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

Situation Analysis of Out-of-School Children in Nine Southeast Asian Countries - UNESCO (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:Y3MJ2Z64 2405685:PU48MM4Y
Keywords: ⛔ No INSPIRE recid found

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

The Investment Case for SDG 4 Data - UNESCO Institute for Statistics (UIS, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:CUAC4EJ7 2405685:GZQ4MRGU

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

Situation analysis of out-of-school children in nine southeast Asian countries — UNESCO Digital Library - UNESCO; UNESCO Bangkok Office (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:BTETF956 2405685:R6K57ZYH

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

Inclusive Education - Understanding Article 24 of the Convention on the Rights of Persons with D– isabilities - UNICEF (Inclusive Education, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:4ICDTJVS 2405685:I752ZB2X
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

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

My Village (ECD TV) Programme Evaluation Report - UNICEF (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:8GVR4AES 2405685:EGALW54M
Keywords: ⛔ No INSPIRE recid found

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

Roadmap for Achieving the Sustainable Development Goals (SDGs) - United Nations Sustainable Development Framework (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SITMWQU6 2405685:VR9L8XMQ

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

Total expenditure on health: As a percentage of gross domestic product - World Health Organization (OECD Publishing, 2017)
This table includes data on total expenditure on health, as a percentage of gross domestic product. The table is part of the key tables collection on health.
KerkoCite.ItemAlsoKnownAs: 10.1787/20758480-table1 2339240:MHK8A9XZ 2405685:W9MBXCLT

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

Teachers and the Teaching Profession in Sierra Leone: A comprehensive situation analysis - Wright, Cream (Teaching Service Commission, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:BPP6QJJT 2405685:K3L9HBBP 2405685:S8XYIRCN 2486141:4XFKHYLJ 2601447:KDYSFZB9

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

A computational literature review of the technology acceptance model - Mortenson, Michael J.; Vidgen, Richard (International Journal of Information Management, 2016)
A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2016.07.007 2405685:M67A9BHN 2486141:B5ZK9CQN 2486141:VU33ACA5
Keywords: Citation analysis; Co-authorship analysis; Computational literature review; Journal ranking; Lda; Literature review; Social network analysis; Technology acceptance model; Topic models

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

National Information and Communications Technology Policy 2016: Implementation Strategy 2016/17 - 2020/21 - Ministry of Works, Transport and Communication (Government of Tanzania, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:CWNYZVGZ 2405685:5W9M9IT7

Education data for decision making (EDDATA II): key achievements and lessons learned; final report | UNESCO IIEP Learning Portal - Mulcahy-Dunn, Amy; Dick, Anna; Crouch, Luis; Newton, Erin (USAID; RTI International, 2016)
USAID's Education Data for Decision Making (EdData II) was implemented over a 12 year period beginning in 2004. EdData II had at its core the goal of improving access to data for USAID Missions and host country ministries, to use for making informed policy decisions. The tools and research developed under EdData II whelped to inform the development of learning metrics under the Sustainable Development Goals (2015); provide evidence to support the design and monitor the implementation of USAID's 2011-2017 Education strategy, and provide actionable, high-quality data to inform policy and practice in around 35 countries. The report reflects on EdData II and the project's impact, providing a summary of the most salient and impactful project activities, and drawing key lessons from their development and implementation. [...] The report is divided into four sections, as follows. Sections 1 and 2 begin with an overview of the background and key accomplishments of the EdData II contract and objectives, followed by a synopsis of EdData II task orders and their scope. Section 3, the main body of the report, delineates the key technical achievements of the program, including data collection tools, analysis, and measurement; pilot intervention programs; original and secondary research; and dissemination activities, as well as the implications of each. Section 4 reflects on the lessons learned from this work. In addition, several annexes provide further details about various aspects of the program.
EdTechHub.ItemAlsoKnownAs: 2405685:5QRX64GB

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)
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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... - International Telecommunication Union 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

National Integrated ICT Policy White Paper - Department of Telecommunications and Postal Services (Government of South Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:5SEDI8FP 2405685:D6D8DSK2

Payment by results in nineteenth-century British education: A study in how priorities change - Midgley, Henry (Journal of Policy History, 2016)
//static.cambridge.org/content/id/urn%3Acambridge.org%3Aid%3Aarticle%3AS0898030616000300/resource/name/firstPage-S0898030616000300a.jpg
Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0898030616000300 2339240:W544BZAF 2405685:IS9JBTGX 4656463:IQRC9W8K

National Education Policy - Ministry of Education, Science and Technology (Government of the Republic of Malawi, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:FY73KUN5 2405685:ZN289ZGZ

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

The most effective approaches to teaching in primary schools: Rigorous evidence on effective teaching - Gorard, S.; See, B. H.; Morris, R. (LAP LAMBERT Academic Publishing, 2016)
This is a wide-ranging review of the evidence on effective teaching approaches for primary age children. It evaluates the evidence carefully, leading to summaries of what is known to work, what is not known to work, and what is known to be harmful. The book answers the questions: What are currently the most effective approaches for teaching primary school children? Do the effective approaches differ for different sub-groups of pupils, and if so, how? Do the effective approaches differ for particular ages or phases within education to age 11? It is written by experts in reviews of evidence, and on evaluating the quality of evidence.
KerkoCite.ItemAlsoKnownAs: 2339240:PVSFHPU6 2405685:TFEJLTH6

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

Learning to teach online: A systematic review of the literature on K-12 teacher preparation for teaching online - Moore-Adams, Brianne L.; Jones, W. Monty; Cohen, Jonathan (Distance Education, 2016)
There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire th...
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 2339240:XKGTDWK8 2405685:9QGBE6MK
Keywords: ⛔ No DOI found

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

Zimbabwe National Policy for Information and Communications Technology (ICT) - Ministry of Information and Communication Technology, Postal and Courier Services (Government of Zimbabwe, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:7P9UPF4Y 2405685:SF6XCYDQ

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 2339240:U483WVFF 2405685:J47PXP4U 2405685:SUWZCIEL
Keywords: Kenya; Numeracy; elementary school; instruction; international education; mathematics

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:NT57U744 2405685:V9FLJKWX 2534378:VU6K2AYK
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

The role of technology in addressing personalized learning - Andra, Nishitha (The University of Texas at Austin, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:W6AUBHCA 2405685:366DT2GB

Ethiopia Growth and Transformation Plan II (GTP II) | Green Growth Knowledge Platform - Ethiopia National Planning Commission (Federal Democratic Republic of Ethiopia, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:XG2MRXIK

Education Policy Roadmap of São Tomé e Príncipe Vision 2022 - Ministério da Educação, Cultura e Formação (Government of the Democratic Republic of São Tomé and Príncipe, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:M2GAXCMV 2405685:WWCQGGGU

National Information and Communications Technology Policy - Ministry of Works, Transport and Communication (The United Republic of Tanzania, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:LPI72AKH 2405685:CXRR6KB9

Understanding Violence against Women and Children in Timor-Leste: Findings from the Nabilan Baseline Study – Main Report - The Asia Foundation (The Asia Foundation, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:VCNW97FN 2405685:3MHTK6BS
Keywords: ⛔ No INSPIRE recid found

Tangerine® – Mobile Learning Assessments Made Easy - RTI International (RTI, 2016)
Since 2010, improving early grade reading has been a top priority for RTI and for many bilateral and multilateral donors, including the U.S. Agency for International Development (USAID), The World Bank, UK Aid and others. In support of this work and to improve upon paper forms of assessment, RTI developed a mobile assessment and coaching tool we dubbed Tangerine. Open source for all users, Tangerine is a first-of-its-kind software application optimized for offline data collection on low-cost Android tablets.
Library Catalog: www.rti.org EdTechHub.ItemAlsoKnownAs: 2405685:S8WJWDX2

