Pre Primary One Curriculum Designs - Kenya Institute of Curriculum Development (2017)
ISBN: 978-9966-31-712-4 KerkoCite.ItemAlsoKnownAs: 2339240:429B4H9H 2405685:SHXWMET5

Blog-based professional development of English teachers in Mumbai: the potential of innovative practice under scrutiny - Khan, Atiya (Australasian Journal of Educational Technology, 2017)
The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.
Publisher: Australasian Society for Computers in Learning in Tertiary Education, Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1969007459?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.2784 2405685:EPKS7TDM 2534378:MQYLKXN6 2534378:Y6KUBK5K
Keywords: Action Research; Case Studies; Communities of Practice; Diaries; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Faculty Development; Foreign Countries; India; Language Teachers; Participant Observation; Private Schools; Qualitative Research; Questionnaires; Reflective Teaching; Second Language Instruction; Semi Structured Interviews; Teacher Collaboration; Web Sites; Workshops; __:import:01; __:match:final; __:matched; __:study_id:2096053; __finaldtb

Blog-based professional development of English teachers in Mumbai: The potential of innovative practice under scrutiny | Australasian Journal of Educational Technology - Khan, Atiya (Australian Journal of Educational Technology, 2017)
The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.
KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.2784 2339240:MKUUJUI9 2405685:XDE87UXV

Education Blueprint: 2018-2030 - Khyber Pakhtunkhwa Elementary and Secondary Education Department (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:2IG9GALH 2405685:4K7FLB27

The use of computer-assisted instruction to improve the reading comprehension of students with learning disabilities: an evaluation of the evidence base according to the What Works Clearinghouse standards - Kim, Min Kyung; McKenna, John William; Park, Yujeong (Remedial and Special Education, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1177/0741932517693396 2339240:M673GYW8 2405685:PC4NHG5G

Blended learning effectiveness: the relationship between student characteristics, design features and outcomes - Kintu, Mugenyi Justice; Zhu, Chang; Kagambe, Edmond (International Journal of Educational Technology in Higher Education, 2017)
This paper investigates the effectiveness of a blended learning environment through analyzing the relationship between student characteristics/background, design features and learning outcomes. It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. The final semester evaluation results were used as a measure for performance as an outcome. We applied the online self regulatory learning questionnaire for data on learner self regulation, the intrinsic motivation inventory for data on intrinsic motivation and other self-developed instruments for measuring the other constructs. Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and student characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning.
shortDOI: 10/gfv57d KerkoCite.ItemAlsoKnownAs: 10.1186/s41239-017-0043-4 10/gfv57d 2405685:XLMQ36GN

Low-cost, familiar tech for teacher support: Evidence from a SMS campaign for early grade teachers in Malawi - Kipp, S (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:87KJQVTK

Tanzania 2017 field testing report: Can out-of-school children make learning gains with Kitkit School? - Kitkit School (Kitkit School, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:X5YJZY69 2405685:BNM2LVRY

Implementing the flipped classroom in teacher education: evidence from Turkey - Kurt, Gökçe (Journal of Educational Technology & Society, 2017)
The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.
Publisher: International Forum of Educational Technology & Society, Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895978809?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:3HJZ8ZXE 2534378:D65UEKHJ 2534378:I5BUKZQ2 2534378:KDF2VCK5
Keywords: Blended Learning; Blended learning; Classroom Techniques; Classroom management; Classrooms; Control Groups; Conventional Instruction; ERIC; Current Index to Journals in Education (CIJE); Education; Education–Teaching Methods And Curriculum; Educational Technology; English (Second Language); Experimental Groups; Flipped classroom; Focus Groups; Foreign Countries; Higher Education; Homework; Language Teachers; Learning; Postsecondary Education; Pre-service teachers of English; Preservice Teacher Education; Pretests Posttests; Program Effectiveness; Qualitative analysis; Quasiexperimental Design; Reversing; Scores; Second Language Instruction; Self Efficacy; Statistical Analysis; Teacher education; Teachers; Teaching Methods; Teaching methods; Technology Uses in Education; Tests; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2097427; __finaldtb; ⛔ No DOI found

Implementing the flipped classroom in teacher education: evidence from Turkey - Kurt, Gökçe (Journal of Educational Technology & Society, 2017)
The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.
Publisher: International Forum of Educational Technology & Society, Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895978809?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:IHMVT8QM 2405685:I746BHPF 2534378:D65UEKHJ 2534378:I5BUKZQ2 2534378:KDF2VCK5
Keywords: Blended Learning; Blended learning; Classroom Techniques; Classroom management; Classrooms; Control Groups; Conventional Instruction; ERIC; Current Index to Journals in Education (CIJE); Education; Education–Teaching Methods And Curriculum; Educational Technology; English (Second Language); Experimental Groups; Flipped classroom; Focus Groups; Foreign Countries; Higher Education; Homework; Language Teachers; Learning; Postsecondary Education; Pre-service teachers of English; Preservice Teacher Education; Pretests Posttests; Program Effectiveness; Qualitative analysis; Quasiexperimental Design; Reversing; Scores; Second Language Instruction; Self Efficacy; Statistical Analysis; Teacher education; Teachers; Teaching Methods; Teaching methods; Technology Uses in Education; Tests; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2097427; __finaldtb; ⛔ No DOI found

Systems theory - Lai, Chih-Hui; Huili Lin, Sapphire (The international encyclopedia of organizational communication, 2017)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1002/9781118955567.wbieoc203 2339240:L2H3DBD7 2405685:4LRU275B

The evolution of school league tables in England 1992-2016: ‘Contextual value-added’, ‘expected progress’ and ‘progress 8’ - Leckie, George; Goldstein, Harvey (British Educational Research Journal, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1002/berj.3264 2339240:2UXBFRJS 2405685:D3NI23TE 4656463:RK8I8LAW

Scaling Educational Innovations in Singapore: the roles of Policymakers, Practitioners, and Researchers - Lee, Shu-Shing (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:52TG47S9 2405685:AWF9RSPZ
Keywords: ⛔ No DOI found

Comparative Judgement as a Promising Alternative to Score Competences - Lesterhuis, Marije; Verhavert, San; Coertjens, Liesje; Donche, Vincent; Maeyer, Sven De (Innovative Practices for Higher Education Assessment and Measurement, 2017)
To adequately assess students' competences, students are asked to provide proof of a performance. Ideally, open and real-life tasks are used for such performance assessment. However, to augment the reliability of the scores resulting from performance assessment, assessments are mostly standardised....
ISBN: 9781522505310 Pages: 119-138 Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-5225-0531-0.ch007 2339240:UE3LKEDA 2405685:Y88QTIX4

The SolarSPELL Offline Digital Library - Linzy, Kristen; Hosman, Laura (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:WIRDBPRN
Keywords: ⛔ No DOI found

Fostering self-regulation in online learning in K-12 education - Lock, Jennifer; Eaton, Sarah Elaine; Kessy, Elaine (Northwest Journal of Teacher Education, 2017)
KerkoCite.ItemAlsoKnownAs: 10.15760/nwjte.2017.12.2.2 2405685:Q63LG7IQ

Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars - Maguire, Moira; Delahunt, Brid (All Ireland Journal of Higher Education, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:BFWUPILB 2405685:7LAF386C
Keywords: ⛔ No DOI found

Using video to support in-service teacher professional development: the state of the field, limitations and possibilities - Major, L; Watson, Steven (Technology Pedagogy and Education, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2017.1361469 2339240:4W59D9U3 2405685:TKGRWCS3 2405685:W7DDRAT9 2405685:WF9QFYZY 2534378:YYFW64KC
Keywords: C: International; ⛔ No DOI found

Teachers’ conception towards the use of social networks as a tool for professional development in Tanzania government secondary schools: the case of Dodoma municipality - Manyama, Charles (University of Dodoma, 2017)
The current study sought to assess teachers' conception toward the use of social networks as a tool for professional development in Tanzania government secondary schools the case of Dodoma Municipality. Thus, the specific objectives of this study were to assess the influence of demographic characteristics on the use of social networks or as a tool for professional development. To assess teachers conception on the available social networks opportunity that can support professional development, to investigate teachers use of social networks available for professional development, to explore the perceived benefits of using social networks opportunity as a tool for professional development and to examine limitation that hinder teachers for professional development. The study was guided by social-cognitive theory, community of practice model (CoP) and technology acceptance model (TAM). A cross-section research design was used to collect data that involved 84 teachers‟ from ten secondary schools, six head of schools three quality assurers and one respondent from DEO office. SPSS computer program was used to analyze the data. Qualitative data were analyzes through content analysis and quantitative data were analyzed statistically using descriptive and inferential statistics by using SPSS Version 20, and Microsoft Excel were highly used. Linear regression techniques were used to seek whether there is a relationship between demographic characteristics and the use of social networks. The survey results showed that there is no significant relationship between demographic factors with the use of social networks as a tool for professional development. Either teachers have positive conceptions towards the use of social networks as a tool for professional development. Furthermore, teachers use SNs for communicating with their fellow from different groups but it is not effectively integrated into professional development. The findings indicate that, to a large extent, teachers agreed that SNs make them to be more creative and help them to improve their communication skills. In addition the findings indicated that teachers lack training on how to integrate SNs in TPD. Finally,the researcher recommend that, educational stakeholders should provide financial and material support to teachers in order to overcome challenge that limit the use of technology in teaching and learning.
Accepted: 2018-04-11T09:35:23Z Publisher: The University of Dodoma KerkoCite.ItemAlsoKnownAs: 2339240:YDEVGFS3 2405685:U59ER7CF
Keywords: ⛔ No DOI found

Kenyan school system is trying sign language for all children - Mativu (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:2IUM643C 2405685:JBUVX9XJ

The international encyclopedia of communication research methods - Matthes, Jörg; Davis, Christine; Potter, Robert (Wiley, 2017)
zotzenLib.CopiedFrom: 2339240:MZWRDTNS KerkoCite.ItemAlsoKnownAs: 2339240:MZWRDTNS 2405685:DJQI2C4Z

Investing in the crisis: Private participation in the education of Syrian refugees - Menashy, Francine; Zakharia, Zeena (Education International, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SYFDME3C 2405685:RJNTJSR9

Strengthening Teacher Professional Development: Local and global communities of practice in Kakuma Refugee Camp - Mendenhall, Mary (Columbia University, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:7WPJ543M 2405685:32Z977JS
Keywords: C:Kenya / Rwanda

Supporting the education of marginalized girls in Kailali (STEM II) - Mercy Corps (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:HBFQ7C9J 2405685:Q6NC72XY

Supporting teachers with mobile technology: lessons drawn from UNESCO projects in Mexico, Nigeria, Senegal and Pakistan - Miao, Fengchun; West, Mark; Hyo-Jeong, So; Toh, Yancy (UNESCO, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:HWF42ZQL

Blockchain security: What keeps your transaction data safe? - Miles, Curtis (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:LL5WIQQD 2405685:DZD9YZWT

An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom - Minaz, Maksal; Tabassum, Rabia; Idris, Muhammad (Pakistan Journal of Education, 2017)
Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan.
Place: Islamabad Publisher: Allama Iqbal Open University Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2364383027?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2339240:JSUA8DQA 2405685:AUM7ANGN 2405685:EC5V2BBM 2534378:Q5BTRXDU 2534378:ZZ43GQ5G
Keywords: Education; Educational technology; Learning; Pedagogy; Podcasts; Professional development; Teacher attitudes; __:import:01; __:match:final; __:matched; __:study_id:2096864; __finaldtb; ⛔ No DOI found

Plan sectoriel de l'éducation 2018 - 2022 - Ministère de l'Éducation Nationale, Madagascar (2017)
Plan sectoriel de l'éducation pour la période 2018 -2022 pour une éducation de qualité pour tous, garantie du développement durable, préparé par le ministère de l'Education nationale de Madagascar
KerkoCite.ItemAlsoKnownAs: 2405685:ZTKRM7TY

National Framework for Continuous Professional Development for Practicing Teachers - Ministry of Education, Science and Technology (United Republic of Tanzania, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:F5D7RDCT 2405685:GFCJSMIU 2405685:SFYUBD4B
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

Feasibility study exploring e-learning initiatives at secondary schools in Tanzania mainland - MoEST (MoEST, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:FVHTEQ59 2405685:9YX95C7V

Using Tactile Letters As An Assitive Techology in Teaching Alphabet For Dyslexi Children: A Case Study - Mohamad, Mariam; Tan, Abdullah; Sabrina, Jessica (eLearning & Software for Education, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:BSQCEEJM 2405685:9W7TB9SK
Keywords: ⛔ No DOI found

Can new modes of digital learning help resolve the teacher crisis in sub-Saharan Africa? - Moon, Bob; Villet, Charmaine (Journal of Learning for Development, 2017)
Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.
Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada KerkoCite.ItemAlsoKnownAs: 2405685:C4EES7UW 2534378:LSYA2A2W
Keywords: Africa; Computer Uses in Education; ERIC; Current Index to Journals in Education (CIJE); Educational Change; Educational Policy; Electronic Learning; Faculty Development; Foreign Countries; Higher Education; Inservice Teacher Education; Online Courses; Postsecondary Education; Preservice Teacher Education; Resource Units; Teacher Shortage; ⛔ No DOI found

Teachers and teacher policy in primary and secondary education - Mulkeen, Aidan; Ratteree, William; Voss-Lengnik, Ilse (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:T9D25FKH

