Getting off the “Gold Standard”: Randomized controlled trials and education research - Sullivan, Gail M (Journal of Graduate Medical Education, 2011)
KerkoCite.ItemAlsoKnownAs: 10.4300/JGME-D-11-00147.1 2339240:QSGWTB3B 2405685:ATRPH2NB

The Distribution of Teacher Quality and Implications for Policy - Hanushek, Eric; Rivkin, Steven (Annual Review of Economics, 2011)
It has become commonplace to measure teacher quality in terms of teacher value-added. Operationally, this means evaluating teachers according to the learning gains of students on various achievement tests. Existing research consistently shows large variations in teacher effectiveness, much of which is within schools as opposed to between schools. The policy implications of these variations are dramatic. But the underlying statistical modeling has become the subject of intense research, in part because of this direct use of value-added measures in policy discussions.
KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-economics-080511-111001 2339240:FBQY8YNZ 2405685:H5R2C39B

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, Julian P. T.; Green, Sally (John Wiley & Sons, 2011)
Healthcare providers, consumers, researchers and policy makers are inundated with unmanageable amounts of information, including evidence from healthcare research. It has become impossible for all to have the time and resources to find, appraise and interpret this evidence and incorporate it into healthcare decisions. Cochrane Reviews respond to this challenge by identifying, appraising and synthesizing research-based evidence and presenting it in a standardized format, published in The Cochrane Library (www.thecochranelibrary.com). The Cochrane Handbook for Systematic Reviews of Interventions contains methodological guidance for the preparation and maintenance of Cochrane intervention reviews. Written in a clear and accessible format, it is the essential manual for all those preparing, maintaining and reading Cochrane reviews. Many of the principles and methods described here are appropriate for systematic reviews applied to other types of research and to systematic reviews of interventions undertaken by others. It is hoped therefore that this book will be invaluable to all those who want to understand the role of systematic reviews, critically appraise published reviews or perform reviews themselves. This title is also available as a mobile App from MedHand Mobile Libraries. Buy it now from Google Play or the MedHand Store.
Google-Books-ID: NKMg9sMM6GUC KerkoCite.ItemAlsoKnownAs: 2129771:AQG5FQL5 2317526:LYDVD3NA 2405685:W4SFJU7Y 261495:9MDYPILH
Keywords: Medical / General

Technophobia among Female Undergraduate Students: A Challenge to Attainment of the MDGs in Nigeria - Achuonye, Keziah Akuoma; Ezekoka, Gertrude Kanayo (Journal of Education, Society and Behavioural Science, 2011)
EdTechHub.ItemAlsoKnownAs: 2405685:LINCNENL
Keywords: Millennium Development Goals (MDGs); Technophobia; computer; psychological gender; ⛔ No DOI found

Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (American Economic Review, 2011)
To the extent that students benefit from high-achieving peers, tracking will help strong students and hurt weak ones. However, all students may benefit if tracking allows teachers to better tailor their instruction level. Lower-achieving pupils are particularly likely to benefit from tracking when teachers have incentives to teach to the top of the distribution. We propose a simple model nesting these effects and test its implications in a randomized tracking experiment conducted with 121 primary schools in Kenya. While the direct effect of high-achieving peers is positive, tracking benefited lower-achieving pupils indirectly by allowing teachers to teach to their level. (JEL I21, J45, O15)
KerkoCite.ItemAlsoKnownAs: 10.1257/aer.101.5.1739 2339240:W5VT6F6A 2405685:98PTSC94
Keywords: Analysis of Education; Public Sector Labor Markets; Economic Development: Human Resources; Human Development; Income Distribution; Migration

