KerkoCite.ItemAlsoKnownAs: 2129771:2VU39NM3 2405685:UCN96KTK 2486141:CZEGWL5F

Understanding of consumer behaviour as a prerequisite for environmental protection - Ölander, Folke; Thøgersen, John (Journal of Consumer Policy, 1995)
KerkoCite.ItemAlsoKnownAs: 10.1007/BF01024160 2339240:A2LQNT7I 2405685:RLGCUNJQ

National Education Act 1997 (amendment) - United Republic of Tanzania (1995)
KerkoCite.ItemAlsoKnownAs: 2339240:XAA5X274 2405685:4FJUDM29

The Evolution of Constructivist Learning Environments: Immersion in Distributed, Virtual Worlds - Dede, Chris (Educational Technology, 1995)
Publisher: Educational Technology Publications, Inc. KerkoCite.ItemAlsoKnownAs: 2405685:692XKHBU
Keywords: ⛔ No DOI found

Technology integration: Managing technological evolution in a complex environment - Iansiti, Marco (Research policy, 1995)
Publisher: North-Holland KerkoCite.ItemAlsoKnownAs: 10.1016/S0048-7333(94)00781-0 2339240:QFJ7MDRP 2405685:PDF7K229

Documentation of educational research in Pakistan, 1947-1995: an annotated bibliography - Shabab, M. H (Academy of Educational Planning and Management, 1995)
OCLC: 37129977 KerkoCite.ItemAlsoKnownAs: 2339240:ZYDFD433 2405685:T7X4GFE4

A how to guide to reflection: Adding cognitive learning to community service programs - Silcox, H. C. (Brighton Press, 1995)
KerkoCite.ItemAlsoKnownAs: 2339240:WSZNRLW2 2405685:XGUSBIU9

Grounded theory methodology: An overview - Strauss, A.; Corbin, J. (Handbook of qualitative research, 1995)
KerkoCite.ItemAlsoKnownAs: 2405685:S43TR2M6
Keywords: ___working_potential_duplicate; auto_merged

Nothing as practical as good theory: Exploring theory-based evaluation for comprehensive community initiatives for children and families - Weiss, Carol H. (New approaches to evaluating community initiatives: Concepts, methods, and contexts, 1995)
KerkoCite.ItemAlsoKnownAs: 2281034:9ZUKSI77 2281034:AK78J4ZN 2405685:D42QVGLA 2447227:HKHMM7ZL
Keywords: ⛔ No DOI found

The relationship between cognition and action: performance of children 312–7 years old on a stroop- like day-night test - Gerstadt, Cherie L.; Hong, Yoon Joo; Diamond, Adele (Cognition, 1994)
One hundred and sixty children 312–7 years of age (10M, 10F at each 6-month interval) were tested on a task that requires inhibitory control of action plus learning and remembering two rules. They were asked to say “day” whenever a black card with the moon and stars appeared and to say “night” when shown a white card with a bright sun. Children <5 years had great difficulty. They started out performing well, but could not sustain this over the course of the 16-trial session. Response latency decreased from 312 to 412 years. Children <412 years performed well when they took very long to respond. To test whether the requirement to learn and remember two rules alone was sufficient to cause children difficulty, 80 children 312–5 years old were tested on a control version of the task (“say ‘day’ to one abstract design and ‘night’ to another”). Even the youngest children performed at a high level. We conclude that the requirement to learn and remember two rules is not in itself sufficient to account for the poor performance of the younger children in the experimental condition.
shortDOI: 10/bzvbzx KerkoCite.ItemAlsoKnownAs: 10.1016/0010-0277(94)90068-x 10/bzvbzx 2339240:9ACAP6LY 2405685:QX9S7U85

Ecological models of human development - Bronfenbrenner, Urie (Readings on the development of children, 1994)
KerkoCite.ItemAlsoKnownAs: 2339240:IFDNWTWK 2405685:P7AUMPEJ
Keywords: ⛔ No DOI found

Des manuels scolaires sur mesure: Guide pratique à l'intention des auteurs de manuels scolaires - Chatry-Komarek, Marie (Des manuels scolaires sur mesure, 1994)
Publisher: l'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:MZBJLHY2 4042040:D9J252TM
Keywords: ⛔ No DOI found