Availability of Resource Materials and Facilities for ICT Integration in the Public Primary School Curriculum in Kitui County, Kenya - Mwendwa, Nzwili K. (2017)
Throughout the world, the Information and Communications Technology (ICT) is changing the face of education. This paper is a report of a study that was carried out in the months of May and June 2016 on the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County in Kenya. The research purpose and objective of the study was: To find out the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County. This study was guided by the Technology Acceptance Model (TAM). It was informed by the pragmatic philosophy and the Mixed Method (MM) research approach. Data was collected from 388 public primary schools in Kitui County selected through stratified and simple random sampling methods. A total of 388 head teachers and 776 teachers participated in the study giving a total of 1114 respondents. The research instruments used were questionnaires for teachers, interview schedules for head teachers and observation checklists. The data collected was analyzed qualitatively and quantitatively. The findings revealed that most of the schools were connected to electricity but lacked ICT resources such as desk computers, whiteboards, CD-ROMs and anti-viruses. Laptops were available in some of the schools but were not being used by teachers in direct instruction. They were mainly used in the storage of school records, teacher plans, examination questions and for examination registration exercises. Another finding was lack of internet connectivity in most of the schools that affected ICT integration in the curriculum. The study recommended that the education stakeholders and the government should partner in provision of ICT resources and facilities to facilitate integration of ICT in schools. It is hoped that this study will be useful in education policy making on ICT integration in schools in Kenya and other parts of the world.
Accepted: 2020-05-26T08:32:29Z Publisher: Scholars Middle East Publishers KerkoCite.ItemAlsoKnownAs: 2339240:UP3XU562 2405685:UDB54BE6
Keywords: ⛔ No DOI found

Guide to the Accelerated Education Principles - Myers, Juliette; Pinnock, Helen; Lewis, Ingrid (Accelerated Education Working Group (AEWG), 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZEPTLN9S 2405685:USP8QCWQ

Guide to the Accelerated Education Principles - Myers, Juliette; Pinnock, Helen; Lewis, Ingrid (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:SB4MHKTG

Mathematics Education and Accessible Technologies for Visually Impaired Students in Bangladesh - Nahar, L; Jaafar, A; Sulaiman, R (Badioze Zaman H. et al. (eds) Advances in Visual Informatics. IVIC 2017. Lecture Notes in Computer Science, vol 10645, 2017)
The learning process for the visually impaired students (VIS) is complicated because they are unable to get visual information. A lot of challenges and problems these VIS are facing to get education, especially in studying Mathematics. As a developing country, Bangladesh cannot afford for the costly Mathematics learning tools for VIS. The objective of this study is to analyze the current scenarios of learning Mathematics in different types of blind schools in Bangladesh. A survey is conducted in all three types of schools in order to achieve the objective. The survey was based on questionnaire comprising questions related to Mathematics learning, examination methods and learning difficulties. Survey results shows that they follow Braille system for reading and writing; however, they cannot write in Braille in the final examination. Taylor frame and abacus are the only options for counting numbers. This paper also tries to propose some key points to improve the current Mathematics learning process for the blind students.
KerkoCite.ItemAlsoKnownAs: 2339240:S7ZDF3ZX 2405685:FU3UTF9E
Keywords: ⛔ No DOI found

ICT integration in teaching and learning in secondary schools in Tanzania: Readiness and way forward - Ngeze, Lucian V. (International Journal of Information and Education Technology, 2017)
Publisher: Science Publishing Group KerkoCite.ItemAlsoKnownAs: 10.18178/ijiet.2017.7.6.905 2339240:ZV7BEGN9 2405685:YGBAHLFW

Implications of the University of South Africa's (UNISA) shift to open distance e-learning on teacher education - Ngubane-Mokiwa, Sindile A. (Australian Journal of Teacher Education, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:Z7CUFE46
Keywords: ⛔ No DOI found

The funding of school education: Main findings and policy pointers - OECD (The Funding of School Education: Connecting Resources and Learning, 2017)
This study on school funding policies was conducted for a number of reasons:
KerkoCite.ItemAlsoKnownAs: 2339240:V9TTH9VS 2405685:8UT9HDR2 4656463:DI64NC3J

Mainstreaming Equity in Education - Omoeva, Carina (FHI 360 Education Policy and Data Center / Education Equity Research Initiative, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:KQK6D75U 2405685:HP39R2WL

Teachers' Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools - Onivehu, Adams Ogirima; Ohawuiro, Onyiyeche Emilia; Oyeniran, Bunmi Juliana (Acta Didactica Napocensia, 2017)
This study examined teachers' attitude and competence in the use of assistive technologies in special needs schools. The descriptive survey method was employed for the study among 100 teachers who were drawn using purposive sampling technique from special needs schools in Osun State, Nigeria. Six research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged "Teachers' Attitude and Competence in the Use of Assistive Technology Questionnaire" ("TACUATQ") was used for data collection. The instrument was administered on 20 selected teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.85 through Pearson Product Moment Correlation statistics. Data were analysed with percentage, mean and rank order, t-test and ANOVA statistical tools. The findings revealed that teachers have a positive attitude towards the use of assistive technologies. However, teachers were not competent in the use of assistive technologies. Gender and teaching experience did not influence teachers' attitude and competence in the use of assistive technologies. It was recommended among other things that teachers should be trained and re-trained on the use of assistive technology for students with speech disorders, visual impairments, hearing impairments, physical impairments and emotional and behavioural disorders.
Publisher: Babes-Bolyai University KerkoCite.ItemAlsoKnownAs: 10.24193/adn.10.4.3 2339240:FDGRYPVG 2405685:TUG39XRX
Keywords: Assistive Technology; Elementary Secondary Education; Foreign Countries; Gender Differences; Questionnaires; Special Needs Students; Special Schools; Teacher Attitudes; Teacher Competencies; Teacher Surveys; Teaching Experience

Ghana Reads - Open Learning Exchange Ghana (2017)
Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:KKFABZMZ

OLE Ghana - Open Learning Exchange Ghana (2017)
Library Catalog: www.oleghana.org KerkoCite.ItemAlsoKnownAs: 2405685:A5UVHX67

Fiscal Decentralization in Ghana: Progress and Challenges - Osei, Edna (Institute for Fiscal Studies Ghana, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:86IVWGL2 2405685:PL3W26A4 4656463:HLGC2IQF

Effectiveness of an iPad Intervention to Support Development of Maths Skills in Foundation Year Children - Outhwaite, Laura (2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:EH35HAKK 2405685:DGF7RQLD

Bilingual Learning Spaces: Lessons From Using WhatsApp Videos in a Ghanaian Rural Context - Owoo, Mama Adobea Nii (Making a Difference: Prioritizing Equity and Access in CSCL, 2017)
This poster is a preliminary inquiry into the usage of audiovisual material for bilingual language education on the mobile application, WhatsApp, in a Ghanaian rural community. Participatory Action Research framework was used. Content creators and rural teachers observe and study the potential of Mobile Computer-Supported Collaborative Learning (mCSCL) to re-conceptualize e-learning in rural spaces with online and offline discourses in Gã and English enabled by WhatsApp
KerkoCite.ItemAlsoKnownAs: 2339240:QPQ7Z8JP 2405685:2PXKND4R
Keywords: ⛔ No DOI found

MOOCs for in-service teachers: the case of Uganda and lessons for Africa - Oyo, B.; Kalema, B.M.; Byabazaire, J. (Revista Española de Pedagogía, 2017)
In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.
Extra URL: https://revistadepedagogia.org/en/lxxv-en/no-266/moocs-for-in-service-teachers-the-case-of-uganda-and-lessons-for-africa/101400005980/ KerkoCite.ItemAlsoKnownAs: 10.22550/rep75-1-2017-07 10/ggddgs 2339240:MR2W67VK 2405685:USHUUTDI 2534378:VFQKYSXZ 2534378:WLCXEHHM
Keywords: _Source:Intuitive; _THEME: Education management; _THEME: Teacher Professional Development; __:import:03; __:match:final; __:matched; __:study_id:2426079; __finaldtb

MOOCs for in-service teachers: the case of Uganda and lessons for Africa - Oyo, B.; Kalema, B.M.; Byabazaire, J. (Revista Española de Pedagogía, 2017)
In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa.
Extra URL: https://revistadepedagogia.org/en/lxxv-en/no-266/moocs-for-in-service-teachers-the-case-of-uganda-and-lessons-for-africa/101400005980/ KerkoCite.ItemAlsoKnownAs: 10.22550/rep75-1-2017-07 10/ggddgs 2339240:HPI63QSH 2339240:MR2W67VK 2405685:CIF2AFNW 2534378:WLCXEHHM
Keywords: _Source:Intuitive; _THEME: Education management; _THEME: Teacher Professional Development; __:import:03; __:match:final; __:matched; __:study_id:2426079; __finaldtb

The Predictive Validity of a Text-Based Situational Judgment Test in Undergraduate Medical and Dental School Admissions - Patterson, Fiona; Cousans, Fran; Edwards, Helena; Rosselli, Anna; Nicholson, Sandra; Wright, Barry (Academic Medicine: Journal of the Association of American Medical Colleges, 2017)
PROBLEM: Situational judgment tests (SJTs) can be used to assess the nonacademic attributes necessary for medical and dental trainees to become successful practitioners. Evidence for SJTs' predictive validity, however, relates predominantly to selection in postgraduate settings or using video-based SJTs at the undergraduate level; it may not be directly transferable to text-based SJTs in undergraduate medical and dental school selection. This preliminary study aimed to address these gaps by assessing the validity of the UK Clinical Aptitude Test (UKCAT) text-based SJT. APPROACH: Study participants were 218 first-year medical and dental students from four UK undergraduate schools who completed the first UKCAT text-based SJT in 2013. Outcome measures were educational supervisor ratings of in-role performance in problem-based learning tutorial sessions-mean rating across the three domains measured by the SJT (integrity, perspective taking, and team involvement) and an overall judgment of performance-collected in 2015. OUTCOMES: There were significant correlations between SJT scores and both mean supervisor ratings (uncorrected r = 0.24, P < .001; corrected r = 0.34) and overall judgments (uncorrected rs = 0.16, P < .05; corrected rs = 0.20). SJT scores predicted 6% of variance in mean supervisor ratings across the three nonacademic domains. NEXT STEPS: The results provide evidence that a well-designed text-based SJT can be appropriately integrated, and add value to, the selection process for undergraduate medical and dental school. More evidence is needed regarding the longitudinal predictive validity of SJTs throughout medical and dental training pathways, with appropriate outcome criteria.
shortDOI: 10/gbwnzw KerkoCite.ItemAlsoKnownAs: 10/gbwnzw 2405685:K3F6TWDN
Keywords: College Admission Test; Education; Dental; Education; Medical; Undergraduate; Female; Humans; Judgment; Male; Predictive Value of Tests; Reproducibility of Results; School Admission Criteria; Surveys and Questionnaires; United Kingdom; Young Adult

Mitigating threats to girls’ education in conflict-affected contexts: current practice - Pereznieto, Paola; Magee, Arran; Fyles, Nora (2017)
This report, co-produced by ODI and UNGEI, investigates girls’ access to education in conflict settings
KerkoCite.ItemAlsoKnownAs: 2339240:SVUVZWB3 2405685:JGHJRCA2

EQUIP-Tanzania Impact Evaluation. Final Baseline Technical Report, Volume I: Results and Discussion - Pettersson, Gunilla; Rawle, Georgina; Outhred, Rachel; Brockerhoff, Stephanie; Nugroho, Dita; Kveder, Andrej; Beavis, Adrian; Ruddle, Nicola; Jasper, Paul; Wills, Gabrielle (Oxford Policy Management, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:D6FABJW8 2405685:SUXHMYIJ 4656463:MMB95YWB

Implementing large scale instructional technology in Kenya | RTI - Piper, Ben; Oyanga, A; Meija, J; Pouezevara, S (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:EDUQCBQZ 2405685:6JAG9EUA

Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system - Piper, Benjamin; Oyanga, Arbogast; Mejia, Jessica; Pouezevara, Sarah (International Journal of Education and Development using Information and Communication Technology, 2017)
Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.
KerkoCite.ItemAlsoKnownAs: 2339240:58E7TTX7 2339240:BKA9N5C4 2405685:3TIEJDV8 2405685:7L6V38N5 2405685:8NPF9AFB 2405685:IB7ASVMU 2534378:6WZ3BZFJ 2534378:A9KF6S9G 2534378:J2U5DHN3 2534378:QRRUK48B 2534378:WAL7Y23P 2534378:YIC9AUDV 2534378:ZPTKHLIH
Keywords: Accountability; C:Kenya; Classrooms; Clinical trials; Developing countries–LDCs; Digital divide; Digital literacy; ERIC; Current Index to Journals in Education (CIJE); Education; Education reform; Educational Practices; Educational Quality; Educational Technology; Educational technology; Foreign Countries; Handheld Devices; Initiatives; Intervention; Interviews; Kenya; Learning; Literacy; Literacy programs; Literature reviews; Maine; National Surveys; Observation; Outcomes of Education; Portugal; Quality; Questionnaires; Reading; Schools; Software; South Korea; Statistical Analysis; Statistical Significance; Students; Teachers; Teaching; Technology Uses in Education; Telecommunications; Texas; Turkey; Uruguay; __:import:01; __:match:final; __:matched; __:study_id:2096038; __finaldtb; ⛔ No DOI found

Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System - Piper, Benjamin; Oyanga, Arbogast; Mejia, Jessica; Pouezevara, Sarah (International Journal of Education and Development using ICT, 2017)
Previous large-scale education technology interventions have shown only modest results. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed a national tablets program. The program provides tablets to each of more than 1200 instructional coaches in the country and includes a national database of classroom quality, which is used by the education system to monitor education quality. The tablets program helps coaches to...
Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2405685:R3U2G3YM 2486141:5ZICUTPI
Keywords: ⛔ No DOI found