A Data Protection Framework for Learning Analytics - Cormack, Andrew Nicholas (Journal of Learning Analytics, 2016)
Most studies on the use of digital student data adopt an ethical framework derived from human-subject research, based on the informed consent of the experimental subject. However, consent gives universities little guidance on using learning analytics as a routine part of educational provision: which purposes are legitimate and which analyses involve an unacceptable risk of harm. Obtaining consent when students join a course will not give them meaningful control over their personal data three or more years later. Relying on consent may exclude those most likely to benefit from early intervention. This paper proposes a new framework based on the approach used in data protection law. Separating the processes of analysis (pattern-finding) and intervention (pattern-matching) gives students and staff continuing protection from inadvertent harm during data analysis. Students have a fully informed choice whether or not to accept individual interventions. Organizations obtain clear guidance: how to conduct analysis, which analyses should not proceed, and when and how interventions should be offered. The framework provides formal support for practices already being adopted and helps with several open questions in learning analytics, including its application to small groups and alumni, automated processing, and privacy-sensitive data.
KerkoCite.ItemAlsoKnownAs: 10.18608/jla.2016.31.6 2339240:GP98CEKP 2405685:MXJ5A83W

Transforming teacher quality in the Global South: using capabilities and causality to re-examine teacher performance - Tao, Sharon (Palgrave Macmillan, 2016)
A common story of teachers from the Global South portrays them as deficient, unreliable and unprofessional. However, this book uses an innovative Capability Approach/Critical Realist lens to reveal the causal links between teachers' constrained capabilities and their 'criticised' behaviours and offer nuanced, creative strategies for improvements.
Google-Books-ID: kbPtCwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:IX6V82MK 2405685:B9ZP36MT
Keywords: Education / Comparative; Education / Educational Policy & Reform / General; Education / General; Education / Professional Development; Education / Teacher Training & Certification; Social Science / Anthropology / Cultural & Social; Social Science / Developing & Emerging Countries; Social Science / General; Social Science / Sociology / General

Take advantage of demographic dividend - Kibaru-Mbae, Josephine; Chatterjee, Siddharth (UNFPA Kenya, 2016)
Kenya is at the cusp of a “demographic dividend” that could change the country’s fortunes in the first half of the 21st century, but only if the country takes the right steps towards investing in its youth.
KerkoCite.ItemAlsoKnownAs: 2339240:R986QUPX 2405685:6JJ9FYYB

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yılmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.
KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2339240:RFF77FWI 2405685:HKM9RVSU

On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking - de-Marcos, Luis; Garcia-Lopez, Eva; Garcia-Cabot, Antonio (Computers & Education, 2016)
Game-like approaches are becoming increasingly popular in education, with educational games and gamification drawing increasing levels of attention. While games specifically designed for educational purposes have been used for decades, gamification is particularly new and contrasting evidence was presented about its effectiveness. The potential of social networks has also been harnessed by educators and institutions either using popular social networking sites or specific educational instances. This paper studies how well-established approaches (educational game and social networking) compare with more novel ones (gamification and social gamification) in terms of learning performance in an undergraduate course. Four experimental conditions were compared in an experiment (N = 379). Results suggest that all experimental conditions significantly impact on learning performance, but social gamification returned better results in terms of immediacy and for all types of assessments.
shortDOI: 10/f8ggts KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2015.12.008 10/f8ggts 2339240:26FFSMAM 2405685:P8FAKBL8
Keywords: Educational game; Gamification; Learning; Social networking

Donor policies in post-war Sierra Leone - Kanyako, Vandy (Journal of Peacebuilding & Development, 2016)
The Sierra Leone peace process following the country's 1991–2002 civil war between the Government of Sierra Leone (GoSL) and the Revolutionary United Front (RUF) benefited immensely from the energetic involvement of an eclectic mix of donors. Traditional inter-governmental financial institutions and relatively new private funding foundations all channelled aid money and technical expertise through various multilateral and bilateral mechanisms for rebuilding the country. Without a doubt Sierra Leone's recovery from the debilitating 11-year war would not have come to pass in the time and manner it did without the robust intervention of such funders. Based on fieldwork conducted in Sierra Leone at the height of the peacebuilding process, this article outlines the role played by international donors in rebuilding post-war Sierra Leone. It posits that understanding the modus operandi of the assorted mix of donor agencies in creating the country's aid architecture is key to grasping the nuances of the Sierra Leone peace process. This is partly because the aid largesse, though well intentioned, was injected into a barely functioning system that lacked a coherent recipient regime. The article concludes that though donors were critical to Sierra Leone's rebuilding efforts, their lack of emphasis on a needs-centred funding mechanism created an inadequate model to address the country's complex post-war reconstruction challenges.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1080/15423166.2016.1146035 2339240:EC6LW5LV 2405685:IHKCCGSR

The rise and fall of the PC in one chart - Booton, Jennifer (MarketWatch, 2016)
Section: Industries KerkoCite.ItemAlsoKnownAs: 2339240:USFBBPHB 2405685:D94GQ9W9

How GDPR changes the rules for research - Maldoff, Gabe (2016)
The General Data Protection Regulation (GDPR) will come into effect in the spring of 2018, replacing the Data Protection Directive 95/46/EC and imposing new obl
KerkoCite.ItemAlsoKnownAs: 2339240:RZBMFHXV 2405685:7S282BVZ

ICT in Education Policy - Ministry of Education (Government of the Republic of Rwanda, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:7VXYQMRX 2405685:AYLIXNJN

ICT in Education Policy - Ministry of Education (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:SUI5EK55

Christensen updates disruption theory - Denning, Stephen (Strategy & Leadership, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1108/sl-01-2016-0005 10/ggn58p 2339240:23G37SBT 2405685:UW33SZVP

Zero-rating educational content on the Internet - Trucano, Michael (World Bank Blogs, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:EFI3EFFU 2405685:47WQJRBV 2405685:TGETQ347
Keywords: ___working_potential_duplicate

Bridging the edtech evidence gap: A realist evaluation framework refined for complex technology initiatives - King, Melanie; Rothberg, Steve; Dawson, Ray; Batmaz, F. (Journal of Systems and Information Technology, 2016)
Purpose – There are five factors acting as a barrier to the effective evaluation of educational technology (edtech), which are as follows: premature timing, inappropriate techniques, rapid change, complexity of context and inconsistent terminology. The purpose of this paper is to identify new evaluation approaches that will address these and reflect on the evaluation imperative for complex technology initiatives. Approach – An initial investigation of traditional evaluative approaches used within the technology domain was broadened to investigate the evaluation practices within social and public policy domains. Realist evaluation, a branch of theory-based evaluation, was identified and reviewed in detail. The realist approach was then refined, proposing two additional necessary steps to support mapping the technical complexity of initiatives. Findings – A refined illustrative example of a realist evaluation framework is presented, including two novel architectural edtech domain reference models to support mapping. Practical implications – Recommendations include building individual evaluator capacity; adopting the realist framework; the use of architectural edtech domain reference models; phased evaluation to first build theories in technology “context” and then iteratively during complex implementation chains; and community contribution to a shared map of technical and organisational complexity. Originality – This paper makes a novel contribution by arguing the imperative for a theory-based realist approach to help redefine evaluative thinking within the IT and complex system domain. It becomes an innovative proposal with the addition of two domain reference models that tailor the approach for edtech. Its widespread adoption will help build a shared evidence base that synthesizes and surfaces “what works, for whom, in which contexts and why”, benefiting educators, IT managers, funders, policymakers and future learners.
KerkoCite.ItemAlsoKnownAs: 10.1108/JSIT-06-2015-0059 2339240:5HEX2KIB 2405685:ZYD26SG9