Decentralisation policy and practice in Ghana: the promise and reality of community participation in education in rural communities - Essuman, Ato; Akyeampong, Kwame (Journal of Education Policy, 2011)
In 1987, the government of Ghana embarked on a process to decentralise education management to districts as part of wider social and democratic governance reforms. A central part of this reform was the prescription of active community participation in the affairs of schools within their locality. This paper explores the different meanings community participation had for school community stakeholders. It examines the multiple understandings of how community and school relations work and the factors which influence this relationship. Drawing on case study data, it argues that much of the theoretical and policy expectations on representation and participation in education by community members are only evident in form, but not as intended in practice. In poor rural contexts, it is often the local elite and relatively more educated members of the community, who become the new brokers of decision-making and, through their actions, close up the spaces for representation and participation by community members in the affairs of schools. Furthermore, the extent of community participation appears to be shaped by a ‘social contract’ based on the principle of reciprocity of roles between the community and schools, and that increasingly teachers feel accountable to the traditional hierarchical educational structure, and not to the community. The paper argues that the realisation of decentralisation policy in education has to contend with the realities of local politics of influence in the community, and tap into the positive side of this influence to improve education service delivery.
Publisher: Routledge _eprint: https://doi.org/10.1080/02680939.2011.554999 KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2011.554999 10/bqzj2s 2339240:KLMLRR4J 2405685:USDNAYZW
Keywords: Ghana; Parent Teacher Associations (PTA); School Management Committees (SMC); ___working_potential_duplicate; community participation; decentralisation policy

Education policy reform in Sri Lanka: the double-edged sword of political will - Little, Angela W. (Journal of Education Policy, 2011)
In 1997, the Government of Sri Lanka launched a comprehensive set of education reforms designed to promote equitable access to basic education and improvements in learning outcomes. The package of reforms arose as a political response to widespread youth unrest in the late 1980s and attracted considerable ‘political will’, a vague but much vaunted term in the international policy discourse. Yet, despite seemingly high levels of national political will, reform has not been plain sailing. Using evidence from interviews with policy elites and an analysis of policy texts and evaluations, this paper analyses the role of political will at national and local levels in policy formulation and implementation in a policy environment characterised by ‘patronage politics’. It explores the interaction between the political, administrative, technical, human resource and financial drivers and inhibitors of five reform components and argues that local-level political will, as well as national-level political will, has played a central role in determining whether formulated policies are translated into action on the ground. ‘Political will’ is a double-edged sword.
Publisher: Routledge _eprint: https://doi.org/10.1080/02680939.2011.555005 shortDOI: 10/dgbq9t KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2011.555005 10/dgbq9t 2339240:9RULM75W 2405685:9LJS6GTB
Keywords: Sri Lanka; policy implementation; political will

Provision of continuing professional development by resource centres in selected high schools of the Copperbelt province - Mwale, Kelly Kezala (2011)
The purpose of the study was to investigate the effectiveness of resource centres in providing Continuing Professional Development to high school teachers in the Copperbelt Province.Major concerns have been expressed by various stakeholders that not enough has been done in enhancing and strengthening the concept of Continuing Professional Development among high school teachers. The Teacher Resource Centres that are supposed to be custodians of In-service Training of Teachers(INSET) now Continuing Professional Development (CPD) are perceived not to have done enough. The establishment of Teacher Resource Centres throughout the country was meant to help upgrade the skills and competencies of teachers at both basic and high school levels. These Continuing Professional Development activities that should be on-going include School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC).A purposive sample of 8 teacher resource centres and 12 high schools giving the study a number of 84 respondents was selected.Data were collected by way of questionnaires, interviews and Focus Group Discussions. The major informants were the following: Headteachers, Heads of Department, Teachers and Resource Centre Coordinators.The results of the study revealed that Teacher Resource Centres were not effectively providing Continuing Professional Development (CPD) activities among high school teachers. The findings further revealed that the Continuing Professional Development activities such as School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC) were almost non-existent in high schools despite clustering them with basic schools.Generally, the findings indicated lack of commitment both by the coordinators in Resource Centres and school administrators. Further revelations by the study indicate that little or no effort has been given to school - based workshops, seminars, professional meetings and conferences. Additionally,constant monitoring of CPD activities was not given prominence by Resource Centre Coordinators hence the glaring lapses in the actual implementation of Continuing Professional Development programmes.Further analysis of both quantitative and qualitative data revealed that there was lack of significant advocacy and sensitisation on the difference between Continuing Professional Development activities and In-service Teacher Education tenable at colleges of education and universities. In view of the research findings, recommendations were made. Teacher Resource Centres ought to enhance advocacy and sensitisation of Continuing Professional Development activities. Pedagogical competences and skills would be strengthened at high school level if Teacher Resource Centres played their expected role of providing Continuing Professional Development to teachers. The study has also shown that school administrators did not apportion equal weight to Continuing Professional Development as they did with sporting activities. There is need to give both areas equal attention.
Accepted: 2011-06-09T14:56:49Z KerkoCite.ItemAlsoKnownAs: 2405685:IX3GN9W6