An Evaluation of Computer Aided Learning (BRAC-CAL) in Secondary Schools in Bangladesh. - Power, T; Babu, R; Chowdhury, T (BRAC Research and Evaluation Division, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:HY6ESF47 2405685:7BA7PQLP

A Quasi-Experimental Study of the Classroom Practices of English Language Teachers and the English Language Proficiency of Students, in Primary and Secondary Schools in Bangladesh - Power, Tom; McCormick, Robert; Asbeek-Brusse, Elsbeth (2017)
English in Action (EIA) is an English language teacher development project based in Bangladesh that was intended to run from 2008 to 2017, but which was extended at the request of the Government of Bangladesh, with additional funding from UKAID, for a further year to 2018. By the time of the design of this study (2014-2015) EIA was drawing to the end of upscaling (phase III, 2011-2014) and entering institutionalisation and sustainability (phase IV, 2014-17, extended 2018). Successive prior studies had indicated substantial success in improving both teachers’ classroom practices and student learning outcomes, over the pre-project baseline (e.g. EIA 2011, 2012). The 2014 Annual Review of EIA recommended that in the final phase, EIA should explore whether it would be possible to carry out a study that compared a ‘counterfactual’ or control-group of teachers and students, to the ‘EIA’ or treatment schools: i.e. a Randomised Control Trial or Quasi-Experimental study. A proposal for a Quasi-Experimental study was developed in collaboration with DFID’s South Asia Research Hub (SARH), which also provided the additional funding necessary to implement such a study. The teachers and students who were the subject of this study, were the fourth cohort to participate in English in Action (together with teachers from ‘control’ schools, in the same Upazilas). This fourth EIA cohort included Schools, Teachers and Students from approximately 200 Upazilas (of approximately 500 in total) across Bangladesh, including some of the most disadvantaged areas (with reference to UNICEF deprivation index), such as Char, Hoar and Monga districts. Teachers took part in a school-based teacher development Programme, learning communicative language teaching approaches through carrying out new classroom activities, guided by teacher development videos that showed teachers, students and schools similar to those across the country. Teachers also had classroom audio resources for use with students. All digital materials were available offline, on teachers own mobile phones, so there is no dilution of the Programmes core messages about teaching and learning, by some intermediary coming between the teacher and the materials. Teachers were supported through these activities, by other teachers in their schools, by their head teachers and by local education officers. Some teachers from each area were also given additional support and guidance from divisional EIA staff, to act as Teacher Facilitators, helping teachers work through activities and share their experiences at local cluster meetings. Whereas previous cohorts of teachers had attended eight local teacher development meetings over their participation in the project, for Cohort Four, this was reduced to four meetings, with a greater emphasis being placed on support in school by head teachers, as well as support from local education officers. This change was part of the move towards institutionalisation and sustainability of project activities within and through government systems and local officers. The purpose of this study was both to provide the evaluation evidence required for the final phase of the EIA project and to contribute to the international body of research evidence on effective practices in teacher development in low-to-middle income country contexts.
Place: Dhaka, Bangladesh Publisher: English in Action (EIA) KerkoCite.ItemAlsoKnownAs: 2339240:5ASMY75P 2405685:GJV2BMAG

EIA School-based teachers development - Power, Tom; McCormick, Robert; Eyres, Ian (English In Action, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:U389PI47 2405685:GRPSWZKB

Building State Capability: Evidence, Analysis, Action - Pritchett, Lant; Andrews, Matt; Woolcock, Michael (2017)
"Building State Capability: Evidence, Analysis, Action" provides evidence of the capability shortfalls that currently exist in many countries, analyses this evidence and identifies capability traps that hold many governments back—particularly related to isomorphic mimicry and premature load-bearing.
KerkoCite.ItemAlsoKnownAs: 2339240:PI9N59BE 2405685:23NKUBAX 4656463:J3ERMP4G

The Student Attitudes Survey - Queen Rania Foundation (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:MR6MF28B

Female Teachers' Perceptions of Quality Education for Adolescent Girls in Rural Bangladesh: A Case Study - Rahim, N (2017)
The education of adolescent girls in Bangladesh must be pursued with the right combination of technology, practicality, and cultural sensitivity to achieve, among other objectives, the objectives of Millennium Development Goals (MDGs). The problem this study address is despite the availability of mobile-based curricula, such as video, mobile phones, and Short Message System (SMS) technology, female teachers in rural areas are not trained to plan and deliver curricula using mobile platforms. The purpose of this qualitative single case study is to explore barriers associated with female teachers’ training of the use of mobile-based technology in rural areas in Bangladesh. The sample is, randomly selected a minimum of eight local female teachers who had been teaching at least for two years in a rural school in Bangladesh. The data were collected to determine the local teachers’ perception on establishing quality education through virtual (email, mobile phone, IMO, zoom or Skype) interviews administered to these 8 local female teachers. The researcher gathered data from the local female teachers’ point of view based on their motivation to receive training in becoming proficient in English and the use of mobile technology in teaching. A content analysis tool was used for analyzing, interpreting, coding, and categorizing textual data where themes identified based on a comprehensive classification system. The findings from the data analysis would aid schools in recruiting, training, and retaining local female teachers to provide quality education to the adolescent girls. The data from the single case study provided information as to the use of mobile and web technologies in teaching and learning while local female teachers gain proficiency in the English language. The insight gained from this single case study may help develop future technology budgets, infrastructure, and curriculum needs. The findings from research revealed that the rural Bangladeshi school teachers noted that there is limited use of videos in the classrooms for teaching due to, in some parts, the lack of training by school administrators on strategies to use videos in their teaching. Some barriers to the use of videos is due to the lack of Internet connection, the lack of knowledge on the proper use of videos in their teaching, and the lack of administrators’ support for this type of curriculum change in the schools.
KerkoCite.ItemAlsoKnownAs: 2339240:MKU6GYRJ 2405685:VDGJUDEZ

Pre-service teachers’ self-efficacy beliefs towards educational technologies integration in Tanzania - Raphael, Christina; Mtebe, Joel S (Journal of Learning for Development, 2017)
This study examines pre-service teachers’ (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance our understanding of factors that hinder teachers from integrating educational technologies into the classroom.
KerkoCite.ItemAlsoKnownAs: 2339240:32MHLE8L 2405685:VBEEQVMR
Keywords: ⛔ No DOI found

Computer Assisted Language Learning in Pakistan: Teachers' Perspectives - Rashid, Shaista (Journal of Asia Tefl, 2017)
Place: Gwangju Publisher: Asia Tefl WOS:000429931900016 KerkoCite.ItemAlsoKnownAs: 10.18823/asiatefl.2017.14.4.16.802 2339240:4FN4JLRF 2405685:K47U7R9B

Education data in four charts - Read, Lindsay; Atinc, Tamar Manuelyan (Brookings Institute, 2017)
In four charts, Lindsay Read and Tamar Manuelyan Atinc detail the quality and public availability of data from education ministries.
KerkoCite.ItemAlsoKnownAs: 2339240:N8V7NCR2 2405685:XS97H6KR

Information for accountability: Transparency and citizen engagement for improved service delivery in education systems - Read, Lindsay; Atinc, Tamar Manuelyan (Brookings Institute, 2017)
In a new report, Lindsay Read and Tamar Manuelyan Atinc shares insights into the nuanced relationship between information and accountability as it relates to improving service delivery in education systems.
KerkoCite.ItemAlsoKnownAs: 2339240:W3SI8U89 2405685:46VBQ7KV

Investigations into using data to improve learning: Philippines case study - Read, Lindsay; Atinc, Tamar Manuelyan (Global Economy and Development at Brookings, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:CY4FPYE7 2405685:MDKQZGJ4

European Framework for the Digital Competence of Educators: DigCompEdu - Redecker, Christine (Publications Office of the European Union, Luxembourg, 2017)
The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The...
KerkoCite.ItemAlsoKnownAs: 10.2760/178382 2405685:4BRG6XX2

Protecting the right to education for refugees - Rolla, Moumné; Sakai, Leticia (UNESCO, 2017)
With over 20.7 million people who are currently refugees, challenges are numerous in relation to access, quality, and equity. Yet education plays a key role in ensuring refugees can fully develop themselves, find a job and contribute to society. UNESCO has produced this paper which analyze how to protect and enforce the right to education of refugees.
KerkoCite.ItemAlsoKnownAs: 2339240:73IS39YE 2405685:F27HGIPA

Can outsourcing improve Liberia's schools? Preliminary results from Year One of a three-year randomized evaluation of partnership schools for Liberia - Romero, Mauricio; Sandefur, Justin; Sandholtz, Wayne Aaron (Center for Global Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:QJIFN6VT 2405685:Y9HDVTEZ

7 Years Government Programme: National Strategy for Transformation (NST1) - Rwanda Ministry of Finance and Economic Planning (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:L6T236SC 2405685:6UGDFDT5

ICT : Rwanda and Republic of Korea Sign $7 Million to Support IT Development in Schools - Rwanda Podium (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:QIZE7MEZ 2405685:D7XKSB9D

Co-creation of OER by teachers and teacher educators in Colombia - Sáenz Rodríguez, María del Pilar; Pino, Ulises Hernandez; Hernández, Yoli Marcela (Adoption and impact of OER in the Global South, 2017)
This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.
KerkoCite.ItemAlsoKnownAs: 2405685:IE3G3WQ2 2534378:5D4ABB2L 2534378:5MYHLPNC
Keywords: __:import:02; __:match:final; __:matched; __:study_id:3123702; __finaldtb; auto_merged

Co-creation of OER by teachers and teacher educators in Colombia - Sáenz Rodríguez, María del Pilar; Pino, Ulises Hernandez; Hernández, Yoli Marcela (Adoption and impact of OER in the Global South, 2017)
This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.
KerkoCite.ItemAlsoKnownAs: 2339240:RMLB5C8D 2405685:GYQNF2V9 2534378:5D4ABB2L 2534378:5MYHLPNC
Keywords: __:import:02; __:match:final; __:matched; __:study_id:3123702; __finaldtb

ICT and students' performance in Pakistan - Salam, Shafaq; Yang, Mengke; Shaheen, Aliya; Movahedipour, Mahmood; Zeng, Jianqiu (Human Systems Management, 2017)
Traditionally, education emphasizes on the use of textbooks for the acquisition of knowledge. However, educational settings around the world are now emphasizing on digital curricula that promote competences and performance. The purpose of this article is to examine the impact of use of Information and Communication Technology (ICT) on students' performance. Knowing the importance of ICT for education, the private schools of Pakistan emphasize the use of ICT; however, public schools lag behind in the ICT infrastructure, thereby producing a digital divide. This research conducted a survey with 150 public and private school students of Peshawar District, in the KP province of Pakistan. The results show that the use of ICT acts as a catalyst for improving the quality of education and the students' performance. The study's findings can benefit policy makers who design ICT-based curricula and provide ICT infrastructure for public schools. Moreover, the study's results can help narrow the current digital divide, by providing a high-quality education to public school students.
Place: Amsterdam Publisher: Ios Press WOS:000416674900002 KerkoCite.ItemAlsoKnownAs: 10.3233/HSM-17118 2339240:EDXEVSJ2 2405685:2MKGHWUI
Keywords: Public schools; comparative analysis; impact of ICT; performance; private; private schools; public-schools; skills

iPad: efficacy of electronic devices to help children with autism spectrum disorder to communicate in the classroom - Sankardas, Sulata Ajit; Rajanahally, Jayashree (Support for Learning, 2017)
Children with Autism Spectrum Disorder (ASD) are known to have difficulty in social communication, with research indicating that children with ASD fail to develop functional speech (Lord and Rutter, 1994). Over the years a number of Augmented and Alternate Communication (AAC) devices have been used with children with ASD to overcome this barrier and to facilitate communication. This article examines an Indian AAC tool called AVAZ (meaning sound), which is the first of its kind in India. The project reported also looks at the effectiveness of using AVAZ and the use of iPads by children with ASD in the classroom. Additionally, the article examines the suitability of using iPads for all learners in the spectrum. Twenty children between the ages of 4 and 10 years were selected to trial the use of AVAZ. They received three sessions weekly of 45 minutes over a period of 10 weeks. The feedback of the special educators who trained the children was analysed. The findings of this small scale study indicates that the children preferred using the AVAZ app and the iPad to pen and paper. Huguenin (2004) too indicated similar reports in using Information and Communication Technology (ICT) in enhancing children's motivation to learn and communicate. The trainers felt it could be used as an educational tool, and many more educational concepts could be added. Research also suggests that ICT can be used as a tool to tutor for educational purpose (Means, 1994). The AVAZ app could be recommended to children with ASD who are included in mainstream schools. This study was conducted at Sankalp, a special school in Tamil Nadu, Chennai.
_eprint: https://nasenjournals.onlinelibrary.wiley.com/doi/pdf/10.1111/1467-9604.12160 KerkoCite.ItemAlsoKnownAs: 10.1111/1467-9604.12160 2339240:B3KGPHPK 2405685:R92QINFG
Keywords: alternate and augmented communication; autism spectrum disorder; information and communication technology; social communication

The effect of the Ebola crisis on the education system’s contribution to post-conflict sustainable peacebuilding in Liberia - Santos, Ricardo; Novelli, Mario (University of Sussex, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:AP5EZQWH 2405685:RQEVUD7C