Status of Teachers' Technology Uptake and Use of GeoGebra in Teaching Secondary School Mathematics in Kenya - Mwingirwa, Irene Mukiri; Marguerite, Miheso Khakasa (International Journal of Research in Education and Science, 2016)
The uptake of technology and specifically, GeoGebra software, in teaching mathematics has had mixed success in spite of its documented benefits. This study investigated teachers’ perspective towards training and eventual use of GeoGebra as a tool to enhance learning of mathematics. In this article we share findings from a larger study that was conducted in Kajiado County in Kenya (Africa) on GeoGebra use in teaching Secondary School Mathematics. This article presents the relationship between observed teachers’ perceptions towards the uptake of GeoGebra, a technology based tool and the actual uptake of GeoGebra using the Diffusion Innovation theoretical framework. Data was collected from practicing mathematics teachers who were exposed to GeoGebra through a series of training sessions. The findings after training sessions with the mathematics teachers showed willingness to use GeoGebra in their classes. The teachers identified Geometry as the topic where use of GeoGebra would be most relevant due to its abstract nature. Teachers’ responses indicated that GeoGebra was perceived as useful for teaching and learning Mathematics and that it would help learners grasp concepts in Geometry. However, the study also found out that systemic support would sustain teachers’ engagement with GeoGebra at classroom level as actualization of Geogebra use did differ significantly from teachers’ perceptions.
shortDOI: 10/gf5f55 KerkoCite.ItemAlsoKnownAs: 10.21890/ijres.83989 10/gf5f55 2339240:KK6SERL3 2405685:NLT9DE96

Social Determinants of Gender Inequality in Vietnam - Khuat, Thu; Anh, Nguyen; Thao, Nguyen; Quynh, Nguyen; Diep, Trinh; Huong, Nguyen (2016)
KerkoCite.ItemAlsoKnownAs: 10.13140/RG.2.2.14062.41288 2339240:C544VQHB 2405685:4F3M74LT

KYTABU - Global Innovation Exchange (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:MT8QSEFY

A Different Perspective on Poverty in Lao PDR: Multidimensional Poverty in Lao PDR for the Years 2002/2003 and 2007/2008 - Bader, Christoph; Bieri, Sabin; Wiesmann, Urs; Heinimann, Andreas (Social Indicators Research, 2016)
This paper presents an indicator for measuring multidimensional poverty in the Lao People’s Democratic Republic applying the Alkire–Foster methodology to the Lao Expenditure and Consumption Survey 2002/2003 and 2007/2008. We calculated a multidimensional poverty index (MPI) that includes three dimensions: education, health, and standard of living. Making use of the MPI’s decomposability, we analyse how much each of the different dimensions and its respective indicators contribute to the overall MPI. We find a marked reduction in the multidimensional poverty headcount ratio over the study period, regardless of how the indicators are weighted or how the deprivation and poverty cut-offs are set. This reduction is based on improvements regarding all indicators except cooking fuel and nutrition. We observe no significant reduction in the intensity of poverty, however; there are wide disparities between the country’s regions and between urban and rural areas. The proportion of poor people in rural areas is more than twice as high as that in urban areas. By complementing the traditional income-based poverty measure, we hope to provide useful information that can support knowledge-based decision-making for poverty alleviation.
10 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.1007/s11205-015-0900-2 2339240:KGAXTTLC 2405685:X388VM4C
Keywords: LECS; Lao PDR; Multidimensional poverty; Poverty measurement; ⛔ No INSPIRE recid found

The Internal, External, and Diagnostic Validity of Sluggish Cognitive Tempo: A Meta-Analysis and Critical Review - Becker, Stephen P.; Leopold, Daniel R.; Burns, G. Leonard; Jarrett, Matthew A.; Langberg, Joshua M.; Marshall, Stephen A.; McBurnett, Keith; Waschbusch, Daniel A.; Willcutt, Erik G. (Journal of the American Academy of Child & Adolescent Psychiatry, 2016)
Objective To conduct the first meta-analysis evaluating the internal and external validity of the sluggish cognitive tempo (SCT) construct as related to or distinct from attention-deficit/hyperactivity disorder (ADHD) and as associated with functional impairment and neuropsychological functioning. Method Electronic databases were searched through September 2015 for studies examining the factor structure and/or correlates of SCT in children or adults. The search procedures identified 73 papers. The core SCT behaviors included across studies, as well as factor loadings and reliability estimates, were reviewed to evaluate internal validity. Pooled correlation effect sizes using random effects models were used to evaluate SCT in relation to external validity domains (i.e., demographics, other psychopathologies, functional impairment, and neuropsychological functioning). Results Strong support was found for the internal validity of the SCT construct. Specifically, across factor analytic studies including more than 19,000 individuals, 13 SCT items loaded consistently on an SCT factor as opposed to an ADHD factor. Findings also support the reliability (i.e., internal consistency, test–retest reliability, interrater reliability) of SCT. In terms of external validity, there is some indication that SCT may increase with age (r = 0.11) and be associated with lower socioeconomic status (r = 0.10). Modest (potentially negligible) support was found for SCT symptoms being higher in males than females in children (r = 0.05) but not in adults. SCT is more strongly associated with ADHD inattention (r = 0.63 in children, r = 0.72 in adults) than with ADHD hyperactivity-impulsivity (r = 0.32 in children, r = 0.46 in adults), and it likewise appears that SCT is more strongly associated with internalizing symptoms than with externalizing symptoms. SCT is associated with significant global, social, and academic impairment (r = 0.38–0.44). Effects for neuropsychological functioning are mixed, although there is initial support for SCT being associated with processing speed, sustained attention, and metacognitive deficits. Conclusion This meta-analytic review provides strong support for the internal validity of SCT and preliminary support for the external validity of SCT. In terms of diagnostic validity, there is currently not enough evidence to describe SCT in diagnostic terms. Key directions for future research are discussed, including evaluating the conceptualization of SCT as a transdiagnostic construct and the need for longitudinal research.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jaac.2015.12.006 2405685:9SPLF4RZ
Keywords: attention-deficit/hyperactivity disorder; diagnosis; nosology; sluggish cognitive tempo; systematic review

Impact - eKitabu (eKitabu, 2016)
Impact: Improving educational achievement outcomes, engaging students and teachers through digital content and providing access for inclusive and quality education for a…
KerkoCite.ItemAlsoKnownAs: 2339240:Z4MSYQZG 2405685:KHQ3XKD3

Promoting Intrinsic and Extrinsic Motivation among Chemistry Students using Computer-Assisted Instruction - Gambari, Isiaka A.; Gbodi, Bimpe E.; Olakanmi, Eyitao U.; Abalaka, Eneojo N. (Contemporary Educational Technology, 2016)
The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject.
Publisher: M. Bastas KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6161 2339240:GELHAMZU 2405685:8EMFIC9C

Education of children with disabilities in India and Pakistan: Critical analysis of developments in the last 15 years - Singal, Nidhi (PROSPECTS, 2016)
This article presents an analysis of key developments in educational policies and strategies, since 2000, in relation to the education of children with disabilities in India and Pakistan. It responds to a set of specific questions focused on factors that have shaped the increased emphasis on education of children with disabilities, how national policies and programmes respond to their needs, and their current educational status. The article draws on analysis of official policies, various programme documents, and empirical research evidence. It concludes by reflecting on the two main foci for future work in relation to the education of children with disabilities.
shortDOI: 10/gftstb KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-016-9383-4 10/gftstb 2339240:UC62U9Y7 2405685:V4R3ZU7R