The Salamanca Statement and Framework for Action on Special Needs Education - Spain. Ministerio de Educación y Ciencia (1994)
KerkoCite.ItemAlsoKnownAs: 2339240:W3UI2IIX 2405685:YFBR7ZT8

Social Network Analysis - Wasserman, S.; Faust, K. (1994)
Social network analysis is used widely in the social and behavioral sciences, as well as in economics, marketing, and industrial engineering. The social network perspective focuses on relationships among social entities and is an important addition to standard social and behavioral research, which is primarily concerned with attributes of the social units. Social Network Analysis: Methods and Applications reviews and discusses methods for the analysis of social networks with a focus on applications of these methods to many substantive examples. It is a reference book that can be used by those who want a comprehensive review of network methods, or by researchers who have gathered network data and want to find the most appropriate method by which to analyze it. It is also intended for use as a textbook as it is the first book to provide comprehensive coverage of the methodology and applications of the field.
KerkoCite.ItemAlsoKnownAs: 2339240:ULBJAJ26 2405685:E2GTJVVQ

General system theory: Toward a conceptual framework for science and technology education for all - Chen, David; Stroup, Walter (Journal of Science Education and Technology, 1993)
In this paper we suggest using general system theory (GST) as a unifying theoretical framework for science and technology education for all. Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity to describe system dynamics and change, the ability to represent the relationship between the micro-level and macro-level of analysis, and the ability to bring together the natural and human worlds. The historical origins of system ideas are described, and the major concepts of system theory are mapped; including the mathematical, technological, and philosophical constructs. The various efforts to implement system thinking in educational contexts are reviewed, and three kinds of learning environments are defined: expert presentation, simulation, and real-world. A broad research agenda for exploring and drawing-out the educational implications of system thinking and learning is outlined. The study of both real-world and simulated learning environments is advocated.
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/BF00694427 2339240:4BEFNASC 2339240:VY7F8NSQ 2339240:W4AIVZY3 2405685:324558I2 2405685:LUXFXWLU

Applying Systems Theory Through the Lens of Learning: What Does Learning Research Say? - Jones, Beau Fly; Knuth, Randy A.; Baxendale, Steve (Comprehensive Systems Design: A New Educational Technology, 1993)
Two areas of learning research, research about the learning process and views about the learner, need to be considered to guide educational stakeholders in the task of successfully redesigning schools to promote learning. The most meaningful learning results from an instructional design based on learning research. Research in the application of systems theory in education has profound implications for curriculum, instruction, and assessment in schools.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-642-58035-2_24 2339240:MMLQC3TU 2405685:2GAEJH8C
Keywords: Affective education; IQ; cognitive theory; creative thinking; critical thinking; educational research; intelligence; learner; learning processes; learning strategies; learning theories; metacognition; multiple intelligences; schema theories; school restructuring

Resampling-based multiple testing: Examples and Methods for p-Value Adjustment - Westfall, Peter H; Young, S. Stanley (John Wiley & Sons, 1993)
KerkoCite.ItemAlsoKnownAs: 2339240:FCVEKYAC 2405685:W3WEAJWQ

How systems thinking applies to education. - Betts, Frank (Educational Leadership, 1992)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:CBNRX4EL 2339240:EFGRS82R 2405685:RLLGMCR8
Keywords: ⛔ No DOI found

How Systems Thinking Applies to Education - Educational Leadership - Betts, Frank (1992)
KerkoCite.ItemAlsoKnownAs: 2339240:QPYY892Y 2405685:QZ6X9RBJ

Ecological systems theory. - Bronfenbrenner, Urie (Jessica Kingsley Publishers, 1992)
KerkoCite.ItemAlsoKnownAs: 2339240:LM6N2NBV 2405685:GPKGPSLU

BRIDGING COMMUNICATION BARRIERS TO EFFECTIVE TEACHING IN NIGERIAN LANGUAGES: THE ROLE OF EDUCATIONAL TECHNOLOGY - Educational, African; Nwosu, Theory Don (1992)
null
KerkoCite.ItemAlsoKnownAs: 2405685:ZDCQAM6S 4042040:DKBBJZXM

Fuzzy systems theory and its applications - Sugeno, Michio; Asai, K.; Terano, T. (Tokyo Institute of Technology, 1992)
KerkoCite.ItemAlsoKnownAs: 2339240:SJSMTR7B 2405685:A6YM4UGX
Keywords: ⛔ No DOI found