The effects of continuing professional development (CPD) through SPRINT on teacher classroom practices and student learning outcomes - Mazala, Chileya Mbasilu (2011)
This study looked at the effects of Continuing Professional Development (CPD) through School Programmes for In -Service for the Term (SPRINT) on teacher classroom practices and student learning outcomes. The purpose of the study was to find out if SPRINT had any effect on teacher classroom practice and student learning outcomes. The target population was all Ndola high schools. The sample consisted of 196 respondents that is, five head teachers, five deputy heads, fifteen heads of department, five School In- Service Providers (SIP), five Zone INSET Providers (ZIP) and twelve teachers from each of the five schools and one Resource Centre Coordinator. The sample also included one hundred grade twelve pupils, twenty randomly picked from each of the five schools Purposive sampling was used to select the schools, head teachers, heads of department, INSET providers and the subject coordinator. Teachers and pupils were selected using simple random sampling. Questionnaires, observations, interviews, Focus Group Discussions and documentary evidence were the research instruments used to gather information. A review of relevant literature and its implication for CPD was undertaken to provide interrogation framework for this study. Guskey's five levels of evaluation were used to structure the framework Data were analyzed by identifying and categorizing significant themes relevant to research objectives. The data were presented in form of tables, percentages,graphs and charts. Qualitative data from interviews were coded and emerging themes grouped into categories The themes and categories of initial data were compared with those of subsequent interviews. Categories were then regrouped to get the most significant categories and themes.The findings from this study indicated that teachers at all career stages expressed the desire to take part in Continuing Professional Development through SPRINT.Research findings also showed that SPRINT activities did impact on teacher classroom practice basing on the twelve observable skills recommended by The Ministry of Education. The findings from this study further revealed that SPRINT had an impact on student learning outcomes as shown by the average scores of students whose teachers took part in CPD and those whose teachers did not.Average scores for the latter were lower than the former category of students.The findings further revealed that although there was evidence of the effect of CPD through SPRINT on teacher classroom practices and student learning outcomes, this programme was hindered by weak organisational support.The results of the study showed that teachers were not enthusiastic about continuing with the CPD programme as it lacked adequate funding and support from both local administrators and the Ministry of Education. Teachers were not involved in identifying training needs and as such did not feel they were the owners of CPD Teachers also felt that this kind of CPD did not help in career progression as the credit system was not effective. At organizational level, this study found that policies and guidelines on how to organize and manage CPD were lacking.CPD leaders also did not have adequate training to prepare them for their roles. Because of this lack of training, CPD leaders could not carry out assessment of the effects of CPD through SPRINT on teacher classroom practices and student learning outcomes.On the basis of these findings, it is recommended that teachers should be in charge of their own CPD and be involved in needs assessment .Secondly, CPD leaders should be properly trained for their role and they should have clear job specifications. In addition, adequate funding for the programme should be made available by both the Government and the School Administration. The Ministry of Education also needs to formulate national policies and guidelines on management and evaluation of SPRINT .A standardized accreditation system which would enable teachers to experience career progression through SPRINT should also be put in place. Lastly, CPD through SPRINT should be made research based with teachers having access to INTERNET and good library facilities.
Accepted: 2011-05-19T07:47:10Z KerkoCite.ItemAlsoKnownAs: 2405685:JBMTM89Y

The Effect of Computer-Assisted Instruction on Student’s Attitudes and Achievement in Matrices and Transformations in Secondary Schools in Uasin Gishu District, Kenya - Mwei, Philip K.; Too, Jackson K.; Wando, Dave (2011)
Performance in Mathematics in secondary school Education in Kenya remains poor. Consequently the Kenya secondary school examination (KCSE) Mathematics results continue to cause concern to all the stakeholders in the education sector. Therefore, there is serious and urgent need for intervention. Although research has indicated that computer-assisted instruction (CAI) enhances student achievement, promotes positive attitudes towards Mathematics and instruction, and improves interpersonal relations, few studies have focused on CAI in Kenyan secondary schools Mathematics teaching/learning. The purpose of this study was to investigate the effects of CAI on students’ attitude and achievement in matrices and transformations between form four students who received instruction using CAI module or conventional instruction methods. The pretest – posttest control group experimental research design was used. Six classes selected at random with 205 students participated in the study. Results of this study indicated higher achievement and positive attitudes with CAI treatment groups. Making connections between the goals of Mathematics education and CAI offers a valuable means for improving mathematical knowledge and skills and hence performance in Mathematics.
Accepted: 2020-04-29T08:24:24Z Publisher: World Council for Curriculum Instruction KerkoCite.ItemAlsoKnownAs: 2339240:6I5FF3K4 2405685:6SE7SU4R
Keywords: ⛔ No DOI found