Vietnam 2035: Toward Prosperity, Creativity, Equity, and Democracy - World Bank; Ministry of Planning and Investment of Vietnam (World Bank, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:UZ4N3B9M 2405685:PPDVMT3H

Designing an Educational Innovation to Achieve Scale: Five Critical Concepts - Dede, Chris (The EvoLLLution, 2016)
Research has documented that in education, unlike other sectors of society, the scaling of successful instructional programs from a few settings to widespread use across a range of contexts is very difficult (Dede, Honan, & Peters, 2005). In fact, research typically shows a huge influence of setting (e.g., the teacher’s content preparation, students’ self-efficacy, prior […]
KerkoCite.ItemAlsoKnownAs: 2405685:TX3BDCL8

New Ubongo Kids Audio Stories - Ubongo (Ubongo, 2016)
Ubongo Kids recently launched a new mobile service: audio stories told by favourite characters from the show! Mobile phones are common in East Africa, and audio platforms are extremely popular with users of all ages. With Ubongo Mobile, children are rewarded for answering questions correctly with incoming songs to their phones from Mama Ndege andRead more
Section: Blog EdTechHub.ItemAlsoKnownAs: 2405685:RH2E923S

Estimating the impact of language of instruction in South African primary schools: A fixed effects approach - Taylor, Stephen; von Fintel, Marisa (Economics of Education Review, 2016)
For many children around the world, access to higher education and the labour market depends on becoming fluent in a second language. In South Africa, the majority of children do not speak English as their first language but are required to undertake their final school-leaving examinations in English. Most schools offer mother-tongue instruction in the first three grades of school and then transition to English as the language of instruction in the fourth grade. Some schools use English as the language of instruction from the first grade. In recent years a number of schools have changed their policy, thus creating within-school, cross-grade variation in the language of instruction received in the early grades. Using longitudinal data from the population of South African primary schools and a fixed-effects approach, we find that mother tongue instruction in the early grades significantly improves English acquisition, as measured in grades 4, 5 and 6.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2016.01.003 2405685:RSHGZ25V 4042040:N7L4HVF6
Keywords: Education; Fixed effects; Language of learning and teaching; South Africa

Accelerated Education Programming - Educate a Child (2016)
Many of the Educate a Child (EAC) partnerships implement accelerated education programs. This paper is a basic survey of several selected partner projects designed to situate EAC’s work within a broader context. Findings indicate that partners approach accelerated education in very different ways, responding to local contexts in order to serve OOSC needs. Further research is needed to explore the various successes and lessons learned from EAC support to accelerated education.
KerkoCite.ItemAlsoKnownAs: 2339240:ZH9EV95S 2405685:X6T6UE7Y

Turkish pre-service teachers' reflective practices in teaching English to young learners - Güngör, Muzeyyen Nazli (Australian Journal of Teacher Education, 2016)
The course "Teaching English to Young Learners" is the first stage where pre-service teachers are introduced to a child's world, developmental characteristics, needs, interests as well as teaching and learning techniques for these learners in English language teaching pre-service teacher education programmes in Turkey. This action research study identifies the gap that pre-service teachers experience between the theoretical considerations and realities of teaching, and the problems they face in this course. It provides the opportunity for monitoring and evaluating themselves in a pre-service teacher education programme in Turkey. Hence, this piece of research aims to promote reflective practice at the preservice level in teaching English to young learners through video recorded microteaching sessions, reflective journals, and lesson plans of pre-service teachers. The study reports on the results by highlighting the contribution of these reflective tools to pre-service teachers' professional development, self- and peer- reflections and the preparedness to teach English to young learners. Finally, insights and recommendations concerning teacher educators and pre-service programmes are offered to promote reflective practice and make methodology courses more beneficial before pre-service teachers embark on their practicum experience.
Publisher: Edith Cowan University, Bradford Street, Mount Lawley, West Australia 6050, Australia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826521925?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.14221/ajte.2016v41n2.9 2405685:LGB6A2T8 2534378:MA7EKPTA 2534378:MK9KRY6K
Keywords: Action Research; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Elementary Education; English (Second Language); Foreign Countries; Higher Education; Journal Writing; Language Teachers; Lesson Plans; Postsecondary Education; Preservice Teacher Education; Preservice Teachers; Qualitative Research; Reflection; Reflective Teaching; Second Language Instruction; Teaching Methods; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096127; __finaldtb

Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? - Inter-agency Network for Education in Emergencies (INEE). (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:4LDJAPYI 2405685:TS3U5UDR 4803016:HC52EFPN

T-TEL's Terms, Messages and Communications Guide - T-TEL Professional Development Programme (Ministry of Education (Ghana), 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:7GKEEIDQ

Scrutinizing practicum for a more powerful teacher education: a longitudinal study with pre-service teachers - Tülüce, Serdar Hande; Çeçen, Sevdeger (Educational Sciences: Theory and Practice, 2016)
This study aims to explore the role of school-based practicum in promoting pre-service English language teachers' professional development through the use of a longitudinal design in combination with qualitative methods. To achieve this aim, pre-service teachers were asked to successively reflect on video-recordings of their micro-lessons in their university-based methodology courses directly after delivering the micro-lessons and retrospectively after their practicum experience. The participants of this study were 13 pre-service English language teachers studying at a foundation university in Istanbul, Turkey. The same data collection methodology was adapted before and after the practicum to gain a deeper understanding of the learning stemming from school-based practicum. The data for the study came from pre- and post-self-evaluation reports as well as pre- and post-focus-group interviews that had been collected based on the pre-service teachers' video-recorded microteaching simulations. The findings indicate that pre-service teachers commented on the same pedagogical, psychological, and physical factors they had noticed regarding their micro-lesson before and after the practicum. However, some qualitative changes were detected in their views over time as they had become more learner-oriented and had developed a more reflective view of teaching following the practicum. These findings have implications for the impact of practicum for future teacher education programs.
Publisher: Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871571396?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.12738/estp.2016.1.0207 2339240:AESWNP5A 2405685:8BT7QT4R 2534378:CULKT9D2 2534378:IWBXDRHW 2534378:N5T6GPE5
Keywords: Attitude Change; Case Studies; ERIC; Current Index to Journals in Education (CIJE); English (Second Language); Focus Groups; Foreign Countries; Higher Education; Language Teachers; Learning Processes; Longitudinal Studies; Microteaching; Physical Characteristics; Postsecondary Education; Practicums; Preservice Teacher Education; Preservice Teachers; Pretests Posttests; Professional Development; Psychological Patterns; Qualitative Research; Reflective Teaching; Second Language Instruction; Self Concept; Self Evaluation (Individuals); Simulation; Student Teacher Attitudes; Teaching Methods; Transformative Learning; Turkey (Istanbul); Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096126; __finaldtb

The cascade model of teachers’ continuing professional development in Kenya: A time for change? - Bett, Harry Kipkemoi (Cogent Education, 2016)
Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD) has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institutionbased models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant.
shortDOI: 10/gfw2mk KerkoCite.ItemAlsoKnownAs: 10.1080/2331186X.2016.1139439 10/gfw2mk 2405685:K8ZKUDQE

11 raisons qui dont que les enseignants n'utilisent pas les nouvelle technologie en classe - Elouardani, Karim (Edupronet, 2016)
Au delà du degré d'intégration des nouvelles technologies en classe, il est intéressant d'identifier les freins à l'utilisation des TICE dans l'enseignement
Library Catalog: edupronet.com EdTechHub.ItemAlsoKnownAs: 2405685:4C64T32C