Inclusive education: determinants of schooling in urban slums of Islamabad, Pakistan - Sattar, Usman; Zhang, Dunfu (American Journal of Sociological Research, 2017)
This paper seeks to identify the factors determining school enrollment in slum localities of Islamabad, Pakistan. A quantitative research design with the survey method was adopted to obtain data from household heads. The sample was consisted of 220 respondents. The data was collected with convenient sampling technique. A structured questionnaire was prepared as a tool for data collection. The data was analyzed with logistic regression model on STATA 0.9 software. The results disclosed that child’s gender, household income and household head’s education are important factors determining school enrollment in slum localities of Islamabad, Pakistan.
Publisher: Scientific & Academic Publishing KerkoCite.ItemAlsoKnownAs: 2339240:GI7I2TIY 2405685:J74TQ4KK
Keywords: ⛔ No DOI found

Tiyende! Let’s Walk! - Save the Children (2017)
Singilton Phiri Interactive Radio Instruction Specialist Save the Children in Malawi June 16, 2017 Before the introduction of sponsorship in rural Zomba in Malawi, walking...Read the full article...
KerkoCite.ItemAlsoKnownAs: 2339240:2DF274TB 2405685:IEJHUQ7J

How the study of cognitive growth can benefit from a cultural lens - Serpell, Robert (Perspectives on Psychological Science, 2017)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/1745691617704419 2339240:BWYB54UG 2405685:RMB9AGH6

What curriculum? Which methods? A cluster randomized controlled trial of social and financial education in Rwanda - Shephard, Daniel D.; Kaneza, Yves V.; Moclair, Paul (Children and youth services review, 2017)
shortDOI: 10/gftrqj KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2017.09.011 10/gftrqj 2339240:SL34NDUR 2405685:UMN6NXXF

Inclusive Quality Education for Children with Disabilities - Singal, Nidhi; Ware, Hannah; Bhutani, Sweta Khanna (World Innovation Summit for Education & University of Cambridge, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:4ZA5WMI7 2339240:VS2APB8E 2339240:WALVDQHQ 2405685:B7XYHF4V 2405685:G784RVFY 2405685:UHVMVWIX

Sierra Leone 2015 population and housing census: Thematic report on poverty and durables - Statistics Sierra Leone (Statistics Sierra Leone, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:YKBEPH82 2405685:MPV2GIIW

Sierra Leone Multiple Indicator Cluster Survey 2017, survey findings report - Statistics Sierra Leone (Statistics Sierra Leone, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SMX372XG 2405685:EP6QPCSW

Defining 'leave no one behind' - Stuart, Elizabeth; Samman, Emma (Overseas Development Institute, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:3RBJYYZ2 2405685:2EE927XT

Effect of Computer-Based Blended Learning Strategy on Secondary School Chemistry Students Retention in Individualised and Collaborative Learning Settings in Minna, Nigeria - Suleiman, M.S.; Salaudeen, B.M.; Falode, O.C. (Bulgarian Journal of Science and Education Policy, 2017)
This study investigated effects of Computer-based blended learning strategy on Secondary School Chemistry students retention in individualised and collaborative learning settings in Minna, Niger State, Nigeria. The study adopted a quazi-experimental design and three research questions and three null hypotheses were formulated to guide the study. Multi-staged sampling procedure was used to select a total of 120 (71 female & 49 male) students from three co-educational schools within the study area. The selected students were randomly assigned to experimental group I (Computer based blended learning in individualised setting) experimental group II (Computer based blended learning in collaborative setting) and the control group (lecture method). A multiple-choice question items on Chemistry that was developed, validated by the Chemistry experts was pilot-tested and a reliability coefficient of 0.74 was obtained using test re-test method. The achievement test was administered as instrument for data collection to students as pre-test, post-test and retention test. The data obtained from the administration of research instruments were analysed using Analysis of Covariance (ANCOVA) statistics. The results indi-cated that Computer Based Blended learning strategy improved students retention in chemistry in collaborative learning settings better than in individualized learning setting and in lecture method. It was therefore recommended among others that students should be exposed to Computer based blended learning strategy in collaborative learning setting in order to aid their retention of chemistry concepts.
KerkoCite.ItemAlsoKnownAs: 2339240:6B7NFJCR 2339240:ULUMSA5N 2405685:6XMNB8R3
Keywords: ⛔ No DOI found

A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learning - Sun, Zhong; Lin, Chin-Hsi; Wu, Minhua; Zhou, Jianshe; Luo, Liming (British Journal of Educational Technology, 2017)
Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12571 2339240:9996TBZS 2405685:6XQNSME6

Supporting Headteachers in a Developing Country - Swaffield, Sue (Life in Schools and Classrooms, 2017)
Series Title: Education in the Asia-Pacific Region: Issues, Concerns and Prospects KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-10-3654-5_17 2339240:WIJ9JWZF 2405685:5FFWHPKV

Midline survey: Transforming teacher education and learning - T-TEL (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:MJM6PHCK 2405685:UMGJ8LUJ

The design and testing of multimedia for teaching arithmetic to deaf learners - Techaraungrong, Piyaporn; Suksakulchai, Surachai; Kaewprapan, Wacheerapan; Murphy, Elizabeth (Education and Information Technologies, 2017)
The purpose of the study reported on in this paper was to design and test multimedia for deaf and hard of hearing (DHH) learners. The study focused on counting, addition and subtraction with grade one (age 7) DHH learners in Thailand. The multimedia created for the study was informed by design considerations for DHH learners of arithmetic and aimed to minimize cognitive load. Testing took place over a period of 16 weeks during which learners alternated between 2 and 3 week sessions of one hour per day with multimedia (numbers 1–10) versus 2–3 week sessions of one hour per day with the teacher (numbers 11–20). Results of the design included features such as non-essential use of text, reliance on non-symbolic objects, user control, and signals to relevant content. Results of testing showed that learning with multimedia resulted in higher scores than learning with the teacher (Z = 4.545, p = 0.000). Post-intervention interviews highlighted the role of motivation, ease of comprehension and independent learner control of the multimedia. The conclusion highlighted the need for multimedia design principles that reflect a more inclusionary focus on children with special needs such as those featured in this study.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9441-1 2339240:CZT5XWYH 2405685:DK3Y33G7

OpenLearn Create - The Open University (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:2ELM9ZWY

Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence - Tondeur, Jo; van Braak, Johan; Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne (Educational Technology Research and Development, 2017)
This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative ﬁndings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The ﬁndings are reported in terms of ﬁve synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between speciﬁc beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-016-9481-2 10/gbgzn4 2339240:ZFEQC5I7 2405685:HIV77NKT

20 projets EdTech innovants à travers le monde - Trucano, Michael (Banque Mondiale Blogs, 2017)
Cette page en : English | Español | العربية J’étudie depuis deux décennies des aspects à l’intersection entre les secteurs de l’éducation et de la technologie dans les pays à revenu faible ou intermédiaire et émergents. C’est un travail fascinant : au cours des 20 dernières années, j’ai été consultant, évaluateur ou ...
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:GVJPHTDH

2017 ISTE Standards for Educators: From Teaching With Technology to Using Technology to Empower Learners - Trust, Torrey (2017)
zotzenLib.CopiedFrom: 2339240:IMV3R3GJ KerkoCite.ItemAlsoKnownAs: 10.1080/21532974.2017.1398980 2339240:IMV3R3GJ 2339240:MZ6JSZCQ 2405685:ESPE96KG 2405685:I4QVUNPR

A guide for ensuring inclusion and equity in education - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:MNRGCNLS 2405685:W3TNNLQB

Analyzing and Utilizing Assessment Data for Better Learning Outcomes - UNESCO (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:G6ZY4973 2405685:9STIZJCN

Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM) - UNESCO Digital Library - UNESCO (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZYAMHNPT 2405685:5BXPUUTA

Enhancing Liberia Teacher Education Project through ICT Pedagogy - UNESCO (2017)
Library Catalog: en.unesco.org KerkoCite.ItemAlsoKnownAs: 2339240:MRS7JKBU 2405685:ZBXPPYDP

Exploiter le potentiel des TIC : Programmes efficaces d'alphabétisation et de numératie utilisant la radio, la télévision, la téléphonie mobile, les tablettes et les ordinateurs - UNESCO (UNESCO Institute for Lifelong Learning, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:PWHDHPIG

Global Education Monitoring Report 2017/8: Accountability in education - meeting our commitments - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:6ZCGI6X6 2405685:79FHCTA5

ICT Transforming Education in Africa - UNESCO (2017)
EdTechHub.ItemAlsoKnownAs: 2405685:XF84DCD2

Measuring Gender Equality in Science and Engineering : The SAGA Toolkit - UNESCO (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:RSVH2MRM 2405685:76CAR4GW

Supporting teachers with mobile technology: lessons drawn from UNESCO projects in Mexico, Nigeria, Senegal and Pakistan - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:4IAYBJDP 2405685:STDAPH7E

6 out of 10 children and adolescents are not learning a minimum in reading and math - UNESCO Institute for Statistics (News, Sustainable Development Goals, 2017)
New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs)....
KerkoCite.ItemAlsoKnownAs: 2339240:FKXXB57A 2339240:RAUM4LW3 2405685:6JL699EJ 2405685:MX5FKZEQ 2405685:W4Z4CGM6 2534378:RREZYYRL 6JL699EJ RAUM4LW3

More Than One-Half of Children and Adolescents Are Not Learning Worldwide - UNESCO Institute for Statistics (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:Z46N8L4J 2405685:CLD9CXJY

More than One-Half of Children and Adolescents Are Not Learning Worldwide - UNESCO; UIS (UNESCO, 2017)
This paper presents the first estimates for a key target of Sustainable Development Goal 4, which requires primary and secondary education that lead to relevant and effective learning outcomes. By developing a new methodology and database, the UIS has produced a global snapshot of the learning situation facing children and adolescents who are in school and out. The data show the critical need to improve the quality of education while expanding access to ensure that no one is left behind. The paper also discusses the importance of benchmarking and the concept of minimum proficiency levels.
KerkoCite.ItemAlsoKnownAs: 2339240:6DUGFLZZ 2405685:XXKMEP2N 2534379:JTT2VS2Q

VASYR 2017: Vulnerability Assessment of Syrian Refugees in Lebanon - Lebanon - UNHCR; UNICEF; WFP (ReliefWeb, 2017)
English Assessment on Lebanon about Coordination, Education and more; published on 15 Dec 2017 by UNHCR, UNICEF and 2 other organizations
KerkoCite.ItemAlsoKnownAs: 2339240:MWTUTINK 2405685:MJ4CQADU

Ministry of Education joins UN in launching Back to School campaign - UNICEF (2017)
The Ministry of Education and Higher Education and UN Agencies launch this year’s Back to School campaign celebrating school heroes.
KerkoCite.ItemAlsoKnownAs: 2339240:3235DFU2 2405685:WLUHIHF2

Sierra Leone Multiple Indicator Cluster Survey - UNICEF (2017)
KerkoCite.ItemAlsoKnownAs: 2405685:6T7FE548

Learning Director's Training Manual - UNICEF Sudan (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:NNQ3CEBF 2405685:RDU7FPCF

Learning directors toolbox - UNICEF Sudan (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:CMXS8ZMI 2405685:RNBJZZFD

University of Melbourne to issue recipient-owned blockchain records - University of Melbourne (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZYEUR4P3 2405685:PUAUNHCB

Early Grade Reading and Mathematics Project (RAMP) - USAID (2017)
The main goal of RAMP is to support the efforts of USAID Jordan and the MOE in instituting reading and mathematics teaching and learning methodologies, policy and practices within schools, communities and government entities that focus on improving learning outcomes for reading in Arabic and math in grades K‐3 for all public schools in Jordan.
Library Catalog: www.usaid.gov KerkoCite.ItemAlsoKnownAs: 2405685:2ACE4JAM

Philippines: National Demographic and Health Survey - USAID (2017)
EdTechHub.ItemAlsoKnownAs: 2405685:QZ78I9H4

USAID Advancing Nutrition Gender Equality Strategy (August 2019) - USAID (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:9LTYMFLE 2405685:4NTVT6MU

Thematic brief gender, education and training | Capacity4dev - Vila, Blerina (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:7VY9AHTJ 2405685:GLK8QDVU

Continuing the Conversation About Face-to-Face, Online, and Blended Learning a Meta-Analysis of Empirical Literature 2006-2017 - Wandera, Silas (Wilmington University (Delaware), 2017)
This paper serves two purposes. First, it statistically compares learning outcomes of face-to-face, online and blended learning instruction. Then it looks at the instructional practices that are associated with effective blended and online learning. A meta-analysis of 30 studies, with 3,687 participants, resulted in 36 effect sizes. The contrasts comprised of 21 studies that looked at blended learning vs. face-to-face education, eight contrasts that looked at online learning vs. face-to-face education, and seven contrasts that looked at blended vs. online learning. The observed summary effect size was a small effect size of 0.397 with Confidence Interval (CI) of 0.242 to 0.553, with a Z-total of 5.000, and significant p <0.000. This implies that the overall effect size in treatment condition (blended or online learning) is 0.397 standard deviations higher than the control condition (face-to-face or online learning). There were eight instructional practices; self-directedness, peer interactions, feedback, multiple learning ways, student orientation, instructor presence, multiple assessments, and accountability. Instructional practices with over 90% reported in studies included: accountability (100%), multiple assessments (92%), feedback (92%), and multiple learning ways (92%). All the instructional practices reported according to Cohen (1988) revealed a small average effect size. This meta-analysis recognizes that blended learning will be replacing face-to-face education and results showed a small significant gain in learning outcomes from a previous meta-analysis (Benard, Borokhovski, Schmid, Tamim, & Abrami, 2014a, 2014b; Means, Toyama, Murphy, & Baki, 2013; Vo, Zhu, & Diep, 2017; Zhao, Lei, Yan, Lai, & Tan, 2005).
ISBN: 9780355384215 KerkoCite.ItemAlsoKnownAs: 2405685:HB4YNPAY
Keywords: Blended learning; Education; Face-to-face; Hybrid learning; Instructional practices; Meta-analysis; Online learning