Making mobile learning work: case studies of practice - Traxler, J.; Wishart, J. (ESCalate, HEA Subject Centre for Education, University of Bristol, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:4H3PMF2K 2405685:E7FQNGFX

Sierra Leone Teaching Service Commission Act - Government of Sierra Leone (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:XVKYXQ4E 2405685:D8ZBENA6

What Forty Years of Research Says About the Impact of Technology on Learning A Second-Order Meta-Analysis and Validation Study - Tamim, Rana; Bernard, Robert; Borokhovski, Eugene; Abrami, Philip; Schmid, Richard (Review of Educational Research, 2011)
This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison. An extensive literature search and a systematic review process resulted in the inclusion of 25 meta-analyses with minimal overlap in primary literature, encompassing 1,055 primary studies. The random effects mean effect size of 0.35 was significantly different from zero. The distribution was heterogeneous under the fixed effects model. To validate the second-order meta-analysis, 574 individual independent effect sizes were extracted from 13 out of the 25 meta-analyses. The mean effect size was 0.33 under the random effects model, and the distribution was heterogeneous. Insights about the state of the field, implications for technology use, and prospects for future research are discussed.
shortDOI: 10/cg7r89 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654310393361 10/cg7r89 2405685:VFERDKE8

Revitalizing the Planning Commission: Some Recommendations - Ikram, Khalid (eSocialSciences, 2011)
This paper considers the key problems confronting the Pakistan Planning Commission; brieﬂy examines the essentials of planning for a mixed economy; draws lessons from the experience of countries, both developed and developing, that have formulated and implemented successful plans; and suggests measures to revitalize the Planning Commission. Some suggestions are put forward for continuous upgrading of the institutionâ€™s skills in the longer run. The paper also describes ways in which policymakers can learn from their counterparts in successful countries in the neighborhood. [IGC Rapid Response]. http://www.theigc.org/node/1300
KerkoCite.ItemAlsoKnownAs: 2339240:P5S4UGSP 2405685:XF9459X7
Keywords: Pakistan; Pakistan Planning Commission

On Network Theory - Borgatti, Stephen; Halgin, Daniel (SSRN Electronic Journal, 2011)
Research on social networks has grown considerably in the last decade. However, there is a certain amount of confusion about network theory — for example, what it is, what is distinctive about it, and how to generate new theory. This paper attempts to remedy the situation by clarifying the fundamental concepts of the field (such as the network) and characterizing how network reasoning works. We start by considering the definition of network, noting some confusion caused by two different perspectives, which we refer to as realist and nominalist. We then analyze two well-known network theories, Granovetter’s strength of weak ties, to identify characteristic elements of network theorizing. We argue that both theories share an underlying theoretical model, which we label the network flow model, from which we derive additional implications. We also discuss network phenomena that do not appear to fit the flow model and discuss the possibility of a second fundamental model, which we call the bond model. We close with a discussion of the merits of model-based network theorizing for facilitating the generation of new theory, as well as a discussion of endogeneity in network theorizing.
zotzenLib.CopiedFrom: 2339240:SWTXTUQH KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2260993 2339240:SWTXTUQH 2405685:SZ42AN3H

Complexity and systems thinking - Merali, Yasmin; Allen, P. (2011)
Once the whole is divided, the parts need names. There are already enough names. One must know when to stop. Knowing when to stop averts trouble. Tao in the world is like a river flowing home to the sea. Lau Tsu, Tao Te Ching.
KerkoCite.ItemAlsoKnownAs: 10.4135/9781446201084.n1 2339240:Y72FDIAZ 2405685:6LBKC5GR