Systems Design of Education: A Journey to Create the Future - Banathy, Bela H. (Educational Technology, 1991)
Google-Books-ID: ErvzcDYDcrwC KerkoCite.ItemAlsoKnownAs: 2339240:4KFHPMRZ 2339240:H5UIS8GA 2405685:7HLPG42D
Keywords: Education / General

Constitution of Sierra Leone - Government of Sierra Leone (1991)
KerkoCite.ItemAlsoKnownAs: 2405685:Z3EDBKSD

Situating learning in communities of practice. - Lave, Jean (Perspectives on socially shared cognition., 1991)
KerkoCite.ItemAlsoKnownAs: 10.1037/10096-003 2405685:A74ETBTL 2405685:IHR49AE5

Approaches to qualitative-quantitative methodological triangulation - Morse, Janice M. (Nursing research, 1991)
KerkoCite.ItemAlsoKnownAs: 2339240:T7BSX53W 2405685:M4SL5CDG

The Reflective Practitioner: How Professionals Think. - Schön, D. A. (Arena, 1991)
KerkoCite.ItemAlsoKnownAs: 2339240:85QTWE9Y 2405685:BA97DD83

Standards for Education Data Collection and Reporting - SEDCR (1991)
KerkoCite.ItemAlsoKnownAs: 2339240:8V47QDLA 2405685:RLFU387P

Computer Aided Systems Theory-EUROCAST'89: A Selection of Papers from the International Workshop EUROCAST'89, Las Palmas, Spain, February 26-March 4, 1989. Proceedings - Pichler, Franz; Moreno-Diaz, Roberto (Springer Science & Business Media, 1990)
KerkoCite.ItemAlsoKnownAs: 2339240:QTGS7XDG 2405685:B264GTAT

A systems approach to educational testing - Frederiksen, John R.; Collins, Allan (Educational Researcher, 1989)
Our concern in this paper is with the validity of educational tests when they are employed as critical measures of educational outcomes within a dynamic system. The problem of validity arises if an educational system adapts itself to the characteristics of the outcome measures. We introduce the concept of systemically valid tests as ones that induce curricular and instructional changes in education systems (and learning strategy changes in students) that foster the development of the cognitive traits that the tests are designed to measure. We analyze some general characteristics that contribute to or detract from a testing system's systemic validity, such as the use of direct rather than indirect assessment. We then apply these characteristics in developing a set of design principles for creating testing systems that are systemically valid. Finally, we provide an illustration of the proposed principles, by applying them to the design of a student assessment system. This design example addresses not only specifications for the tests, but also the means of teaching the process of assessment to users of the system.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X018009027 2339240:VM7492F4 2405685:V9HLK6VY

Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology - Davis, Fred D. (MIS Quarterly, 1989)
KerkoCite.ItemAlsoKnownAs: 10.2307/249008 2339240:2PPNSDIW 2339240:HEUYC9UD 2405685:98VNWX7E

The Paradigm Wars and Their Aftermath A “Historical” Sketch of Research on Teaching Since 1989 - Gage, Nl (Educational Researcher, 1989)
Raging during the 1980s, the Paradigm Wars resulted in the demise of objectivity-seeking quantitative research on teaching—a victim of putatively devastating attacks from anti-naturalists, interpretivists, and critical theorists. Subsequently, the interpretivists' ethnographic studies flourished, enhancing the cultural appropriateness of schooling, and critical theorists' analyses fostered the struggles for power for the poor, non-Whites, and women. Two alternative versions of the aftermath are also conceivable. Pragmatism and Popper's piecemeal social engineering offer paths toward a productive rapprochement of the paradigms, one guided by the moral obligations of educational research.
zotzenLib.CopiedFrom: 2339240:GX7C7JMN KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X018007004 2339240:GX7C7JMN 2405685:GWXBEEIU

Toward a conceptual framework for mixed-method evaluation designs - Greene, Jennifer C.; Caracelli, Valerie J.; Graham, Wendy F. (Educational evaluation and policy analysis, 1989)
shortDOI: 10/cjqt52 KerkoCite.ItemAlsoKnownAs: 10.3102/01623737011003255 10/cjqt52 2339240:UVASNUR6 2405685:GUZ6VDXL