Technology Enters the Classroom: An Evaluation of Educational Technology Initiatives in Punjab - Waqar, Yasira; Bokhari, Tahira Batool (2017)
This article provides a critical review of educational technology initiatives of the Punjab government. The attributes of meaningful learning with technology are used as a criterion to evaluate the benefits of technology initiatives in the education sector. An historical perspective of the integration of technology in Pakistan is given in the beginning to have a clear idea as how technology was introduced in the private schools in 1990s and what are the latest trends in these schools? The initiatives of Punjab government are then elaborated by discussing the following projects: Daanish Schools, School Reform Roadmap, Technology to Improve School Processes and Digitized Textbooks and Intelligent Tutoring System. After an analysis of these initiatives, a review of educational technology initiatives in developing countries is done to compare the successful and not so successful projects of educational technology. The article concludes with suggestions for educationists and policy-makers in Pakistan.
KerkoCite.ItemAlsoKnownAs: 2339240:ZJ2PDNDG 2405685:GESZ38IG

Interactive Radio Instruction Brings Learning Back to Eastern Democratic Republic of the Congo - War Child Canada (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:GFI37E8B 2405685:SCL744CY

E-learning combats Southeast Asia's teacher shortages - Watanabe, Sadachika (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:IM27KPQ5 2405685:W8B2TNTC

Unfinished development projects in Ghana: Mechanising collective choice - Williams, Martin (Voxdev, 2017)
Project non-completion, commonly attributed to corruption or clientelism, is in fact often caused by an inability to prioritise public expenditure
KerkoCite.ItemAlsoKnownAs: 2339240:U4IP8MWZ 2405685:A2NZTQ8P 4656463:ZK5ZFFML

The Impacts of Fast Track Transformational Teacher Training in Ghana - Wolf, Sharon (Innovations for Poverty Action, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:FALV664A

Moving towards more participatory practice with Open Educational Resources (OER): TESS-India Academic Review - Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya; Safford, Kimberly (The Open University, 2017)
The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh and Odisha) was to seek evidence for change brought about by TESS-India in teacher education in each of these states. The findings offer informed guidance on future trajectories for TESS-India activity and support discussions with key stakeholders in each of these states. The overarching goal of TESS-India is to support delivery of quality pedagogic change in teacher education and school classrooms. TESS-India activity is designed to meet identified professional development needs of teachers and teacher educators in each state. Thus it takes a slightly different form in each state, appropriate to local priorities and conditions. The Review focus was similarly differentiated in each state to align to TESS-India activity in that state. The review field work was carried out by academics from the Open University UK and the Head Academic, TESS-India Country Office, between 30 January and 4 February 2017. It adopted an essentially qualitative approach to understand educators’ (trainee teachers, teachers, local teacher educators and DIET faculty) experiences with the TESS-India resources and the influence of this engagement on their pedagogic practice. Data was generated from multiple sources including analysis of key documentation, semi-structured interviews with teachers, teacher educators and policy makers, and classroom observation. Teachers, teacher educators and SRG members were sampled at different locations within each state. The focus of TESS-India activity to date has been to strengthen the existing government (state) educational system at the elementary stage - SCERT, SSA, DIETS, DEO, DPC (SSA), BEO, BRP, BRC, CRCC, HT, Teacher, Child – in alignment with national policies, frameworks and the RTE Act. The project aims at supplementing and complementing GoI and State specific efforts and activities. Although TESS-India has produced original Open Educational Resources (OER) to support educators working in the secondary stage, as yet there is very little evidence of sustained TESS-India activity with this phase of schooling or with the TESS-India School Leader OER. The review findings are therefore focussed on activity at the elementary stage and are reported at different levels of the system in line with the TESS-India theory of change. The report found that use of TESS-India OER is contributing to quality change in classrooms with students and trainee teachers. • SRG members met by the review team were using the TESS-India OER and described how this use was prompting them to experiment with more interactive and participatory practices. • Teachers observed and / or interviewed by the review team were drawing on TESS-India OER to inform their lesson planning and subsequent teaching. Evidence seen by the review team (learning journals and learning plans) indicates that the practices being developed by these teachers are shared by other teachers in the cohort of teachers participating in TESS-India focus district activity. However the innovation in practice and transformation in pedagogy promised by TESS-India OER is still in the early stages and the evidence is highly emergent. But, critically, through engagement with the MOOC and other TESS-India learning resources, policy makers and lead teacher educators (for example SCERT Directors) are changing their thinking about teacher professional development, moving away from cascade models to a focus on continuous professional development and learning of teachers in their classrooms with support from teacher educators/ experts, either virtually or face-to face.
KerkoCite.ItemAlsoKnownAs: 2339240:AHU462BA 2339240:YXLKRLBI 2405685:34CVA9XF 2405685:GFP5DZJS 2405685:J2QYZC4N 2405685:PNQ2QI9P 2405685:Y9UA4ULS 2534378:H6UD8JMP 2534378:N7WIEWKK 2534378:RF4RFHAF
Keywords: C: India; __:import:01; __:match:final; __:matched; __:study_id:2457359; __finaldtb

Teacher educators and OER in East Africa: Interrogating pedagogic change - Wolfenden, Freda; Auckloo, Pritee; Buckler, Alison; Cullen, Jane (Adoption and Impact of OER in the Global South, 2017)
This study examines the use of Open Educational Resources (OER) in six teacher education institutions in three contrasting East African settings – Mauritius, Tanzania and Uganda – all of which had previous engagement with OER initiatives. Drawing primarily on interviews with teacher educators, the study examines how and when teacher educators engage with OER, the factors that support and constrain sustained OER engagement, and the influence of such engagement on their teaching practice. It seeks to answer the following three research questions: What kinds of OER are teacher educators aware of and how do they access them? How and for what purpose are they using the OER? What intended and enacted pedagogic practices are associated with OER use? The study takes a sociocultural approach, paying attention to the practices of teacher educators and the context and culture of the teacher education institutions within which they work, as well as the national policies relevant to these institutions. Surveys were sent to academic staff at each of the participating institutions who were, or had been, involved in curriculum development work involving OER. Male and female educators from different disciplinary backgrounds and with varying roles and periods of service within the institutions were targeted. From the respondents, selected individuals were asked to participate in semi-structured interviews concerning OER and their pedagogical practices. A total of 58 surveys were completed by teacher educators along with 36 in-depth teacher educator interviews and six institutional stakeholder interviews. The results of the study indicate that teacher educators’ understanding and use of OER is highly fragmented, with little traction at department or institutional level. At all the study sites there was dissonance between the ways in which individual educators are using OER and the dominant institutional values and discourse. There were also numerous structural and cultural factors acting to limit agency with regards to OER use. The demands of curriculum and assessment, professional identity, digital skills, provision of equipment and connectivity, values and weak cultures of collaboration all exerted an influence and enabled or constrained teacher educators’ efforts to achieve agency with OER. For a small number of teacher educators (OER “champions”), OER provides a tool for extending their agency to move towards more participatory practices. In their interviews, several of these educators spoke of the formative role of academic training and many were linked to external OER networks. These elements of historic identity formation influence how they respond to OER, and enhance their confidence to take risks in moving beyond conventional practice. Enabling educators to act in an agentive way with OER is not easy. Moving forward, attention should be given to issues of access so that educators are able to locate and view OER relatively easily and experiment with their use. This study recommends that time be made available for educators to enhance their skills in working digitally and to become familiar with principles of learning design such that these become integral dimensions of their professional identity. It is also argued that extending and deepening engagement with OER requires opportunities for professional dialogue and collaboration to support the development of productive educator identities with OER and transformation of the community’s field of practice.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1094850 2339240:CV3YAJZ6 2405685:T9JSZ9PS
Keywords: East Africa; Global South; Mauritius; OEP; OER; Open Education; Open Educational Resources; ROER4D; Tanzania; Uganda; _not_EdTechHub; _zenodoOTHER; agency; pedagogy; teacher education

MOOC adaptation and translation to improve equity in participation - Wolfenden, Freda; Cross, Simon; Henry, Fiona (Journal of Learning for Development, 2017)
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs.
Publisher: Commonwealth of Learning KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v4i2.209 2339240:5AVZ6N24 2405685:B6HCB8RM 2405685:CPXFIVAY 2405685:NV7NW6T5 2534378:M4U3QCYL 2534378:SPVQ8ST8 2534378:VD62UHJM 2534378:WXPHBJ7Y
Keywords: Access to Computers; Access to Education; Attitude Measures; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Equal Education; Foreign Countries; Higher Education; India; International Programs; Large Group Instruction; Online Courses; Partnerships in Education; Postsecondary Education; Pretests Posttests; Program Implementation; Questionnaires; Surveys; Teacher Education Programs; Teacher Educators; Technology Uses in Education; United Kingdom; __:import:01; __:match:final; __:matched; __:study_id:2096064; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Individuals using the Internet (% of population) - World Bank (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:UMQQH8LR 2405685:43QGTY44

Secondary Education Quality Improvement Program for Results (SEQUIP): Draft Environment and Social Systems Assessment (ESSA) - World Bank (United Republic of Tanzania, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SZ2HNTCT 2405685:CUWNZ74B

Sierra Leone - Multiple Indicator Cluster Survey 2017 - World Bank (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:693W742X 2405685:4ULW3LMX

Smart Solutions to Improve Pakistan’s Education - World Bank (World Bank Group, 2017)
The Sindh School Monitoring System spreads across 15 districts and to the remotest parts of the province. Plans are underway to expand it to the entire province.
KerkoCite.ItemAlsoKnownAs: 2339240:KAW9CNNK 2405685:XGH2MPVF

World Development Report 2017: Governance and the Law - World Bank (World Bank, 2017)
World Development Report 2017: Governance and the Law
KerkoCite.ItemAlsoKnownAs: 2339240:DNQM9DBN 2405685:UD6CN7KH

United Republic of Tanzania - World Inequality Database on Education (WIDE); GEM report; WIDE (World Inequality Database on Education (WIDE), 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:CMYMESCR 2405685:J3WY8KGS

Worldreader - Reports and Research About Mobile Reading - Worldreader (Worldreader, 2017)
We conduct research on our mobile reading programs and publish the results. Download our reports and research about mobile reading in the developing world.
KerkoCite.ItemAlsoKnownAs: 2339240:RVLPDE7E 2405685:ADNE8FE3

Anasoma Mid-Term Report - Worldreader; R4D (Worldreader, 2017)
This report shows the initial findings of the first sprint of the Anasoma Research aimed at identifying barriers of and drivers to female mobile readership in Kenya.
KerkoCite.ItemAlsoKnownAs: 2339240:9NYR4VUI 2405685:ZQ33H7RV

Qaabdhismeedka Manhajka Waxbarashada Qaranka Soomaaliyeed - Xafiiska Horumarinta Manaahijta (Wasaaradda Waxbarashada, Hiddaha iyo Tacliinta Sare, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:MME7WFNZ 2405685:LCZ2QZEE

Information and Communications Technology (ICT) Census - Zimbabwe National Statistics Agency (2017)
EdTechHub.ItemAlsoKnownAs: 2405685:TWM5YZVL
Keywords: ⛔ No DOI found

Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India - Muralidharan, Karthik; Singh, Abhijeet; Ganimian, Alejandro J. (National Bureau of Economic Research, 2016)
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.
zotzenLib.CopiedFrom: 2339240:N6T9L9LX KerkoCite.ItemAlsoKnownAs: 10.3386/w22923 2339240:N6T9L9LX 2405685:ICNUA6RQ

Developing a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programs - Klassen, Robert; Durksen, Tracy L.; Kim, Lisa; Patterson, Fiona; Rowett, Emma; Warwick, Jane; Warwick, Paul; Wolpert, Mary (International Journal of Assessment Tools in Education, 2016)
The purpose of this article is to report on the development of a proof-ofconcept situational judgment test (SJT) to assist in the selection of candidates for primary teacher education (ITE) programs. Nine development steps involving practising teachers, teacher educators, and applicants to ITE programs were carried out to establish target attributes and to develop content for the test. The results from administering the test to 124 primary ITE candidates showed a near-normal distribution, high levels of reliability, and significant positive correlations with a range of concurrently administered interview scores. We conclude with a description of the necessary next steps needed to implement evidencesupported teacher education selection processes in a range of international settings.
shortDOI: 10/ghgn46 KerkoCite.ItemAlsoKnownAs: 10/ghgn46 2405685:TZKLB6LA

Tusome Early Grade Reading Activity - RTI International (RTI, 2016)
Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale.
Library Catalog: www.rti.org KerkoCite.ItemAlsoKnownAs: 2339240:XNM3FD3A 2405685:GEG6RSZ3 2405685:NNFW4F3L GEG6RSZ3

Tusome Early Grade Reading Activity - RTI International (RTI, 2016)
Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale.
Library Catalog: www.rti.org EdTechHub.ItemAlsoKnownAs: 2405685:TQJGJK6H

Unlocking the potential of knowledge and technology for all - LaFleur, Marcelo; Iversen, Kenneth; Jensen, Lars (OECD, 2016)
shortDOI: 10/ghgnfr KerkoCite.ItemAlsoKnownAs: 10/ghgnfr 2405685:9IUSUFZB 2405685:J3YHKKFM