Rumie: Bringing Digital Education to the Underserved - Kim, John J.-H.; Migdal, Amram (2016)
In fall of 2015, the Toronto, Canada–based education technology nonprofit Rumie had distributed thousands of computer tablets preloaded with collections of thousands of pieces of curated educational content to nongovernmental organizations (NGOs) in some of the most impoverished countries around the world lacking in basic educational resources. Founder and executive director Tariq Fancy, with his team, were deciding whether to accept a large new order from an NGO in Pakistan that would require Rumie for the first time to provide ongoing services such as teacher training, performance monitoring, and other support. Some on the team felt that providing a full suite of bundled services would detract from their recent push to decouple Rumie's software and services from the physical tablets to achieve greater reach and scale. In October 2015, Rumie opened the LearnCloud, its proprietary online content curation portal for NGOs, to the public. Now anyone could discover, share, and rate free digital educational content from any source. Fancy considered, "Education access represents a big order and huge growth, but does it lead us into doing things we haven't done before, may not be good at, and may not be scalable to be used by different partners in different geographies?"
EdTechHub.ItemAlsoKnownAs: 2405685:HNE632RB
Keywords: ⛔ No DOI found

How to Develop an Acceptable Use Policy: The Steps to Take - Webswise (Webwise.ie, 2016)
Creating an AUP is vital for your school, in addressing internet safety issues for students. Here we look at how to develop an Acceptable Use Policy (AUP).
KerkoCite.ItemAlsoKnownAs: 2339240:RDT95RQ7 2405685:2C5HQJPN

Greenhouse gas emissions from a typical passenger vehicle - US EPA, OAR (2016)
This page answers questions about GHG emissions from passenger vehicles and how these emissions are measured and calculated.
KerkoCite.ItemAlsoKnownAs: 2405685:YMM4IWFJ

How software that learns as it teaches is upgrading Brazilian education - Rigby, Claire (The Observer, 2016)
Teaching algorithms aim to change Brazilian education for ever – but where does the teacher fit into the classroom of tomorrow?
KerkoCite.ItemAlsoKnownAs: 2339240:KZEEKM4I 2405685:THX2NQE2
Keywords: Americas; Brazil; Computing; Education; Schools; Software; Technology

Parents, Teens and Digital Monitoring - Anderson, Monica (Pew Research Center: Internet, Science & Tech, 2016)
Parents monitor their teen’s digital activities in a number of ways, such as checking browser histories or social media profiles, but using technical means like parental controls is less common.
KerkoCite.ItemAlsoKnownAs: 2339240:8Q6JE6F4 2405685:E79W37UQ

Use of Technology in Open and Distance Education: A Guideline for the Educational Institutions in Bangladesh - Islam, Saria; Mahmudul, A.S.M. (International Journal of Applied Information Systems, 2016)
KerkoCite.ItemAlsoKnownAs: 10.5120/ijais2016451481 2339240:ICM5ECYQ 2405685:A9QMZE8J

Academics who tweet: “messy” identities in academia - Budge, Kylie; Lemon, Narelle; McPherson, Megan (Journal of Applied Research in Higher Education, 2016)
Purpose The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment. Design/methodology/approach The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter. Findings Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter. Research limitations/implications Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours. Practical implications In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible. Originality/value The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist.
Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JARHE-11-2014-0114 2405685:ZSTRNA6N
Keywords: Academics; Artists; Identity; Narrative inquiry; Social media; Twitter

Do boys and girls use computers differently, and does it contribute to why boys do worse in school than girls? - Fairlie, Robert W. (The BE Journal of Economic Analysis & Policy, 2016)
Boys are doing worse in school than are girls, which has been dubbed “the Boy Crisis.” An analysis of the latest data on educational outcomes among boys and girls reveals extensive disparities in grades, reading and writing test scores, and other measurable educational outcomes, and these disparities exist across family resources and race. Focusing on disadvantaged schoolchildren, I then examine whether time investments made by boys and girls related to computer use contribute to the gender gap in academic achievement. Data from several sources indicate that boys are less likely to use computers for schoolwork and are more likely to use computers for playing games, but are less likely to use computers for social networking and email than are girls. Using data from a large field experiment randomly providing free personal computers to schoolchildren for home use, I also test whether these differential patterns of computer use displace homework time and ultimately translate into worse educational outcomes among boys. No evidence is found indicating that personal computers crowd out homework time and effort for disadvantaged boys relative to girls. Home computers also do not have negative effects on educational outcomes such as grades, test scores, courses completed, and tardies for disadvantaged boys relative to girls.
Publisher: De Gruyter KerkoCite.ItemAlsoKnownAs: 10.1515/bejeap-2015-0094 2339240:4UGCV2FT 2339240:RGUQIY3U 2405685:6L2THSSR 2405685:D9RDFBES

Internet freedom and social media effects: democracy and citizen attitudes in Latin America - Gainous, Jason; Wagner, Kevin; Gray, Tricia (Online Information Review, 2016)
Purpose The purpose of this paper is to theorize the heightened exposure to information via the internet can lead citizens to be more critical about political conditions in their countries because using social media increases the likelihood of being exposed to dissident information. Further, the authors argue that the degree to which information is restricted, or internet access is limited, across countries can decrease this effect simply because the likelihood of exposure to a dissident flow is diminished. Design/methodology/approach The authors used survey data from the 2010 Latino Barometer to estimate a series of multilevel models to test whether citizens’ attitudes about the political conditions and about democracy in their respective countries worsen, and whether this effect is stronger in countries with higher internet freedom. Findings The results confirm that social media use has a negative influence on citizens’ attitudes about their national political conditions. In addition, respondents from those countries with more internet freedom tended to have more positive attitudes about their democracy and political conditions, generally. However, as a result of more internet freedom, the negative effects of internet and social media use on these attitudes was more pronounced in countries with more internet freedom. Originality/value These results suggest that the flow of information via the internet has substantial effect on how people feel about their government. This could be consequential for political stability, particularly in countries the conditions are not favorable. That said, these results also suggest that governments can actively decrease the odds of this dissidence building by controlling the flow of information.
Publisher: Emerald Group Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/OIR-11-2015-0351 2339240:5DKJPVYR 2405685:QIGFI5EV
Keywords: Digital information; Internet filtering; Latin America; Political attitudes; Social media

Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge - Getenet, Seyum Tekeher; Beswick, Kim; Callingham, Rosemary (Education and Information Technologies, 2016)
In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching. The present study investigated how a group of practising primary school science and mathematics teachers developed the skills needed to integrate ICT into their teaching. The study employed a combination of qualitative and quantitative research methods within an action research approach. The teachers took part in activities from a Technological Pedagogical and Content Knowledge (TPACK) based professional learning workshop, including designing lessons, classroom instruction, and reflection activities in teams. A lesson evaluation sheet, questionnaire, observation checklist, and logbook were used to gather data. The results showed that the teachers acquired an improved competency to integrate available ICT into their teaching through the intervention activities.
shortDOI: 10/gf5f37 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9306-4 10/gf5f37 2339240:X5KT8D38 2405685:M6FHA5XE