Systems inquiry in education - Banathy, Bela H. (Systems Practice, 1988)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/BF01059858 2339240:D2WTBX6K 2405685:5GM69NMN

Meta-Ethnography - Noblit, George W.; Hare, R. Dwight (1988)
Synthesizing Qualitative Studies
KerkoCite.ItemAlsoKnownAs: 2339240:NNXHYU5P 2405685:MRPIRBGH

Systems thinking, systems practice, and practical philosophy: A program of research - Ulrich, Werner (Systems Practice, 1988)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/BF01059855 2339240:Q3GFXAP9 2405685:9ZUU9P7X

National Education Act - Government of Zimbabwe (1987)
EdTechHub.ItemAlsoKnownAs: 2405685:CHUDGFMH

Recent advances in research on the ecology of human development - Bronfenbrenner, Urie (Development as action in context, 1986)
KerkoCite.ItemAlsoKnownAs: 2339240:NIHMVHIB 2405685:46WEJW6Z

Two courses of expertise - Hatano, G; Inagaki, K (Children development and education in Japan, 1986)
KerkoCite.ItemAlsoKnownAs: 2405685:SN8XH8X9

Those Who Understand: Knowledge Growth in Teaching - Shulman, Lee S (1986)
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X015002004 10.3102/0013189x015002004 2339240:GM4I5TY8 2405685:F4USAIXP

Numbers and words: Combining quantitative and qualitative methods in a single large-scale evaluation study - Rossman, Gretchen B.; Wilson, Bruce L. (Evaluation Review, 1985)
KerkoCite.ItemAlsoKnownAs: 2339240:WRNKVQ5D 2405685:FVALU54N
Keywords: ⚠️ Invalid DOI

Materiales de formación en los campos de la planificación y de la administración de la educación y de las construcciones escolares - UNESCO (UNESCO Digital Library, 1985)
KerkoCite.ItemAlsoKnownAs: 2405685:S5H86KHG 4042040:83D3CEF3

Application of Computerized Adaptive Testing to Educational Problems - Weiss, David J.; Kingsbury, G. Gage (Journal of Educational Measurement, 1984)
Three applications of computerized adaptive testing (CAT) to help solve problems encountered in educational settings are described and discussed. Each of these applications makes use of item response theory to select test questions from an item pool to estimate a student's achievement level and its precision. These estimates may then be used in conjunction with certain testing strategies to facilitate certain educational decisions. The three applications considered are (a) adaptive mastery testing for determining whether or not a student has mastered a particular content area, (b) adaptive grading for assigning grades to students, and (c) adaptive self-referenced testing for estimating change in a student's achievement level. Differences between currently used classroom procedures and these CAT procedures are discussed. For the adaptive mastery testing procedure, evidence from a series of studies comparing conventional and adaptive testing procedures is presented showing that the adaptive procedure results in more accurate mastery classifications than do conventional mastery tests, while using fewer test questions.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1745-3984.1984.tb01040.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1745-3984.1984.tb01040.x 2339240:YAKZAHN8 2405685:Y9HVC7FC

An Integrating Framework for Research in Business and Society: A Step Toward the Elusive Paradigm? - Jones, Thomas M. (Academy of Management Review, 1983)
According to some authors, the field of business and society has suffered because it apparently lacks a dominant paradigm. This paper (1) concludes that such a paradigm is unlikely to emerge soon and (2) offers an “integrating framework” based on an interpenetrating systems model and focusing on the social control of business. This framework may serve as a unifying mechanism for existing research in the field as well as an agenda for future research.
Publisher: Academy of Management zotzenLib.CopiedFrom: 2339240:M572D7YN KerkoCite.ItemAlsoKnownAs: 10.5465/amr.1983.4284653 2339240:M572D7YN 2405685:77EURXJW

The nature of soft systems thinking: The work of Churchman, Ackoff and Checkland - Jackson, Michael C. (Journal of applied systems analysis, 1982)
KerkoCite.ItemAlsoKnownAs: 2339240:HPW46HX4 2405685:633XP68C
Keywords: ⛔ No DOI found

Groping in the dark: the first decade of global modelling - Meadows, Donella; Richardson, John; Bruckmann, Gerhart (John Wiley & Sons, 1982)
KerkoCite.ItemAlsoKnownAs: 2339240:7F6MXNKN 2405685:GHJES5DR