The role of parents in the engagement of young children with digital technologies: Exploring tensions between rights of access and protection, from ‘Gatekeepers’ to ‘Scaffolders’ - Dias, Patrícia; Brito, Rita; Ribbens, Wannes; Daniela, Linda; Rubene, Zanda; Dreier, Michael; Gemo, Monica; Di Gioia, Rosanna; Chaudron, Stéphane (Global Studies of Childhood, 2016)
This study investigates the role played by parents as mediators of young children’s access and engagement with digital technologies. In Belgium, Germany, Latvia and Portugal, qualitative in-depth interviews were conducted with 10 families in each country, including one child between 6 and 7 years old. Our findings show that parents of young children mainly play the role of ‘gatekeepers’ when it comes to facilitating and constraining access to and use of digital technologies. Parents’ perceptions of the efficacy of digital technologies as responsible entertainment and as educational tools influence the technologies available at home and accessible to the child. These perceptions in turn impact parents’ mediation strategies with regard to children’s actual use of digital technologies, with restrictive mediation – of time and less of content – and supervision applied most. The power exerted by parents over access and use may be understood as a limitation of the children’s rights. On the other hand, parents are not always concerned with the right of protection as they believe – sometimes incorrectly – that they are in control of the content their children are exposed to.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/2043610616676024 2339240:FJ79XEXS 2339240:W2VDPGKE 2405685:C9LWTMEE 2405685:GSXXHBSB
Keywords: Children; digital technologies; gatekeepers; parental mediation; scaffolders

The Learning Economy and the Economics of Hope - Lundvall, Bengt-Ake (Anthem Pr, 2016)
EdTechHub.ItemAlsoKnownAs:2405685:UXLKGYEP
Keywords: DIAL-RDO; Economic aspects; Information technology; Knowledge economy; Technological innovations

Child labour and education: a survey of slum settlements in Dhaka - Quattri, Maria; Watkins, Kevin (Overseas Development Institute (ODI), 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:5CM599U7 2405685:992VL32B

Theme 5: Teaching and Learning Materials (Professional Development Guide For Student Teachers) - T-TEL Professional Development Programme (Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:Q6V7CX64

A Map of Threats to Validity of Systematic Literature Reviews in Software Engineering - Zhou, Xin; Jin, Yuqin; Zhang, He; Li, Shanshan; Huang, Xin (2016 23rd Asia-Pacific Software Engineering Conference (APSEC), 2016)
Context: The assessment of Threats to Validity (TTVs) is critical to secure the quality of empirical studies in Software Engineering (SE). In the recent decade, Systematic Literature Review (SLR) was becoming an increasingly important empirical research method in SE. One of the mechanisms of insuring the level of scientific value in the findings of an SLR is to rigorously assess its validity. Hence, it is necessary to realize the status quo and issues of TTVs of SLRs in SE. Objective: This study aims to investigate the-state-of-the-practice of TTVs of the SLRs published in SE, and further support SE researchers to improve the assessment and strategies against TTVs in order to increase the quality of SLRs in SE. Method: We conducted a tertiary study by reviewing the SLRs in SE that report the assessment of TTVs. Results: We identified 316 SLRs published from 2004 to the first half of 2015, in which TTVs are discussed. The issues associated to TTVs were also summarized and categorized. Conclusion: The common TTVs related to SLR research, such as internal validity and reliability, were thoroughly discussed in most SLRs. The threats to construct validity and external validity drew less attention. Moreover, there are few strategies and tactics being reported to cope with the various TTVs.
ISSN: 1530-1362 KerkoCite.ItemAlsoKnownAs: 10.1109/APSEC.2016.031 2405685:ZFKRT7NL
Keywords: Bibliographies; Data mining; Evidence-Based Software Engineering; Manuals; Search problems; Software; Software engineering; Systematic (Literature) Review; Systematics; Threats to Validity

Chile - UNESCO (2016)
...
Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:QLE4E9IH 2405685:P5XV58Y6

Teaching Strategies for Instructional Quality: Insights from the TALIS-PISA Link Data - OECD (2016)
Series: OECD Education Working Papers Volume: 148 KerkoCite.ItemAlsoKnownAs: 10.1787/5jln1hlsr0lr-en 2339240:TG2NA6AM 2405685:UFMYLTMN

Press release: ITU Telecom World Awards 2016 winners announced... - ITU Telecom World (ITU, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:AJQXZF46 2405685:BZQNBQY8

Out-of-School Children and Youth - UNESCO (2016)
About 258 million children and youth are out of school, according to UIS data for the school year ending in 2018. The total includes 59 million children of primary school age, 62 million of lower secondary school age and 138 million of upper secondary age....
Last Modified: 2020-01-16 KerkoCite.ItemAlsoKnownAs: 2405685:6MYLJ6PF 4042040:MWCR7BIW

Organising a strategic phase in the budget process - Long, Cathal; Welham, Bryn (2016)
This public financial management (PFM) introductory guide offers governments in low-capacity contexts a list of tools to improve the strategic phase of the budget process.
KerkoCite.ItemAlsoKnownAs: 2339240:4RISPTH3 2405685:H78XAJHJ 4656463:DEXM3UX2

Improving literacy and math instruction at scale in India’s primary schools: The case of Pratham’s Read India program - Banerji, Rukmini; Chavan, Madhav (Journal of Educational Change, 2016)
Pratham’s “Read India” initiative is a large-scale intervention to improve basic learning and arithmetic among children in primary school. It was started almost 10 years ago and has evolved considerably over time. Currently, this initiative uses two strategies. The first strategy is to work directly with village communities and local schools to improve children’s learning. “Learning camps” are organized in the local school or community for a period of 6–10 days at a time. Local village volunteers help to teach children who are organized in groups by their level of learning. These camps—intensive bursts of focused instruction—are repeated several times during the year. This model which has been rigourously evaluated shows that children’s learning levels improve significantly. The second strategy is to work with the government. This approach is used when school systems want to partner or collaborate with Pratham for improving basic learning. The key element here too is grouping children and teaching them from their level rather than by their grade. This approach also shows promising results. Independent evaluations and randomized control trials conducted on both models have indicated significant impact. Moving between the present set of conditions in India and past lessons, this case describes a decade-long journey of efforts to change teaching and learning at the ground level as well the efforts to bring about significant shifts in priority at the system level. The “Read India” case presented here contributes knowledge on strategies under which effective pedagogy can be brought to scale. It also discusses challenges of transforming instructional change in a context of low initial capacity at the school and system levels, where attention to rapid expansion of access to school had kept aside for a long time critical questions about teaching quality and learning outcomes. A second contribution of “Read India” to current knowledge on large-scale educational change relates to the role non-government actors such as Pratham can play in bringing effective pedagogy to scale to improve student learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-016-9285-5 2339240:6F6UMYHI 2405685:NAFYVSTY

Multilingual language policy and mother tongue education in Timor-Leste: a multiscalar approach - Caffery, Jo; Coronado, Gabriela; Hodge, Bob (Language Policy, 2016)
This article looks at multilingual, mother-tongue-based language policies influenced by colonial and postcolonial histories and globalization processes. We use multiscalar analysis to show these policies as creative responses to problems affected by national and international forces. Our study focuses on Timor-Leste, specifically a pilot mother-tongue-based multilingual education program. We analyse the program’s practices and successful outcomes, in the adverse circumstances of this small, impoverished, recently independent nation, as it attempts to manage high levels of linguistic diversity (16 mother tongues and a five-language destination system) through multilingual education. We also identify tensions and problems that impinge on the outcomes for this ambitious program. Despite the obstacles, Timor-Leste’s multiscalar multilingual literacy policy is an important case that reinforces the significance of mother tongue education as a response to global complexity. The pilot program provides valuable lessons for many other parts of the world with similar problems, particularly for nations with comparable colonial histories.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10993-015-9393-8 2405685:BNX4YVWA 4042040:GWJV7DU6

Accelerated Education Programs in Crisis and Conflict: Building Evidence and Learning - Baxter, Pamela; Ramesh, Aparna; Menendez, Alicia; North, Lindsay (USAID, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:UE4JKC88 2405685:2DB7N5CB

Forum: A governmentality perspective on the Common Core - Brass, Jory (Research in the Teaching of English, 2016)
The Common Core State Standards (CCSS) have anchored an education policy apparatus that seeks to reconstruct much of the work of curriculum, teaching, and teacher education. However, teachers and teacher education faculty have often struggled to
KerkoCite.ItemAlsoKnownAs: 2339240:8ZPKUMFV 2405685:425PDIYE
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

Implementing mother tongue instruction in the real world: Results from a medium-scale randomized controlled trial in Kenya - Piper, Benjamin; Zuilkowski, Stephanie S.; Ong’ele, Salome (Comparative Education Review, 2016)
Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited. A randomized controlled trial of MT literacy instruction was implemented in 2013 and 2014 as part of the Primary Math and Reading (PRIMR) Initiative in Kenya. We compare the effect of two treatment groups—the base PRIMR program teaching literacy in English and Kiswahili and the PRIMR-MT program, which taught literacy in English, Kiswahili, and mother tongue—in two different language environments. Implementation of the MT program faced challenges because many educators were not speakers of the languages, some communities resisted mother tongue instruction, and some areas were more language heterogeneous. Effect sizes on MT literacy averaged between 0.3 and 0.6 standard deviations. The base PRIMR program also increased MT learning outcomes in some measures but had smaller effects than the PRIMR-MT program in oral reading fluency and comprehension.
Publisher: The University of Chicago Press KerkoCite.ItemAlsoKnownAs: 10.1086/688493 2405685:LXC5KVML 4042040:N6P4YDEN

The OER World Map Project, phase IV - Neumann, Jan (The William and Flora Hewlett Foundation, 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:82VYBCGD

Bangladesh: ensuring education for all Bangladeshis - World Bank (World Bank, 2016)
Bangladesh has made remarkable gains over the past two decades by ensuring access to education, especially at the primary level and for girls. The country’s net enrollment rate at the primary school level increased from 80 percent in 2000 to 98 percent in 2015.
KerkoCite.ItemAlsoKnownAs: 10/07/ensuring-education-for-all-bangladeshis 2339240:LV2HIFEQ 2405685:NEQZBPBW LV2HIFEQ
Keywords: Asia; South Asia

Translation through text: How Nowall can help refugees overcome the language barrier - Kirk, Joanna (Techfugees, 2016)
Library Catalog: techfugees.com Section: All news KerkoCite.ItemAlsoKnownAs: 2405685:DFM4L4LJ

Payment by results in nineteenth-century British education: A study in how priorities change - Midgley, Henry (Journal of Policy History, 2016)
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Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0898030616000300 2339240:W544BZAF 2405685:IS9JBTGX 4656463:IQRC9W8K

How to do (or not to do)… gender analysis in health systems research - Morgan, Rosemary; George, Asha; Ssali, Sarah; Hawkins, Kate; Molyneux, Sassy; Theobald, Sally (Health Policy and Planning, 2016)
Gender-the socially constructed roles, behaviours, activities and attributes that a given society considers appropriate for males, females and other genders-affects how people live, work and relate to each other at all levels, including in relation to the health system. Health systems research (HSR) aims to inform more strategic, effective and equitable health systems interventions, programs and policies; and the inclusion of gender analysis into HSR is a core part of that endeavour. We outline what gender analysis is and how gender analysis can be incorporated into HSR content, process and outcomes Starting with HSR content, i.e. the substantive focus of HSR, we recommend exploring whether and how gender power relations affect females and males in health systems through the use of sex disaggregated data, gender frameworks and questions. Sex disaggregation flags female-male differences or similarities that warrant further analysis; and further analysis is guided by gender frameworks and questions to understand how gender power relations are constituted and negotiated in health systems. Critical aspects of understanding gender power relations include examining who has what (access to resources); who does what (the division of labour and everyday practices); how values are defined (social norms) and who decides (rules and decision-making). Secondly, we examine gender in HSR process by reflecting on how the research process itself is imbued with power relations. We focus on data collection and analysis by reviewing who participates as respondents; when data is collected and where; who is present; who collects data and who analyses data. Thirdly, we consider gender and HSR outcomes by considering who is empowered and disempowered as a result of HSR, including the extent to which HSR outcomes progressively transform gender power relations in health systems, or at least do not further exacerbate them.
KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/czw037 10/ggcjsz 2339240:JEQ8AMQT 2405685:H26H5JAV 2339240:JEQ8AMQT
Keywords: Female; Framework; Health Services Research; Humans; Male; Power (Psychology); Sex Factors; Sexism; Social Norms; _C:Bangladesh BGD; _C:Canada CAN; _C:Finland FIN; _C:Kenya KEN; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nepal NPL; _C:South Africa ZAF; _C:Uganda UGA; _C:Yemen YEM; __C:scheme:1; gender; gender analysis; health systems; health systems research

TextTETEA — An SMS-based education service - Neumann, Michael; Wincewicz, Keegan (2016 IEEE Global Humanitarian Technology Conference (GHTC), 2016)
Tanzania has experienced a rapid increase in the number of secondary school students but has struggled with the quality of education provided at public schools. While teachers and textbooks can be scarce in classrooms, particularly in rural areas, basic mobile phones are widespread across the country. In this paper we present TextTETEA, an SMS-based service that provides education content to Tanzanian students. We describe the TextTETEA system architecture, features currently available, and usage data during initial field testing.
shortDOI: 10/ggqkgw KerkoCite.ItemAlsoKnownAs: 10.1109/GHTC.2016.7857298 10.1109/ghtc.2016.7857298 10/ggqkgw 2339240:7RNK5XEE 2339240:X4LRAHM2 2405685:HT2SLISS 2405685:L533YR9G
Keywords: Education; Government; Internet; Mobile communication; SMS-based education service; Smart phones; Sociology; Tanzanian students; TextTETEA system architecture; appropriate technology; education quality; educational institutions; educational technology; electronic messaging; field testing; mobile handsets; mobile learning; mobile phones; public schools; secondary school students; usage data