Introducing ICT into schools in Rwanda: Educational challenges and opportunities - Rubagiza, Jolly; Were, Edmond; Sutherland, Rosamund (International Journal of Educational Development, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.06.004 2339240:KZWZNYJD 2405685:SGQ638Q2

Introducing ICT into schools in Rwanda: Educational challenges and opportunities - Rubagiza, Jolly; Were, Edmond; Sutherland, Rosamund (International Journal of Educational Development, 2011)
The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT.
shortDOI: 10/fbzpsx KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.06.004 10/fbzpsx 2339240:598XB2ZB 2339240:XMRM5J74 2405685:DP4TMVIX 2405685:QHGK2FVA
Keywords: Curriculum; Education; ICT; Rwanda; Social justice

Patronage of Educational Broadcasts and its Effects on Academic Growth of Students of Winneba and Apam Senior High Schools in the Central Region of Ghana. - Yelkpieri, Daniel; Kweku, Wilson Esia-Donkoh; Kwesi (Academic Leadership: The Online Journal, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:47E7FV3L 2405685:VVEAXJQI
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Preparing pre-service teachers to integrate educational technology in the colleges of education curriculum in the Central Region of Ghana - Abreh, Might (International Journal of Research in Computer Applications and Management, 2011)
The enclave of education through educational technology continues to raid the whole wide world with its attendant benefits. If how 21st century classroom pre- service teachers in the colleges of education teach with educational technology is our bother then how teacher educators prepare pre-service to teach with technology should be the utmost concern. Recent changes in basic qualifications for teacher educators to teach in Ghanaian colleges of education as well as the acceptable qualification for teachers who wish to teach at the basic school level has necessitated an assessment of teacher know-how on technology integration. This study used survey method to explore 128 out of 140 teacher educators’ (tutors) opinion on how they go about integrating educational technology in their pre-service teacher preparation. The findings of the study suggest that little or nothing is being done to teach pre-service teacher candidates how to integrate technology in their classroom practices. It was consequently recommended that policy makers, researchers, curricula developers and other policy publics must take advantage of the high awareness of the usefulness of educational technology to proliferate this ubiquitous tool to education’s advantage.
KerkoCite.ItemAlsoKnownAs: 2339240:M8R5KYWY 2405685:P94BWF8L
Keywords: ⛔ No DOI found

IMPACT OF LEADERSHIP STYLE OF EDUCATIONAL ADMINISTRATORS ON USE OF EDUCATIONAL TECHNOLOGY - Ahmad, Saeed; Raza, Muhammad Aqeel (2011)
Besides others, educational administrators are more vulnerable to the technological advancement. In changed scenario, as the roles and responsibilities of educational administrators also change, this research was conducted to ascertain what leadership styles affect the integration of technology to improve teaching and learning. A survey of the educational administrators in the four districts of Punjab was conducted to identify the impact of leadership styles on the use of innovative instructional technology in the educational institutions, and ultimately enhancing the student achievement. This study focused on the relationship between administrative leadership styles and implementation of new technological programs or instructional strategies. For this study, a questionnaire consisting of two parts was used for collection of data from the educational administrators. The first part of the questionnaire determined the extent in the use of educational technology in the institutions, whereas the second part of the questionnaire assessed the leadership style of the administrators. The researchers adopted Hersey-Blanchard Situational Model for the study with some modifications, in view of the local circumstances. The replies received in response of technology questions were given numerical values, whereas the second part of the questionnaire reflected the leadership styles of the administrators. The data were tabulated and treated using appropriate statistical techniques to draw inferential conclusions about the impact of the leadership styles of the educational administrators on the use of educational technologies in the educational institutions. As a result of research, the selling/coaching leadership style, reflecting high task, high relationship behaviour, was found to be more encouraging in the use of educational technology. The researchers are of the view that the selling/coaching style of leadership should be promoted to enhance the use of educational technology in our educational institutions.
KerkoCite.ItemAlsoKnownAs: 2339240:3YJFE9DD 2405685:W8KTNHAN

Education Cluster in Pakistan - Lessons Learned: Flood Response - Alexander, Jessica (UNICEF Global Development Commons, 2011)
Summarizes the findings of lessons learned exercise conducted by the Global Education Cluster on its joint response to floods in July 2010, in collaboration with Save the Children and UNICEF. It also provides recommendations to improve future responses to emergencies.
KerkoCite.ItemAlsoKnownAs: 2339240:6RIHG62Y 2405685:D8M2VR24