Development of reliable and valid short forms of the marlowe-crowne social desirability scale - Reynolds, William M. (Journal of Clinical Psychology, 1982)
Developed, on the basis of responses from 608 undergraduate students to the 33-item Marlowe-Crowne Social Desirability Scale, three short forms of 11, 12, and 13 items. The psychometric characteristics of these three forms and three other short forms developed by Strahan and Gerbasi (1972) were investigated and comparisons made. Results, in the form of internal consistency reliability, item factor loadings, short form with Marlowe-Crowne total scale correlations, and correlations between Marlowe-Crowne short forms and the Edwards Social Desirability Scale, indicate that psychometrically sound short forms can be constructed. Comparisons made between the short forms examined in this investigation suggest the 13-item form as a viable substitute for the regular 33-item Marlowe-Crowne scale.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/1097-4679%28198201%2938%3A1%3C119%3A%3AAID-JCLP2270380118%3E3.0.CO%3B2-I KerkoCite.ItemAlsoKnownAs: 10.1002/1097-4679(198201)38:1<119::AID-JCLP2270380118>3.0.CO;2-I 2339240:ZAU33S5T 2405685:LE2UP3YX

On the use of models in corporate planning - Ackoff, Russell L. (Strategic Management Journal, 1981)
Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 10.1002/smj.4250020404 2339240:5W9CA6UK 2405685:JIUJI7HV

Origins of Human Competence: A Cultural-Ecological Perspective - Ogbu, John U. (Child Development, 1981)
In this essay it is argued that child rearing in the family and similar micro settings in the early years of life and subsequent adolescent socialization are geared toward the development of instrumental competencies required for adult economic, political, and social roles. These cultural imperatives vary from 1 cultural group to another as do the required competencies. In the United States they are different for the white middle class and for minority groups like urban ghetto blacks. It follows that the conventional research approach which used white middle-class child-rearing practices and children's competencies as standards is not useful in understanding minority groups' child rearing and competencies. Rather, for cross-cultural research, a cultural-ecological model is proposed which is not ethnocentric and studies competence in the context of the cultural imperatives in a given population. Cross-cultural or intergroup comparison is appropriate if based on data from such contextual studies.
Publisher: [Wiley, Society for Research in Child Development] KerkoCite.ItemAlsoKnownAs: 10.2307/1129158 2339240:5BH2CB6Q 2405685:ZI8SRUAY

The Ecology of Human Development - Bronfenbrenner, Urie (Harvard University Press, 1979)
To understand the way children develop, Bronfenbrenner believes that it is necessary to observe their behavior in natural settings, while they are interacting with familiar adults over prolonged periods of time. His book offers an important blueprint for constructing a new and ecologically valid psychology of development.
KerkoCite.ItemAlsoKnownAs: 2339240:IB92V3T4 2405685:X94S6SED
Keywords: Psychology / General

The ecology of human development: experiments by nature and design - Bronfenbrenner, Urie (Harvard University Press, 1979)
KerkoCite.ItemAlsoKnownAs: 2339240:HMYL7CY9 2405685:HZGL4BHS
Keywords: Child psychology; Human development; Research

The ecological approach to visual perception - Gibson, J.J. (Houghton Mifflin, 1979)
KerkoCite.ItemAlsoKnownAs: 2339240:44W78I63 2405685:BUWGNJ7V

The National Education Act, 1978 - UNESCO (1978)
KerkoCite.ItemAlsoKnownAs: 2339240:NPP485LF 2405685:ARFKBHL2

The Definition of Educational Technology. AECT Task Force on Definition and Terminology - B. Johnson, John; Myers, Dennis; H. Silber, Kenneth; Storm, Susan; Virgo, Ralph; J. Wallington, Clinton (Association for Educational Communications and Technology, 1126 16th Street, NW, Washington, DC 20036 ($10, 1977)
A total, systematic, integrative concept provides the framework for this definition of educational technology as a theory, a field, and a profession. The definition statement presents an historical perspective of attempts to define educational technology and a current theoretical framework for arriving at a definition. It also identifies the intellectual techniques and practical applications derived from the theoretical framework and describes the training and certification, the ethics and standards, the leadership, the association and communications, the acknowledgement as a profession, the concern of the profession, and the relationship to other professions that both derive from the theoretical framework and exist in the field today. An evaluation of the definition statement concludes this document by the AECT Task Force on Definition and Terminology; a list of references and a glossary of terms not defined within this definition statement are appended. (Author/BK)
KerkoCite.ItemAlsoKnownAs: 2339240:9QZQPRFM 2405685:T4AXSVWH
Keywords: Audiovisual Communications; Behavioral Sciences; Certification; Definitions; Educational History; Educational Methods; Educational Resources; Educational Technology; Educational Theories; Models; Professional Associations; Professional Occupations; Social Environment; Systems Approach