Girls’ Schooling is Good, Girls’ Schooling with Learning is Better - Oye, Mari; Pritchett, Lant; Sandefur, Justin (Education Commission, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:8HJ4MAIU 2405685:ER8IF9C2 4656463:FYX9F3XN

Improving Accessibility on Flickr - Nuh, Yerusha (Flickr Blog, 2016)
We’re excited to detail a number of new accessibility features enabled on Flickr. Read more here.
EdTechHub.ItemAlsoKnownAs: 2405685:F8MCR2DG

Training Teachers on the Job: What Works and How to Measure It - Popova, Anna; Evans, David K.; Arancibia, Violeta (World Bank, 2016)
shortDOI: 10/gftsst KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7834 10/gftsst 2339240:C3T3XHZP 2405685:9TQFMR8Y
Keywords: C:Low- and middle-income countries

Why is flipped learning so popular in schools? - Promethean Blog (ResourcED: Promethean Blog, 2016)
With flipped learning, students can save any questions for the classroom, ensuring that help and support is available exactly when it's needed.
KerkoCite.ItemAlsoKnownAs: 2339240:I38346EV 2405685:3S55AGQU

Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa - Alcott, Benjamin; Rose, Pauline (Oxford Review of Education, 2016)
In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.
shortDOI: 10/gftss4 KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2016.1215611 10/gftss4 2405685:UIP8CZ6M 261495:Q3BWUMWN
Keywords: CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; East Africa; Kenya; Learning outcomes; Tanzania; Uganda; education policy; inequality; private schooling

Fuzzy Boundaries Between Post-Disaster Phases: The Case of L’Aquila, Italy - Contreras, Diana (International Journal of Disaster Risk Science, 2016)
A number of indices have been developed for measuring vulnerability to disasters, but little attention has been paid to recovery indices. Post-disaster periods are usually divided into four phases. The terms established by the United Nations Development Programme for post-disaster phases—relief, early recovery, recovery, and development—are used in this article. This research examines the hypothesis that the boundaries between post-disaster recovery phases are fuzzy and should be defined by the progress achieved in the recovery process, rather than by the amount of time elapsed since the event. The methodology employed involved four steps: fieldwork, mapping, identification of indicators, and assessment. The case study area was the city of L’Aquila in the Abruzzo region of central Italy, which was struck by an earthquake in April 2009. For each phase of the recovery process in L’Aquila a score was calculated based on the progress observed in 2016, 7 years after the earthquake. The highest score went to the early recovery phase (14 points), followed by the recovery phase (13 points), the development phase (12 points), and the relief phase (4 points). The results demonstrate the possibility of defining post-disaster recovery phases in an affected area based on measuring achievements through indicators rather than defining recovery phases in terms of elapsed time after a disaster.
KerkoCite.ItemAlsoKnownAs: 10.1007/s13753-016-0095-4 2339240:T6CY76IU 2405685:KA8GKPV7
Keywords: Disaster recovery; Earthquakes; Geographical information system (GIS); L’Aquila; Post-disaster phases; Spatial indicators

Improving Education in Developing Countries: Lessons From Rigorous Impact Evaluations - Ganimian, Alejandro J.; Murnane, Richard J. (Review of Educational Research, 2016)
In this article, we reviewed and interpreted the evidence from 223 rigorous impact evaluations of educational initiatives conducted in 56 low- and middle-income countries. We considered for inclusion in our review all studies in recent syntheses that have reached seemingly conflicting conclusions about which interventions improve educational outcomes. We grouped interventions based on their theory of action. We derived four lessons from the studies we review. First, reducing the costs of going to school and expanding schooling options increase attendance and attainment, but do not consistently increase student achievement. Second, providing information about school quality, developmentally appropriate parenting practices, and the economic returns to schooling affects the actions of parents and the achievement of children and adolescents. Third, more or better resources improve student achievement only if they result in changes in children?s daily experiences at school. Fourth, well-designed incentives increase teacher effort and student achievement from very low levels, but low-skilled teachers need specific guidance to reach minimally acceptable levels of instruction.
Publisher: American Educational Research Association shortDOI: 10/gftsqv KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315627499 10/gftsqv 2405685:K7UCCCJN

Blended Learning Approach to Develop the Teachers’ TPACK - Qasem, Arwa Ahmad Abdo; Viswanathappa, Gandla (Contemporary Educational Technology, 2016)
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
shortDOI: 10/gg26df KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6176 10/gg26df 2339240:JARNFB99 2405685:CAKUBZNG 2405685:JNGNZCFI 2405685:R6GN9UGF 2534378:245NY58C 2534378:A54BPCIJ 2534378:M6L5C695 2534378:NXMUR56C 4803016:X5X5C56N
Keywords: Blended Learning; Computer Assisted Instruction; Control Groups; ERIC; Current Index to Journals in Education (CIJE); Experimental Groups; Foreign Countries; Higher Education; Information Technology; Instructional Design; Instructional Effectiveness; Knowledge Level; Likert Scales; Online Courses; Pedagogical Content Knowledge; Postsecondary Education; Preservice Teachers; Pretests Posttests; Quasiexperimental Design; Science Teachers; Secondary Education; Secondary School Teachers; Technological Literacy; Technology Uses in Education; Trainees; Yemen; __:import:01; __:match:final; __:matched; __:study_id:2096173; __finaldtb

Evaluating Mobile Survey Tools (MSTs) for Field-Level Monitoring and Data Collection: Development of a Novel Evaluation Framework, and Application to MSTs for Rural Water and Sanitation Monitoring - Fisher, Michael B.; Mann, Benjamin H.; Cronk, Ryan D.; Shields, Katherine F.; Klug, Tori L.; Ramaswamy, Rohit (International Journal of Environmental Research and Public Health, 2016)
Information and communications technologies (ICTs) such as mobile survey tools (MSTs) can facilitate field-level data collection to drive improvements in national and international development programs. MSTs allow users to gather and transmit field data in real time, standardize data storage and management, automate routine analyses, and visualize data. Dozens of diverse MST options are available, and users may struggle to select suitable options. We developed a systematic MST Evaluation Framework (EF), based on International Organization for Standardization/International Electrotechnical Commission (ISO/IEC) software quality modeling standards, to objectively assess MSTs and assist program implementers in identifying suitable MST options. The EF is applicable to MSTs for a broad variety of applications. We also conducted an MST user survey to elucidate needs and priorities of current MST users. Finally, the EF was used to assess seven MSTs currently used for water and sanitation monitoring, as a validation exercise. The results suggest that the EF is a promising method for evaluating MSTs.
Number: 9 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph13090840 2405685:ZGWRS463 2486141:F5QF34FL
Keywords: ICT; communications; data; evaluation; information; mobile; software; survey; technology; water

Much ado about nothing? Zero-rating in the African content - Gillwald, Alison; Chair, Chenai; Futter, Ariel; Koranteng, Kweku; Odufuwa, Fola; Walubengo, John (Research ICT Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:ZTWKPG2C 5085376:TZV5IKYY

The learning generation: investing in education for a changing world - The Education Commission (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:V38KXCY9 2405685:HWYYANS4

Principals' Instructional Leadership Styles and their effect on Tutors on ICT integration in teaching Science - Omwenga, Ezekiel (2016)
The study was carried out to determine the influence of the Principals' leadership style and its effect on the tutors' ICT integration in teaching in Nyanza Region Kenya. One research question and research hypothesis guided the study. The population comprised of 30 Principals and 160 Tutors. A questionnaire and an interview schedule were used to collect data from the Principals and Tutors. Cronbach alpha reliability computation was done to determine the overall reliability of the instrument. Cronbach alpha coefficient of 0.9 and higher was considered reliable. Pearson correlation coefficient, mean and standard deviation were used to analyze data collected and the hypothesis was tested at 0.01 alpha levels. The results from the data analysis indicated there was a direct linear relationship between principal's instructional leadership styles and the teachers' integration of ICT in teaching of science. Based on the findings of the study, it was recommended that the Government of Kenya should develop policies to guide the instructional leaders, KICD, TSC, MOEST and KESI to develop guidelines for Tutors in ICT integration during the teaching of Science.
KerkoCite.ItemAlsoKnownAs: 2339240:EJ4NX3TX 2405685:AJ7SJMEA

Why He Won’t Send His Daughter to School—Barriers to Girls’ Education in Northwest Pakistan: A Qualitative Delphi Study of Pashtun Men - Jamal, Aamir (SAGE Open, 2016)
Resistance to girls’ education in Pakistan has long been an intractable problem; the lowest enrolment figures are in Pashtun areas. This study focused on Pashtu...
Publisher: SAGE PublicationsSage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/2158244016663798 2339240:HP4SWVLE 2405685:S943ZV3C

Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year - Hennessy, Sara; Haßler, Björn; Hofmann, R. (Research Papers in Education, 2016)
Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.
shortDOI: 10/gftr46 KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2015.1073343 10/gftr46 10/ghgnfx 2129771:4DDI7MD4 2129771:CPWUEHPK 2129771:DLXY6Q8J 2129771:QGHFB3QL 2129771:WHB6UUT9 2339240:8PZIPSBY 2339240:ASBRKMNU 2339240:UTDG7DWR 2339240:VBAD27XQ 2405685:C677I5RF 2405685:CHHQANDG 2405685:CSCFPKV2 2405685:F6292I9Z 2405685:LDKZC9TP 2405685:NAJLZ3FE 2405685:NK5HW6CV 2405685:R5KQR27A 2405685:S9FRC57W 2405685:VZ562RQX 2405685:YBR4RYHA 2534378:4NJUGCID 2534378:E2PEHWQT 2534378:GGBWWEIN 2534378:HQ26LIRW 2534378:QVE8VZAZ 2534378:Z7EEHWT2 257089:AGK9WB3X 257089:FXEJEAA9 261451:ENUVRNA2 261495:4NPFWURU 261495:YIZHH9Z5
Keywords: C:sub-Saharan Africa; CAREER development; EDUCATION – Study & teaching; GRADUATE education; PROFESSIONAL education; TEACHER training; ZAMBIA; Zambia; __:import:01; __:match:final; __:matched; __:study_id:2099887; ___working_potential_duplicate; __finaldtb; digital technology; docs.opendeved.net; dode_eth-src-dode; dode_eth-trf2-dode; interactive pedagogy; open educational resources; sub-Saharan Africa; teacher professional development

What Really Works to Improve Learning in Developing Countries?: An Analysis of Divergent Findings in Systematic Reviews - Evans, David K.; Popova, Anna (World Bank Research Observer, 2016)
Over the course of just two years, at least six reviews have examined interventions that seek to improve learning outcomes in developing countries. Although the reviews ostensibly have the same objective, they reach sometimes starkly different conclusions. The first objective of this paper is to identify why reviews diverge in their conclusions and how future reviews can be more effective. The second objective is to identify areas of overlap in the recommendations of existing reviews of what works to improve learning. This paper demonstrates that divergence in the recommendations of learning reviews is largely driven by differences in the samples of research incorporated in each review. Of 229 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Across the reviews, two classes of programs are recommended with some consistency. Pedagogical interventions that tailor teaching to student learning levels—either teacher-led or facilitated by adaptive learning software—are effective at improving student test scores, as are individualized, repeated teacher training interventions often associated with a specific task or tool. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.
Accepted: 2018-02-02T19:38:07Z Place: Washington, DC Publisher: World Bank KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkw004 2339240:XHH9MR2V 2405685:VNUUVGSU 4656463:EAE8E8C8
Keywords: Education; Human Capital; Impact Evaluation; Student Learning

Reaching All Children with Education: RACE II (2017-2021) - Ministry of Education and Higher Education (Lebanon) (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:5BIDEJL3 2405685:KRC2IAIR

Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya - Piper, Benjamin; Ralaingita, Wendi; Akach, Linda; King, Simon (Journal of Development Effectiveness, 2016)
To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR’s mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a diﬀerences-in-diﬀerences analytic strategy. The mathematics intervention produced modest, statistically signiﬁcant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These ﬁndings have relevant policy implications in Kenya given an impending national mathematics programme.
shortDOI: 10/gftrqc KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2016.1149502 10/gftrqc 2339240:9H3B7D35 2405685:SUWZCIEL

Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya - Piper, Benjamin; Ralaingita, Wendi; Akach, Linda; King, Simon (Journal of Development Effectiveness, 2016)
To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR’s mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a differences-in-differences analytic strategy. The mathematics intervention produced modest, statistically significant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These findings have relevant policy implications in Kenya given an impending national mathematics programme.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2016.1149502 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2016.1149502 2339240:U483WVFF 2405685:J47PXP4U
Keywords: Kenya; Numeracy; elementary school; instruction; international education; mathematics

Minding our language: why education and technology is full of bull**** … and what might be done about it - Selwyn, Neil (Learning, Media and Technology, 2016)
Extra URL: https://doi.org/10.1080/17439884.2015.1012523 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2015.1012523 10/gf9nv5 2339240:3PWH37HP 2405685:NT57U744 2534378:VU6K2AYK
Keywords: ___working_potential_duplicate