The Sierra Leone Teachers Union: Labor in a Post-Conflict Society - Amman, John; O'Donnell, James (WorkingUSA, 2011)
The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1743-4580.2011.00320.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2405685:K8W49AUJ

Developing Quality Teacher Professionals: a Reflective Inquiry on the Practices and Challenges in Tanzania - Anangisye, William A.L. (Papers in Education and Development, 2011)
KerkoCite.ItemAlsoKnownAs: 2405685:MG76SQYP
Keywords: ⛔ No DOI found

Ajuster l'aide pédagogique aux élèves de langue maternelle Bushinengué, dans les Segpas à l'ouest de la Guyane - Anelli, Serge (La nouvelle revue de l'adaptation et de la scolarisation, 2011)
Publisher: INSHEA KerkoCite.ItemAlsoKnownAs: 2405685:V9YS3VNK 4042040:I5CJDQC6
Keywords: ⛔ No DOI found

Pedagogical outlines for OLPC initiatives: A case of Ukombozi school in Tanzania - Apiola, M.; Pakarinen, S.; Tedre, M. (IEEE Africon '11, 2011)
One-to-one computing initiatives in developing countries have been criticized for ignoring pedagogical considerations and for lacking tight integration with the local educational context. Ukombozi primary school in Iringa, Tanzania, faced the same situation in 2009, when we received 100 laptop computers for pupils to use. Through a collaborative effort of local and foreign teachers we designed and tested a pedagogical approach which starts from the local educational context, and builds on theoretical literature and documented experiences of using one-to-one computing in the classroom. We developed student-centered, exploratory, and creative practices for classroom pedagogy, and we experimented on using individual (one-to-one) laptops as a support tool. We identified a number of challenges, too, and propose further research directions that extend one-to-one computer-assisted learning to other school subjects, also. This paper is aimed at educators who work and develop education in similar challenging environments, as well as educational technology researchers who wish to gain alternative views about pedagogical design.
ISSN: 2153-0033 KerkoCite.ItemAlsoKnownAs: 10.1109/AFRCON.2011.6072084 2339240:9VACFT8C 2405685:35V4DSJT
Keywords: Conferences; Educational institutions; Guidelines; Medical services; OLPC initiative; One Laptop Per Child Foundation; Portable computers; Tanzania; Ukombozi school; computer aided instruction; educational institutions; local educational context; one-to-one computer-assisted learning; one-to-one computing initiative; pedagogical approach

UNICEF Back-to-School Guide - Asselin, Olivier (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:J5CJ3T66 2405685:86HDSDD8
Keywords: ⛔ No DOI found

Defining student engagement - Axelson, Rick D.; Flick, Arend (Change: The Magazine of Higher Learning, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:4HS963IH 2405685:RSVBHYFA

African Languages Today: The Challenge of and Prospects for Empowerment under Globalization - Bamgbose, Ayo (Selected Proceedings of the 40th Annual Conference on African Linguistics, 2011)
Abstract: Ayo Bamgbose, African Languages Today: The Challenge of and Prospects for Empowerment under Globalization
KerkoCite.ItemAlsoKnownAs: 2405685:IEWJWUT3 4042040:3KFY9V4P

Deliverology 101: A Field Guide For Educational Leaders - Barber, Michael; Moffit, Andy; Kihn, Paul (Corwin Press, 2011)
'Michael Barber's pioneering work as head of my Delivery Unit helped ensure real progress, not just with our education reforms, but with healthcare and policing too. It attracted worldwide attention. This guide distils the wisdom he gained at that time and has refined since. I strongly recommend it.' - Tony Blair, Former UK Prime Minister 1997-2007A step-by-step approach to delivering resultsMichael Barber, former chief advisor on delivery to British Prime Minister Tony Blair, and his colleagues Andy Moffit and Paul Kihn thoroughly describe Barber's proven reform delivery processes in this practical field guide. The timing is ideal, as Barack Obama's administration prioritizes education reform. Citing education reform case studies from more than 20 countries, the authors assert that most previous reforms were unsuccessful due to failed implementation. This book focuses on how to accomplish meaningful results, including:- Significant and ongoing education reform- Excellence and equity across public educationThe authors illustrate a field-tested program that ensures reform is achieved in the most profound sense, with students able to see, feel, and reap the benefits of a high-quality education. It is based not only on the experience of the Blair administration but also on case studies of successful implementation of reform in the U.S. and elsewhere.Listen as Barber describes the importance of the book:
Google-Books-ID: xABno3Uy4QEC KerkoCite.ItemAlsoKnownAs: 2339240:489PXSCK 2405685:VPHVU2TK
Keywords: Education / Decision-Making & Problem Solving; Education / Leadership