Toward an experimental ecology of human development. - Bronfenbrenner, Urie (American psychologist, 1977)
Publisher: American Psychological Association KerkoCite.ItemAlsoKnownAs: 10.1037/0003-066X.32.7.513 2339240:WGE3P8SG 2405685:LBGGSTDM

Mother Tongue Education: The West African Experience - Bamgbose, Ayo (Hodder and Stoughton Ltd, 1976)
In the rapidly changing political, economic, and social life of West Africa, there is a renewed interest in cultural identity. This book describes the developments and the difficulties experienced by different West African countries in the use of mother tongues in multi-lingual society. The book was commissioned to give scholars, educators, and policy-makers concerned with mother tongue education an account of developments in selected countries. Three broad areas are covered: (1) situations where the mother tongue has not yet been introduced into the formal school system but where preparations are being made; (2) situations where there has been a long tradition of mother tongue education; and (3) special projects. An introduction discusses the role of the mother tongue in education, with particular reference to West Africa. This is followed by a historical sketch of developments in mother tongue education. Contributions from Sierra Leone and Dahomey cover the first of the areas mentioned. Ghana's report covers the second area. The last two reports, from Nigeria, fall into the third category. Finally, two projects are described: the Six-Year Primary Project on the use of a major language as a medium of instruction and the Rivers Readers Project on the introduction of smaller languages into the formal school system. (Author/AM)
KerkoCite.ItemAlsoKnownAs: 2405685:ZZ97PBUU 4042040:G8B7QARM
Keywords: African Culture; African Languages; Bilingual Education; Educational Planning; French; Igbo; Language Planning; Language of Instruction; Mandingo; Mende; Multilingualism; Native Speakers; Portuguese; Regional Dialects; Sociolinguistics; Susu; Uncommonly Taught Languages; Wolof; Yoruba

What is the systems approach? - Chen, Gordon KC (Interfaces, 1975)
Publisher: INFORMS KerkoCite.ItemAlsoKnownAs: 10.1287/inte.6.1.32 2339240:356N85EF 2405685:5J24EWCJ
Keywords: __C:scheme:1

Article 160 - Constitution 1973 - Government of Pakistan (1973)
KerkoCite.ItemAlsoKnownAs: 2339240:ZLBSDW84 2405685:DMVADFQ3 4656463:3APVGIGQ

Research and the Systems Approach as Methodologies for Education - Stowe, Richard A. (AV Communication Review, 1973)
Publisher: Springer zotzenLib.CopiedFrom: 2339240:LB93R362 KerkoCite.ItemAlsoKnownAs: 2339240:LB93R362 2405685:89K6XPEA
Keywords: ⛔ No DOI found

The History and Status of General Systems Theory. - Von Bertalanffy, L. (Academy of Management Journal, 1972)
KerkoCite.ItemAlsoKnownAs: 10.2307/255139 2339240:HPE6IEJ5 2405685:6R267VM7

Trends in general systems theory - Klir, George J. (Wiley-Interscience, 1972)
KerkoCite.ItemAlsoKnownAs: 2339240:6IF875JP 2405685:FZIE4WSS
Keywords: System theory

Introduction to the systems approach in educational planning and management - Kraft, Richard H.P.; Latta, Raymond F. (Educational Technology, 1972)
Publisher: Educational Technology Publications, Inc. KerkoCite.ItemAlsoKnownAs: 2339240:T6LXP9KD 2405685:PAJWEYYU
Keywords: ⛔ No DOI found

Deschooling Society - Illich, Ivan (Marion Boyars, 1971)
Schools have failed our individual needs, supporting false and misleading notions of 'progress' and development fostered by the belief that ever-increasing production, consumption and profit are proper yardsticks for measuring the quality of human life. Our universities have become recruiting centers for the personnel of the consumer society, certifying citizens for service, while at the same time disposing of those judged unfit for the competitive rat race. In this bold and provocative book, Illich suggest some radical and exciting reforms for the education system.
KerkoCite.ItemAlsoKnownAs: 2405685:PM6GNMCT
Keywords: Social Science / Sociology / General