Minding our language: why education and technology is full of bullshit … and what might be done about it - Selwyn, Neil (Learning, Media and Technology, 2016)
shortDOI: 10/gf9nv5 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2015.1012523 10/gf9nv5 2339240:3PWH37HP 2339240:HZWQTQU6 2405685:74BCG3AI 2405685:V9FLJKWX
Keywords: ___working_potential_duplicate

Using educational technology to develop early literacy skills in Sub-Saharan Africa - Abrami, Philip C.; Wade, C. Anne; Lysenko, Larysa; Marsh, Jonathon; Gioko, Anthony (Education and Information Technologies, 2016)
The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a control group (N = 174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning session were held for the experimental teachers on how to use ABRA to teach literacy. Every week each experimental class was bussed to a computer lab with full access to ABRA for one 90-min lesson. Teacher support included the alignment of ABRA lesson plans with the Kenyan English Language norms, weekly web conferences with the trainer, as well as technical and pedagogical help from staff at the lab site. After the 13-week intervention, significant and substantial gains in reading comprehension were found for ABRA students as measured by GRADE, a standardized test of literacy. In addition, ABRA students outperformed their peers in control classes on the core end-of-year subject exams including English, Mathematics, Science and Social Studies.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-014-9362-4 2405685:N962IUNP 2486141:YREU5G6T
Keywords: Developing countries; Early literacy; Educational technology; Primary education

Does community involvement affect teacher effort? Assessing learning impacts of Free Primary Education in Kenya - Atuhurra, Julius F. (International Journal of Educational Development, 2016)
While the impressive school participation impacts of Universal Primary Education policies in Sub-Saharan Africa are widely recognized, attempts to measure learning gains from schooling remain minimal. Utilizing a unique international test score dataset, we measure and explain grade six reading and math learning outcomes in Kenya. By comparing competences between public and private schools before and after the introduction of free primary education, we find large achievement declines and inequalities based on gender and socioeconomic status. The declines are associated with low teacher efforts and community disengagement. Policy studies on community involvement in schools will likely lead to improved learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2016.03.008 2339240:G3NSWQKR 2405685:MBZJNJH3
Keywords: Community involvement; Educational policy; Learning achievement; Teacher effort

Information and Communications Technology (ICT) for Accountability in the Primary Education Sector in the Democratic Republic of the Congo (DRC): Interim Results, Lessons Learned, and the Way Forward - World Bank (World Bank, 2016)
EdTechHub.ItemAlsoKnownAs: 2405685:56T9G2Y8

A short guide on the use of technology in learning: Perspectives and toolkit for discussion - Haßler, Björn; Major, L; Warwick, P; Watson, S; Hennessy, S; Nichol, B (University of Cambridge, 2016)
Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development
EdTechHub.Source: 2129771:IEVE675M shortDOI: 10/ghgk6j KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.2626660 10/ghgk6j 2129771:IEVE675M 2339240:VNSW8D9S 2405685:D2DUUSMC
Keywords: _not_EdTechHub; dode_eth-src-dode; dode_eth-trf2-dode

Education in Emergencies Endline Evaluation Report – Sierra Leone - Sankoh, Didan; Cowan, Emma (Girls' Education Challenge, UK Aid, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:G2I2A3Y5

Should Touch Screen Tablets Be Used to Improve Educational Outcomes in Primary School Children in Developing Countries? - Hubber, Paula J.; Outhwaite, Laura A.; Chigeda, Antonie; McGrath, Simon; Hodgen, Jeremy; Pitchford, Nicola J. (Frontiers in Psychology, 2016)
shortDOI: 10/gdm2tc KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2016.00839 10/gdm2tc 2405685:JAYKPAWN

A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers’ Initial Job Placements - Krieg, John M.; Theobald, Roddy; Goldhaber, Dan (Educational Evaluation and Policy Analysis, 2016)
We use data from Washington State to examine two stages of the teacher pipeline: the placement of prospective teachers into student teaching assignments and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns but that prospective teachers’ student teaching positions are much more predictive of their first teaching positions than their hometowns. This suggests that student teaching assignments may contribute to the “draw of home” in new teacher hiring. We also find that more qualified prospective teachers tend to student teach in more advantaged districts, suggesting that patterns in student teaching assignments may contribute to the inequitable distribution of teacher quality.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0162373716630739 2339240:XGTLRY57 2405685:P7NCNLKU
Keywords: econometric analysis; economics of education; higher education; program evaluation

Social Media Integration in Secondary Education in Pakistan - Ahmed, Rida (Journal of Education and Educational Development, 2016)
This paper investigates the adequacy of social media implementation in the context of secondary education in Pakistan and highlights the importance and necessity of social media in secondary education. This research has helped in understanding the pros and cons of social media implementation in classrooms and also facilitated in analyzing whether social media helps in student learning, classroom performances, competencies and academic grow. The qualitative study paradigm was used for this research. Six phenomenological interviews were conducted from secondary school teachers. In the light of the derived results. It was concluded that social media was an essential tool that could be used to make classrooms more engaging and ethnically diverse. Results suggested that teachers spent time implementing social media in their classrooms for academic purposes and teachers used these forums for self-education and to interact with like-minded people. Social media can serve the most momentous purposes in education system as today's digitalized world is all about the Internet and technology, and hence it becomes compulsory for the educationist to understand the importance social networking
Publisher: Institute of Business Management, Department of Education KerkoCite.ItemAlsoKnownAs: 10.22555/joeed.v3i1.712 2339240:4BTHKM5D 2405685:F6SK6AJK
Keywords: Classroom Techniques; Educational Resources; Educational Technology; Foreign Countries; Guidelines; Information Policy; Interviews; Phenomenology; Program Implementation; Qualitative Research; Relevance (Education); Secondary School Teachers; Social Media; Teacher Attitudes; Technology Integration; Technology Uses in Education

Mathematics Education in Sub-Saharan Africa: Status, Challenges, and Opportunities - Bethell, George (World Bank, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:RLWDJUUB

Community Development through Open Learning and Distance Education - Mehmood, Tahir; Hussain Ch, Abid; Saeed, Amna (Bulletin of Education and Research, 2016)
The global need for community development is greater now in the early 21st century than ever before. According to UNESCO, half of the world's 195 countries will have to expand their stock of educationist significantly, some by tens of thousands, if the goal development targets are desired to achieve. Socioeconomic inequities, political instability, demographic changes and crises such as the HIV/AIDs epidemic have engendered huge shortfalls in teacher supply and low teacher quality in many developing countries. Education serves as back bone in development process. Open learning and distance education programs are serving as pivotal part of development process. It is now clear that "bricks and mortar" approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed. The study is designed to measure the perceptions of teaching learning community about community development with special reference to open and distance learning. It was descriptive study which targeted teachers, students, community members and experts. Data analysis was carried out by using statistical techniques served by SPSS. Findings reflected that audience perceives open and distance learning as change agent and as development tool. It is noticed that target audience has driven prominent performance by using facility of open and distance learning.
Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:VXX3G7KQ 2405685:GTVRNDQ9
Keywords: Access to Education; Change Agents; Community Development; Developing Nations; Distance Education; Economic Development; Educational Change; Educational Quality; Foreign Countries; Gender Differences; Nongovernmental Organizations; Open Educational Resources; Social Differences; Specialists; Student Attitudes; Teacher Attitudes; Teacher Shortage; ⛔ No DOI found

Realising Affordable Internet in Bangladesh: A Case Study - Shadrach, B. (Alliance for Affordable Internet A4AI, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:FYPZUJF2 2405685:PPY8SALG

The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use - Hamilton, Erica; Rosenberg, Joshua; Akcaoglu, Mete (TechTrends, 2016)
The Substitution, Augmentation, Modification, and Redefinition (SAMR) model is a four-level, taxonomy-based approach for selecting, using, and evaluating technology in K-12 settings (Puentedura 2006). Despite its increasing popularity among practitioners, the SAMR model is not currently represented in the extant literature. To focus the ongoing conversation regarding K-12 educators’ understanding and implementation of technology, we provide a critical review of the SAMR model using theory and prior research. We focus on the absence of context, its hierarchical structure, and the emphasis placed on product over process and conclude with suggestions to guide educators’ and researchers’ technology integration efforts.
zotzenLib.CopiedFrom: 2339240:W3GKLWDB KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-016-0091-y 2339240:W3GKLWDB 2405685:XWI5T9XF

Expanding Early Childhood Enrollment: Mobile Schools in Mongolia - Borgen Project (The Borgen Project, 2016)
Mobile Schools in Mongolia: Mongolia has experienced an increase in kindergarten enrollment due to the emergence of mobile schools.
KerkoCite.ItemAlsoKnownAs: 2339240:4RSCSGYS 2405685:LGSCN4FJ

Social vulnerability of rural households to flood hazards in western mountainous regions of Henan province, China - Liu, Delin; Li, Yue (Natural Hazards and Earth System Sciences, 2016)
Abstract. Evaluating social vulnerability is a crucial issue in risk and disaster management. In this study, a household social vulnerability index (HSVI) to flood hazards was developed and used to assess the social vulnerability of rural households in western mountainous regions of Henan province, China. Eight key indicators were identified using existing literature and discussions with experts from multiple disciplines and local farmers, and their weights were determined using principle component analysis (PCA) and an expert scoring method. The results showed that (1) the ratio of perennial work in other places, hazard-related training and illiteracy ratio (15+) were the most dominant factors of social vulnerability. (2) The numbers of high, moderate and low vulnerability households were 14, 64 and 16, respectively, which accounted for 14.9, 68.1 and 17.0 % of the total interviewed rural households, respectively. (3) The correlation coefficient between household social vulnerability scores and casualties in a storm flood in July 2010 was significant at 0.05 significance level (r = 0.748), which indicated that the selected indicators and their weights were valid. (4) Some mitigation strategies to reduce household social vulnerability to flood hazards were proposed, which included (1) improving the local residents' income and their disaster-related knowledge and evacuation skills, (2) developing emergency plans and carrying out emergency drills and training, (3) enhancing the accuracy of disaster monitoring and warning systems and (4) establishing a specific emergency management department and comprehensive rescue systems. These results can provide useful information for rural households and local governments to prepare, mitigate and respond to flood hazards, and the corresponding strategies can help local households to reduce their social vulnerability and improve their ability to resist flood hazard.
shortDOI: 10/f8sdhw KerkoCite.ItemAlsoKnownAs: 10.5194/nhess-16-1123-2016 10/f8sdhw 2339240:GAN6EQPK 2405685:DQC5IFF8

Localizing OER in Afghanistan: Developing a Multilingual Digital Library for Afghan Teachers - Oates, Lauryn; Hashimi, Jamshid (Open Praxis, 2016)
The Darakht-e Danesh (‘knowledge tree’) Online Library is the first open educational resource (OER) initiative in Afghanistan, established to enhance teacher subject-area knowledge, access and use of learning materials, and to foster more diverse teaching methodologies in order to improve learning outcomes in Afghan classrooms. This paper describes our experience developing this local language digital library, buildings its responsiveness to our audience of users as we progressed, customizing both the interface and the resources for Afghanistan’s education environment. We innovated methods to devise relevant local content, localized usability, developed different access models to reach different populations of users, integrated impact measurement, and opted to openly license material in the library’s collection. By making digital educational content open from the first introduction of digital repositories of learning objects in Afghan languages, we have an opportunity to establish the principle of openness and to promote open practices in teacher professional development in Afghanistan. The paper aims to share lessons on how OER can be customized for multilingual, resource-scarce contexts drawing from our experience to date in Afghanistan, and seeking to contribute to the literature on localization and multilingual OER.
Number: 2 shortDOI: 10/gg26fk KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.8.2.288 10/gg26fk 2339240:C7TTPCLP 2339240:PYPNI5CG 2405685:6JQMFU42 2405685:GL8KDFQU 4803016:FHBDTUMJ
Keywords: Afghanistan; OER; language; localization; open access; teacher education; teacher professional development; teaching and learning materials

Student data protection in a South African ODL university context: risks, challenges and lessons from comparative jurisdictions - Singh, Divya; Ramutsheli, Mashamaite Peterlia (Distance Education, 2016)
Personal information is among the most significant assets for businesses today, and clear transactional rules are becoming increasingly important. Organizations, including universities, are charged with more responsibility than ever to protect the personal information used during the course of their business, specifically student data. The paper provides a broad contextual overview of the effects of data protection rules and presents a succinct, easy to digest introduction to the complex, often technical arena of student data management for universities. It highlights specific legal and ethical considerations on which universities, and particularly open distance learning institutions, will need to focus in order to ensure legislative and ethical compliance. Given the absence of precedent in South Africa, a comparative policy and practice review was applied to analyze available international legislation governing data privacy and protection to establish some of the trends, risks, and best practices.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2016.1184397 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2016.1184397 2339240:GRG9RPT6 2405685:PXNL4WU6
Keywords: Data management systems; data privacy; rights of students; sharing of student data; university student data protection

Teacher peer support in social network sites - Kelly, Nick; Antonio, Amy (Teaching and Teacher Education, 2016)
This paper describes the types of support that teachers are accessing through the Social Network Site (SNS) ‘Facebook’. It describes six ways in which teachers support one another within online groups. It presents evidence from a study of a large, open group of teachers online over a twelve week period, repeated with multiple groups a year later over a one week period. The findings suggest that large open groups in SNSs can be a useful source of pragmatic advice for teachers but that these groups are rarely a place for reflection on or feedback about teaching practice.
shortDOI: 10/f8np5n KerkoCite.ItemAlsoKnownAs: 10/f8np5n 2405685:FHCG5UYK
Keywords: Beginning teacher; Facebook; Natural language processing; Online professional development; Social network; Teacher; Teacher education