Education Management Information Systems: A Guide to Education Project Design, Evaluation, and Implementation Based on Experiences from EQUIP2 Projects in Malawi, Uganda, and Zambia - Bernbaum, Marcia; Moses, Kurt (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:HJ2STF6F 2405685:7V7B4M5J

Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature - Brown-Jeffy, Shelly; Cooper, Jewell E. (Teacher Education Quarterly, 2011)
The United States is a diverse country with constantly changing demographics. The noticeable shift in demographics is even more phenomenal among the school-aged population. The increase of ethnic-minority student presence is largely credited to the national growth of the Hispanic population, which exceeded the growth of all other ethnic minority group students in public schools. Scholars have pondered over strategies to assist teachers in teaching about diversity (multiculturalism, racism, etc.) as well as interacting with the diversity found within their classrooms in order to ameliorate the effects of cultural discontinuity. One area that has developed in multicultural education literature is culturally relevant pedagogy (CRP). CRP maintains that teachers need to be non-judgmental and inclusive of the cultural backgrounds of their students in order to be effective facilitators of learning in the classroom. The plethora of literature on CRP, however, has not been presented as a testable theoretical model nor has it been systematically viewed through the lens of critical race theory (CRT). By examining the evolution of CRP among some of the leading scholars, the authors broaden this work through a CRT infusion which includes race and indeed racism as normal parts of American society that have been integrated into the educational system and the systematic aspects of school relationships. Their purpose is to infuse the tenets of CRT into an overview of the literature that supports a conceptual framework for understanding and studying culturally relevant pedagogy. They present a conceptual framework of culturally relevant pedagogy that is grounded in over a quarter of a century of research scholarship. By synthesizing the literature into the five areas and infusing it with the tenets of CRT, the authors have developed a collection of principles that represents culturally relevant pedagogy. (Contains 1 figure and 1 note.)
Publisher: Caddo Gap Press KerkoCite.ItemAlsoKnownAs: 2339240:99DAXIRH 2405685:9V2M6ABC
Keywords: Cultural Pluralism; Culturally Relevant Education; Developmentally Appropriate Practices; Educational Quality; Ethnicity; Holistic Approach; Identification (Psychology); Inclusion; Literature Reviews; Minority Groups; Multicultural Education; Student Diversity; Teacher Attitudes; Teacher Student Relationship; Teaching Methods; ⛔ No DOI found

Adding it up: improving analysis & modelling in central government - Cabinet Office (Cabinet Office, UK Government, 2011)
Context Object: ?url_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rft.title=Adding+it+up%3A+improving+analysis+%26+modelling+in+central+government&rft.publisher=The+Stationery+Office&rft.type=Document+from+Web&rft.type=NonPeerReviewed&rft.format=application%2Fpdf&rft.identifier=http%3A%2F%2Fdera.ioe.ac.uk%2F6321%2F2%2Fcoiaddin.pdf&rft.identifier=++Cabinet+Office%0A+Cabinet+Office+(Performance+and+Innovation+Unit)%2C+corp+creators.+++Adding+it+up%3A+improving+analysis+%26+modelling+in+central+government.+++++++++++&rft.relation=http%3A%2F%2Fdera.ioe.ac.uk%2F6321%2F Publisher: The Stationery Office KerkoCite.ItemAlsoKnownAs: 2339240:3S4LI4VJ 2405685:EDPSIM4Z

Information Technology and Student Achievement: Evidence from a Randomized Experiment in Ecuador - Carrillo, Paul E.; Onofa, Mercedes; Ponce, Juan (SSRN Electronic Journal, 2011)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.1818756 2339240:9JK7EE7F 2405685:3YBRPD28