Pedagogy of the oppressed - Freire, Paulo (The Continuum International Publishing Group Inc, 1970)
KerkoCite.ItemAlsoKnownAs: 2129771:5V53DVUR 2405685:H3J3ERSL 2486141:R24UQV52

General System Theory: Foundations, Development, Applications - Bertalanffy, Ludwig von (eweb:1908, 1969)
Accepted: 2016-01-06T21:15:27Z KerkoCite.ItemAlsoKnownAs: 10.1109/TSMC.1974.4309376 2339240:35XFVEV6 2405685:5VZDY895

Common characteristics of open systems - Katz, Daniel; Kahn, Robert L. (Systems thinking, 1969)
Publisher: Penguin Harmondsworth KerkoCite.ItemAlsoKnownAs: 2339240:H7S2QECF 2405685:IPB4GM9Y
Keywords: ⛔ No DOI found

Systems Approaches to the Management of Public Education. - Mansergh, Gerald G. (1969)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:3KB7GQVD 2405685:JCR95LV7
Keywords: ⛔ No DOI found

Principles of the self-organizing system - Ashby, W. Ross (Modern systems research for the behavioral scientist, 1968)
KerkoCite.ItemAlsoKnownAs: 2339240:4BNNIA8I 2405685:X7RW4QRY
Keywords: ⛔ No DOI found

Instructional systems. - Banathy, Bela H. (1968)
Publisher: ERIC zotzenLib.CopiedFrom: 2339240:8AAIBUU3 KerkoCite.ItemAlsoKnownAs: 2339240:8AAIBUU3 2405685:XMV2DZ4N
Keywords: ⛔ No DOI found

The systems approach - Churchman, Charles West (Delta, 1968)
KerkoCite.ItemAlsoKnownAs: 2339240:7XDS7VTZ 2405685:KXD2AK5G

A system approach to education: Derivation and definition - Kaufman, Roger A. (AV communication review, 1968)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2339240:I9GFEUJW 2405685:NG3ZFXQ8
Keywords: ⛔ No DOI found

The Systems Approach - Banathy, Bela H. (The Modern Language Journal, 1967)
Publisher: [National Federation of Modern Language Teachers Associations, Wiley] zotzenLib.CopiedFrom: 2339240:FPLEMUK5 KerkoCite.ItemAlsoKnownAs: 10.2307/323431 2339240:FPLEMUK5 2405685:N8AUEH6R

Rosenberg self-esteem scale (RSE) - Rosenberg, M. (Acceptance and Commitment Therapy, 1965)
KerkoCite.ItemAlsoKnownAs: 2339240:LP9JRT7V 2405685:4XA2UZKI
Keywords: ⛔ No DOI found

Society and the adolescent self-image - Rosenberg, Morris (Princeton University Press, 1965)
KerkoCite.ItemAlsoKnownAs: 2339240:AWJWUY7V 2405685:JNM6QI3D
Keywords: ⛔ No DOI found

Theory of fluid and crystallized intelligence: A critical experiment - Cattell, Raymond B. (Journal of Educational Psychology, 1963)
The theory of fluid and crystallized intelligence propounded 20 years ago by the author has since accumulated support. However, the crucial issue of whether 1 or 2 general factors subtend intellectual performances has lacked an experiment adequately designed for accurate, determinate, simple-structure rotation at the 2nd order. By factoring culturally embedded with culture-fair intelligence measures on a background of pure personality primaries (N = 277 7th and 8th grade boys and girls), it is shown that 2 general factors indeed exist. A review, with some mathematical formulations, is given of the theory's implications for the nature-nurture ratio, brain injury, standard deviaiton of the IQ, growth curves, the concept of a relational difficulty hierarchy, test standardization, and the relative validities of traditional and culture-fair intelligence tests. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
shortDOI: 10/fs6ptd KerkoCite.ItemAlsoKnownAs: 10.1037/h0046743 10/fs6ptd 1963-07991-001 2339240:TGQK3VJY 2405685:C8ZBFK3U
Keywords: Cognitive Ability; Fluid Intelligence; Intelligence; crystallized intelligence; fluid intelligence; intellectual performances