Classroom Cybernetics: an Approach for Effective and Efficient Classroom Teaching - Grover, Vijay (International Journal of Research in Advent Technology, 2016)
Cybernetics is not a new invention but its potential for application has not exhausted even after nearly seventy years of its origin. It started with idea of automation and control in the electrical and mechanical systems, but later on extended to biological, social systems and learning systems. Present paper is about application of cybernetics in education systems and discussion has been limited to only classroom situation. Cybernetics means ‘to steer’, ‘to navigate’ or ‘to govern’ for taking the system to desired goal. Here in classroom teaching-learning process is a system and the goal is success of the learner and learning process. Classroom cybernetics is constituted by Constructivism, Conversation theory and a feedback system. Constructivism resulted in five E’s namely- Engage, Explore, Explain, Elaborate and Evaluate. Conversation theory necessitatesinteraction between teacher and learner which passes through three levels of language namely-natural language, subject language and meat language. Feedback is another essential element of cybernetics which is an instrument for controlling the system to maintain equilibrium, move forward or even reverse it. Problem with the conversation theory is that it is applicable only for one to one correspondence between teacher and learner, thus can’t directly help in classroom situation. To make it applicable for classroom situation Ashby’s Law of requisite Variety has been applied which necessitates that teacher need to be hugely better equipped than the learners and should be skilled enough to visualize the learners’ state of mind. Thus effective use of constructivism, conversation theory, feedback loop and Ashby’s law of requisite varieties makes comprehensive Classroom Cybernetics.
KerkoCite.ItemAlsoKnownAs: 2339240:AUZTI59W 2405685:8KRWBNE8
Keywords: ⛔ No DOI found

Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone - Kamanda, Mamusu; Madise, Nyovani; Schnepf, Sylke (International Journal of Educational Development, 2016)
In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.09.008 2405685:YPUYEULY
Keywords: Girls’ education; Mothers’ education; School attendance; Sierra Leone

Reconstructing education in post-conflict Sierra Leone - Pai, Grace (Security, Education and Development in Contemporary Africa, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:83TRVQZR

Contextualising the Use of Digital Technologies - Phillips, Michael (2016)
This chapter reflects on the often uncritical debates about educational policy and the use of digital technologies by schoolteachers that have persisted over the past 30 years. Most commentators have tended to approach digital technology in unrealistic terms—either as having the potential to completely transform schools for the better or herald their imminent demise. This chapter examines these polarised ways of thinking, highlighting a failure to account for the complex, compromised and often ‘messy’ realities of classroom technology used by schoolteachers. This argument emphasises that critical considerations of the knowledge required by teachers and the context in which they work are necessary to understand the complexity of teachers’ technology (non) use. Discussion in the second half of the chapter highlights the need to reconsider ‘knowledge’ and ‘context’ as contested terms that are pivotal in examining educational technology policy and practice. Through the introduction of technological, pedagogical and content knowledge (TPACK) framework, the reader is provided with a theoretical lens through which the notions of knowledge and context can be critically explored.
KerkoCite.ItemAlsoKnownAs: 10.1057/978-1-137-52462-1_1 2339240:SK4VPZTF 2405685:XAYZRBZW

Etude Nationale Prospective ‘‘Côte d’Ivoire 2040’’ - Ministère du Plan et du Developpement (Bureau National de la Prospective et de la Veille Strategique, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:ERVDIDBV 2405685:K4C7IAV9

The Journal Coverage of Web of Science and Scopus: A Comparative Analysis - Mongeon, Philippe; Paul-Hus, Adèle (Scientometrics, 2016)
Bibliometric methods are used in multiple fields for a variety of purposes, namely for research evaluation. Most bibliometric analyses have in common their data sources: Thomson Reuters' Web of Science (WoS) and Elsevier's Scopus. The objective of this research is to describe the journal coverage of those two databases and to assess whether some field, publishing country and language are over or underrepresented. To do this we compared the coverage of active scholarly journals in WoS (13,605 journals) and Scopus (20,346 journals) with Ulrich's extensive periodical directory (63,013 journals). Results indicate that the use of either WoS or Scopus for research evaluation may introduce biases that favor Natural Sciences and Engineering as well as Biomedical Research to the detriment of Social Sciences and Arts and Humanities. Similarly, English-language journals are overrepresented to the detriment of other languages. While both databases share these biases, their coverage differs substantially. As a consequence, the results of bibliometric analyses may vary depending on the database used. These results imply that in the context of comparative research evaluation, WoS and Scopus should be used with caution, especially when comparing different fields, institutions, countries or languages. The bibliometric community should continue its efforts to develop methods and indicators that include scientific output that are not covered in WoS or Scopus, such as field-specific and national citation indexes.
shortDOI: 10/f77hzh KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-015-1765-5 10/f77hzh 2339240:8JJXVFNV 2405685:2IZQM7HX
Keywords: Bibliometrics; Citation indexes; Research evaluation; Scopus; Web of Science

Using Causal Loop Diagramming to Explore the Drivers of the Sustained Functionality of Rural Water Services in Timor-Leste - Neely, Kate; Walters, Jeffrey P. (Sustainability, 2016)
It is recognized that international water sector development work has issues with a lack of sustained positive outcomes. A large driver of this outcome is how NGOs work with communities to implement and then manage water services. Many NGOs tend to focus their efforts on improving their reach and organisational growth by continually engaging in new projects. This behaviour is largely driven by short-term donor funding models that reward extended coverage, leaving little focus on sustained outcomes. Similarly, community-based management (CBM) schemes often impede sustained services as a result of the community’s limited capacity to operate and maintain the technology. To explore these complicated drivers on water service sustainability, we used causal loop diagramming to analyse the key aspect influencing the combined dynamics between NGOs, donors and CBM. We demonstrate this methodology through a study in Timor-Leste, where we gathered data necessary to develop and apply causal loop diagrams to analyse rural water supply program outcomes. The analysis of these diagrams allowed identification of leverage points used to suggest structural changes for sustained benefits of water services. These structural changes emphasize the importance of increased robustness and reliability of water technology and the associated impact this has on community satisfaction and, conjointly, on water service sustainability.
shortDOI: 10/f8d99n KerkoCite.ItemAlsoKnownAs: 10.3390/su8010057 10/f8d99n 2339240:E6YIT8MQ 2405685:K479CIFP
Keywords: NGOs; Timor-Leste; community management; donors; system dynamics modelling; water services

The role of mobile learning on the learning environment shifting at high school in Indonesia - Sulisworo, Dwi; Toifur, Moh (International Journal of Mobile Learning and Organisation, 2016)
This research is the result of a multi-year research since 2013-2015, which aims to determine the shifting of learning environment associated with the development of mobile technology. The rapid changing on information technology has affected the current learning strategy. The analysis of this study is a qualitative descriptive approach. The result indicates that mobile technology shifted the tendency of students to learn in a more personalised way. This situation encourages teachers to be able to choose and use technology for students learning success. The implication of this research is that the teachers, students and schools will need to have a different role than before to adapt the changing in today's learning environment. More focus again, learning design needs to enable cooperative learning in a mobile for the convenience of studying individually. In the implication of this research, there is a shifting of learning environment due to mobile technology.
23 citations (Crossref) [2024-04-29] Publisher: Inderscience Publishers KerkoCite.ItemAlsoKnownAs: 10.1504/IJMLO.2016.077864 2339240:B86TKAZR 2405685:GUU89CJF
Keywords: Indonesia; collaborative learning; cooperative learning; educational technology; high schools; learning management systems; m-learning; mobile learning; physics education; ⛔ No INSPIRE recid found

Beyond a public health emergency: potential secondary humanitarian impacts of a large-scale Ebola outbreak - ACAPS (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:6F9W5IR9 2405685:VAE5DTVK

One Laptop per Child Rwanda: Enabling Factors and Barriers - Adam, Taskeen; Haßler, Björn; Cruickshank, Heather (Empowering the 21st Century Learner, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:PZE5L9QW 2129771:WDGI2A2F 2405685:75Z2R2EG 2486141:PZQAFS2P
Keywords: Author:Haßler; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Canada CAN; _C:China CHN; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Denmark DNK; _C:Egypt EGY; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