An introduction to cybernetics - Ashby, W. Ross (Chapman & Hall Ltd, 1961)
KerkoCite.ItemAlsoKnownAs: 2339240:PKSMSLR2 2405685:FS5Q474K

A New Scale of Social Desirability Independent of Psychopathology - Crowne, Douglas; Marlowe, David (Journal of Consulting Psychology, 1960)
A new social desirability scale was constructed and correlated with MMPI scales. Comparison was made with correlations of the Edwards Social Desirability scale. The new scale correlated highly with MMPI scales and supported the definition of social desirability. Ss need to respond in "culturally sanctioned ways."
KerkoCite.ItemAlsoKnownAs: 10.1037/h0047358 2339240:TVLS4IMW 2339240:ZQW9CUBH 2405685:5Q6PNBHN 2405685:EKSPVCBL 2405685:YA7UDCIZ 2534379:9R68LBUV

General Systems Theory as a New Discipline - Ashby, W. R. (Plenum Press, New York, 1958)
KerkoCite.ItemAlsoKnownAs: 2339240:PEB9EFMQ 2405685:BXRSAE54

General systems theory—the skeleton of science - Boulding, Kenneth E. (Management science, 1956)
Publisher: INFORMS KerkoCite.ItemAlsoKnownAs: 10.1287/mnsc.2.3.197 2339240:6KX4XJB6 2405685:HTRMKGQH

An Outline of General System Theory - von Bertalanffy, Ludwig (The British Journal for the Philosophy of Science, 1950)
A survey of the history of science shows that very similar conceptions have been developed independently in various branches of science. At present, for example, holistic interpretations are prevalent in all fields whereas in the past atomistic explanations were common. Such considerations lead to the postulation of General System Theory which is a logico-mathematical discipline applicable to all sciences concerned with systems. The fact that certain principles have general applicability to systems explains the occurrence of isomorphic laws in different scientific fields. Just as Aristotelian logic was a fundamental organon for the classificatory sciences of antiquity, so may General System Theory define the general principles of dynamic interaction which appears as the central problem of modern science. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Publisher: [Oxford University Press, The British Society for the Philosophy of Science] KerkoCite.ItemAlsoKnownAs: 10.1093/bjps/I.2.134 2339240:9EG3N78R 2339240:FAZFVCIV 2405685:G62VSR9H 2405685:MIFWVCLM

Significance Tests Which May be Applied to Samples From any Populations - Pitman, E.J.G. (Journal of the Royal Statistical Society, 1937)
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Keywords: ⛔ No DOI found

The Design of Experiments - Fisher, Ronald A. D. (Oliver and Boyd, 1935)
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144155524.pdf
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2014-02-14_Learning to Improve Learning Synthesis for Publishing_Edited_0.pdf
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2021ISCReducedSyllabusXII-ECONOMICS.pdf
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32947_Chapter1.pdf
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(6) (PDF) The Limitations of Access Alone: moving towards open processes in education technology (ResearchGate)
ResearchGate is a network dedicated to science and research. Connect, collaborate and discover scientific publications, jobs and conferences. All for free.
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6811.pdf
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7taps mobile-first microlearning
7taps is a free browser-based authoring tool to create, deliver and track mobile-first microlearning experiences.
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A comparison of smartphone and paper data-collection tools in the Burden of Obstructive Lung Disease (BOLD) study in Gezira state, Sudan | PLOS ONE
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A lifeline to learning: Leveraging technology to support education for refugees - World (UNESCO)
English Analysis on World about Education, Children and Refugees; published on 26 Mar 2018 by UNESCO
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Keywords: Google Scholar/ refugee education technology; Overarching paper; RER theme_pedagogies and modalities; RER_supporting educators

a2_-_mad_-_esp_fr.pdf
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A_Systems_Approach_to_Educational_Testin.doc
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ABC
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About Our Organization (Jusoor)
Jusoor is a US 501c3 NGO of Syrian expatriates supporting the country’s development and helping Syrian youth realize their potential through programs in the fields of education, career development, and global community engagement. As a community of Syrians living around the world working together to launch programs that benefit the Syrian community inside and outside Syria. We are committed to…Read More →
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About the Learning Passport
The Learning Passport is an Online, Mobile, and Offline tech platform enabling high quality, flexible learning
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