Continental Education Strategy For Africa (2016 – 2025) - African Union (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:EH4P26FW

Uganda Round 6 Summary of results - Afrobarometer (Afrobarometer, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:YEZDQTQU 2405685:MABKYDLA

Empirical Analysis of Internet Usage and Academic Performance of Students: Evidence from Pakistan - Ahmed, Rizwan Raheem; Vveinhardt, Jolita; Ahmad, Nawaz (Edulearn16: 8th International Conference on Education and New Learning Technologies, 2016)
Problem Statement: Internet is a useful tool for in a technologically advanced world. Internet use for education is very important; in this research we evaluate the usage of Internet in Universities students as advanced technology, and its impacts on students' academic performance. Purpose of Study: The purpose of this study is to examine the relationship between Internet usage and university students' performance, it further identify the attitude of students towards information technology, and also evaluate that whether the use of Internet improve the academic performance of the students or not. Advancement in technology brings major impacts on education (Underwood 2003). Methodology: Data is collected through 10 closed ended questions with a sample size of 143 students. In this study the academic performance of student is dependent variable and usage of Internet is independent variable. We use descriptive analysis & linear regression model to check whether the Internet usage affects the students' performance positively or the other way around. Findings and results: Results of the research showed that the Internet is an essential knowledge tool for students, they use the Internet primarily for educational and research purposes and get benefited and also playing a positive role and participation in society. Respondents also expressed great confidence and satisfaction in using Internet for educational purposes. Recommendations: It is recommended that basic Internet tools may be introduced to students in their early stages of education. Universities should provide better infrastructure and organize courses that build up internal capacity of students, which enhance the efficiency and effectiveness for Internet Usage.
ISSN: 2340-1117 WOS:000402955903146 KerkoCite.ItemAlsoKnownAs: 2339240:EI3GHEXX 2405685:WFPD4UHW
Keywords: Academic performance; Attitude of student; Information technology; Internet usage; Linear Regression; Technologically advanced World; attitudes; education; technology

L'éducation bilingue dans le contexte multilingue guyanais: dispositifs cloisonnants et pratiques pédagogiques innovantes - Alby, Sophie; Léglise, Isabelle (Lambert Lucas, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:D7NAQAHV 4042040:55AQIE3B

Curriculum Development: Teacher Involvement in Curriculum Development - Alsubaie, Merfat Ayesh (Journal of Education and Practice, 2016)
In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program (“Guide to curriculum development,” 2006). It can be subject specific or a generalized overview of expectation. It must be a usable tool to assists teachers in the development of individualized strategies and the methods and materials necessary for them to be successful.
KerkoCite.ItemAlsoKnownAs: 2339240:GU3TUVJA 2405685:66FHN3GQ
Keywords: ⛔ No DOI found

Systems and Complexity Theories of Organizations - Amagoh, Francis (Global Encyclopedia of Public Administration, Public Policy, and Governance, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-31816-5_73-1 2339240:H946DD6F 2405685:D5Z5JIY9
Keywords: Complex Adaptive System; Complexity Theory; Emergent Behavior; External Environment; Organizational Learning

Delaying child marriage through community-based skills-development programs for girls: Results from a randomized controlled study in rural Bangladesh - Amin, Sajeda; Ahmed, Johana; Saha, Jyotirmoy; Hossain, Md.; Haque, Eashita (Population Council, 2016)
KerkoCite.ItemAlsoKnownAs: 10.31899/pgy9.1009 2339240:YW7SLW72 2405685:QGJZ86U6

Barriers to the Use of Computer Assistive Technology among Students with Visual Impairment in Ghana: The Case of Akropong School for the Blind - Ampratwum, Joseph; Offei, Yaw Nyadu; Ntoaduro, Afua (Journal of Education and Practice, 2016)
The study aimed at exploring barriers to the use of computer assistive technology among students with visual impairment at Akropong School for the Blind. A case study design was adopted and the purposive sampling technique used to select 35 participants for the study. The researchers gathered qualitative data using an in-depth interview guide to investigate barriers to the use of keyboarding skills and Job Access with Speech (JAWS).Data were transcribed and analysed thematically. That is the key themes were identified in the conversations and these were drawn and discussed. This was done using both the narrative methods and opened quotes from interviews. The findings indicated that challenges limiting effective use of computer assistive technology in the School were more personal than external influences. This was because most of the challenges were due to the individual response to the training and familiarity in developing their competencies in using computer assistive technology. Based on this, it was recommended that efforts should be made to stock the laboratory with additional computers. Directly in line with the first recommendation, it was further suggested that more practice time should be created for the students to maximize computer use. Also, Licensed JAWS must be acquired by the school to advance students’ competence in using computer assistive technology. A number of the challenges were expressed by the students on their non- familiarity with the JAWS. As a result, it was recommended that instructors and trainers at the school should engage the students in revised lessons on introduction to computer. This will help to refresh the minds of students.
KerkoCite.ItemAlsoKnownAs: 2339240:BAG2E3HJ 2339240:LKIM6CI2 2405685:2656THQI 2405685:74TZQ59Y 2405685:LSPFR9I8
Keywords: ⛔ No DOI found

Socio-economic impact on schooling of urban slum children: a study of Rayer Bazaar slum in Dhaka city - Anam, Abu Saief Mohammad Towhidul (Dynamics of Public Administration, 2016)
KerkoCite.ItemAlsoKnownAs: 10.5958/0976-0733.2016.00012.2 2339240:WWKF8HU2 2405685:KQXICMCR

Measuring Effect Of Culturally Responsive Learning Environment For Computing Education In African Context - Anohah, E.; Suhonen, J. (Problems of Education in the 21st Century, 2016)
A relevant research area in computing education is to explore aspects that motivate and promote learning in culturally responsive learning environments. This research contributes towards understanding how indigenous knowledge can be used to create a meaningful learning environment for learning object-oriented programming. The aim of research is to explore the effect of a culturally responsive learning environment for computing education in Ghana high school context. This research comprised teaching interventions that emphasized cultural significance and stimulation of Oware game as metaphors and related analogies to teach object oriented programming. The results indicated that a culturally responsive environment had a positive effect on high school students’ conceptual understanding of object-oriented programming concepts and attitudinal change to computing education.
Num Pages: 6-17 Place: Šiauliai, Lithuania Publisher: Scientia Socialis Ltd. KerkoCite.ItemAlsoKnownAs: 2339240:NDTXNUSL 2405685:CGVLYAKH
Keywords: Oware game; computer achievement; computer attitude; indigenous knowledge; integrationist approach; object-oriented concepts; ⛔ No DOI found

Innovación y Sistemas Nacionales de Innovación en procesos de desarrollo - Arocena, R.; Sutz, J. (Repensando el desarrollo latinoamericano. Una discusión desde los sistemas de innovación, 2016)
EdTechHub.ItemAlsoKnownAs:2405685:9XLMV3Q3
Keywords: ⛔ No DOI found

Sector Assessment (Summary): Education - Asian Development Bank (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:NRN9V2VS 2405685:VFMAEF87

ASEAN Declaration on Strengthening Education for out-of-school Children and Youth (OOSCY) - Association of Southeast Asian Nations (ASEAN Main Portal, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:PQ32QHNQ 2405685:2GMJF6Q9
Keywords: ⛔ No INSPIRE recid found

Improving Secondary School Teacher Quality in Sub-Saharan Africa - Bainton, Dave; Barrett, Angeline Mbogo; Tikly, Leon (University of Bristol, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:CLHEDE9L
Keywords: C:sub-Saharan Africa

Culturally responsive multimedia tool framework for dyslexic children in Malaysia: A preliminary study - Balakrishnan, Balamuralithara; Chong, Hor Beng; Idris, Muhamad Zaffwan; Othman, Ahmad Nizam; Wong, Muhammad Fadhil; Azman, Mohamed Nor Azhari (Geografia, 2016)
Publisher: Universiti Kebangsaan Malaysia KerkoCite.ItemAlsoKnownAs: 2339240:JVALVJZ8 2405685:YNRTU42U
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of 'Teaching at the Right Level' in India - Banerjee, Abhijit V.; Banerji, Rukmini; Berry, James; Kannan, Harini; Mukerji, Shobhini; Walton, Michael (National Bureau of Economic Research Working Paper No. 22746, 2016)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2846971 2405685:DJ6CUVFB 4042040:GUZPRGAM

Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of “Teaching at the Right Level” in India - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukherji, Shobhini; Shotland, Marc; Walton, Michael (National Bureau of Economic Research, 2016)
Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2846971 10.3386/w22746 2339240:3FN7KNY9 2339240:9ZHN4D7Y 2339240:LV86BN65 2339240:MV4YEA5H 2339240:ZHK98NL7 2405685:9WZ9WKDD 2405685:CVNYTCCU 2405685:GVGW8XZ2 2405685:IV47HTVT 2405685:LEGZTSPV 2405685:SCRBWPAQ 2405685:WLHXYFPY 2534379:AFKBDWJ8
Keywords: C:India; Education; India; ___working_potential_duplicate

Opening New Doors: Community Engagement in India - Batada, Ameena; Banerjee, Sashwati; Subramanian, Mathangi; Banerjee, Sashwati; Subramanian, Mathangi (The Sesame Effect: The Global Impact of the Longest Street in the World, 2016)
shortDOI: 10/ghgnft KerkoCite.ItemAlsoKnownAs: 10.4324/9781315751399-22 10/ghgnft 2339240:EJMMLJ6S 2405685:3NXVDGQ4 4803016:ELWAHINR

Gender bias is rife in textbooks - Benavot, A; Jere, C (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:KE99ZXSB 2405685:XIDCIV8X

How to plan and perform a qualitative study using content analysis - Bengtsson, Mariette (NursingPlus Open, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.npls.2016.01.001 2339240:SKJRXYHY 2405685:8ZSD4CAB

How can Mother Tongue-based MLE be carried out in classrooms where three or more local languages are represented as mother tongues? - Benson, Carol; Young, Catherine (Good Answers to Tough Questions in Mother Tongue-Based Multilingual Education, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:BJRXRRBA 4042040:7A5RR9A2

Technology adoption in education: Usage, spillovers and student achievement - Bergman, Peter (2016)
Publisher: CESifo Working Paper Series KerkoCite.ItemAlsoKnownAs: 2339240:E749AIMV 2405685:9XZ8ZZNP
Keywords: ⛔ No DOI found

Reducing parent-school information gaps and improving education outcomes: Evidence from high frequency text messaging in Chile - Berlinski, S; Busso, M; Dinkelman, T; Martinez, C (2016)
Unpublished manuscript KerkoCite.ItemAlsoKnownAs: 2339240:N86NWJH3 2339240:V9MAA8TA 2405685:6ID6IG4N 2405685:BKQ2QT3T 2405685:X8X54KXI 2534379:ZWANWA4Z
Keywords: ___working_potential_duplicate

SMS-based school parents communication technology - Berlinski, S.; Busso, M.; Dinkelman, Taryn; Martinez, C.A. (Department for International Development (DFID), 2016)
Authors test whether a program of sending student data to parents using high frequency text messaging improves education outcomes
KerkoCite.ItemAlsoKnownAs: 2339240:FUNKQBK8 2405685:UTJ8CXMM

Technology for Evaluation in Fragile and Conflict Affected States: An Introduction for the Digital Immigrant Evaluator - Besa Global; The Fletcher School (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:IY43E5NZ 2405685:358ZS5EM

School Characteristics and Teacher Turnover: Assessing the Role of Preferences and Opportunities - Bonhomme, Stéphane; Jolivet, Grégory; Leuven, Edwin (The Economic Journal, 2016)
Job characteristics can affect worker turnover through their effect on utility and through their effect on outside job opportunities. The aim of this study is to identify and estimate the roles of these two channels separately. Our method exploits information on job changes, and relies on an augmented sample selection correction. To illustrate our approach, we use an exhaustive register of Dutch primary school teachers and show a detailed picture of preferences for school characteristics. We also find that the dependence between current and outside job attributes can affect turnover and thus the allocation of teachers across schools.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ecoj.12279 KerkoCite.ItemAlsoKnownAs: 10.1111/ecoj.12279 2339240:N9X56GT8 2405685:4SI4U49A

Using Educational Games for Sign Language Learning - A SignWriting Learning Game: Case Study - Bouzid, Yosra; Khenissi, Mohamed Ali; Essalmi, Fathi; Jemni, Mohamed (Journal of Educational Technology & Society, 2016)
ABSTRACT Apart from being used as a means of entertainment, computer games have been adopted for a long time as a valuable tool for learning. Computer games can offer many learning benefits to students since they can consume their attention and increase their motivation and engagement which can then lead to stimulate learning. However, most of the research to date on educational computer games, in particular learning versions of existing computer games, focused only on learner with typical development. Rather less is known about designing educational games for learners with special needs. The current research presents the results of a pilot study. The principal aim of this pilot study is to examine the interest of learners with hearing impairments in using an educational game for learning the sign language notation system SignWriting. The results found indicated that, overall, the application is useful, enjoyable and easy to use: the game can stimulate the students' interest in learning such notations.
KerkoCite.ItemAlsoKnownAs: 2339240:DXXIUF8I 2405685:L83ZWRA2
Keywords: ⛔ No DOI found

Systems theory of systems thinking: General and particular within modern science and technology education - Broks, Andris (Journal of Baltic Science Education, 2016)
Publisher: Scientia Socialis Ltd. KerkoCite.ItemAlsoKnownAs: 2339240:H8LWFWWG 2405685:HNGMVQRZ
Keywords: ⛔ No DOI found

Blended learning implementation in secondary education for girls: case study Tatweer project Saudi Arabia - Bukhari, Eman Gasim (International Journal of Academic Research and Reflection, 2016)
Blended learning (BL) has been the subject of much research recently, and the present research adds to this growing body of knowledge as the first substantial study on BL in secondary education for girls in Saudi Arabia. Based on field work comprising interviews and questionnaires this research reports the results of an exploratory, empirical case study of a large-scale programme (Tatweer project) for the introduction of blended learning into 25 traditional secondary girls' schools in Saudi Arabia. Adopting the interpretive research paradigm the objective of the study is to gain rich insight into blended learning guided by the effect of BL on female education. The study demonstrates a number of positive effects of BL on students' engagement and self-development, however, problems with the workloads of students and the failure of teachers to integrate face-to-face learning with e-learning are also observed. Throughout the research Sharpe et al.'s (2006) 8-dimensional framework of BL is applied in a new way to assess the implementation level of BL. This results in the recommendation to extend this framework with an ethical dimension. Further recommendations of the work are to actively seek feedback from key stakeholder groups during BL implementation, to use BL for teacher training in BL, and to measure performance indicators like students' workloads during the transition of traditional schools to BL.
KerkoCite.ItemAlsoKnownAs: 2339240:4JYTCT2G 2405685:2HHSZJIC 2405685:EGT5Q49L
Keywords: ⛔ No DOI found

Technology and education: Computers, software, and the internet - Bulman, George; Fairlie, Robert W. (Handbook of the Economics of Education, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:LL75ZDAT 2405685:4Z5BR2BU