Localization of Digital Content for Use in Secondary Schools of Bangladesh - Chowdhury, M. D.; Al-Mahmood, A; Bashar, M. A.; Ahmed, J. U. (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:XLFK5MLF 2405685:ZHXAJX88
Keywords: ⛔ No DOI found

Designing and conducting mixed methods research - Creswell, John; Plano Clark, Vicki (SAGE, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:RJTZ4YRF 2405685:JYHZ2A8P

The political economy of policy-making in Indonesia - Datta, Ajoy; Jones, Harry; Febriany, Vita; Harris, Dan; Dewi, Rika Kumala; Wild, Leni; Young, John (Overseas Development Institute, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:NRSUFGI8 2405685:K72RFQIZ

Curriculum and assessment policy statement English first additional language. Grade 1-3: Foundation phase Grade 1-3 : Foundation phase - Department of Basic Education; Department of Basic Education (2011)
OCLC: 795890650 KerkoCite.ItemAlsoKnownAs: 2339240:85ZLV8MG 2405685:5NGUPTLB

DFID Ethics Principles for Research and Evaluation - DFID (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:UVI5MIT5 2129771:ZS9X8R6Z 2405685:N8ARLYKX

DFID’s Approach to Value for Money (VfM) - DFID (Department for International Development, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:EVQLVDTR 2405685:SEVP4XKL

Final Report of the Somali Interactive Radio Instruction Program - EDC; USAID (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:L6VKIBT2 2405685:X8BKJ6LT

Students' Acceptance of Tablet PCs and Implications for Educational Institutions. - El-Gayar, Omar F; Moran, Mark; Hawkes, Mark (Educational Technology & Society, 2011)
00039 KerkoCite.ItemAlsoKnownAs: 2129771:WD4ZS6N9 2405685:RTDX35AF
Keywords: ⛔ No DOI found

Elimu kwa teknolojia (A BridgeIT Program) summative evaluation executive summary - Enge, Kjell (Mobiles for Education Alliance, 2011)
The goal of the Bridgeit program in Tanzania was to significantly increase the educational quality and achievement among students at primary school level in mathematics, science and life skills through the innovative use of cell phones and digital technology. Principal evaluation findings: Test scores of BridgeIT students in maths and science were significantly higher, 10-20%,... Read more
KerkoCite.ItemAlsoKnownAs: 2339240:GPEHCK2C 2405685:4XYAPMQW

The Classroom Practices of Primary and Secondary School Teachers Participating in English in Action - English in Action (2011)
EdTechHub.ItemAlsoKnownAs: 2405685:6D7Y5AC8

Decentralisation policy and practice in Ghana: the promise and reality of community participation in education in rural communities - Essuman, Ato; Akyeampong, Kwame (Journal of Education Policy, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2011.554999 2339240:367L95ZT 2405685:MRVNK2D7
Keywords: ___working_potential_duplicate

Manual on sources and methods for the compilation of COFOG Statistics : Classification of the Functions of Government (COFOG) - Eurostat (European Commission, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:EE2PEJ2Z 2405685:ZQPCFEZB

Learning futures: Education, technology and social change - Facer, Keri (Taylor & Francis, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:6Y2MJWHK 2405685:9SMMWNQI

Development entrepreneurship - Faustino, J; Fabella, V.R (Built on dreams, grounded in reality: Economic policy reform in the Philippines, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:XERF5XA6 2405685:LT93ZA7S

Tablet PCs, academic results and educational inequalities - Ferrer, Ferran; Belvís, Esther; Pàmies, Jordi (Computers & Education, 2011)
00017 shortDOI: 10/dqjvx4 KerkoCite.ItemAlsoKnownAs: 10/dqjvx4 2129771:DQ7A6M8G 2405685:ZZZDM8V4

Khyber Pakhtunkhwa Education Sector Programme - Foreign, Commonwealth and Development Office (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:THUCC6ZL 2405685:MAS6IKMY

Bilingual Education in the 21st Century - García, Ofelia (Blackwell, 2011)
'Bilingual Education in the 21st Century' examines language and bilingualism as individual and societal phenomena, presents program types, variables, and polici
KerkoCite.ItemAlsoKnownAs: 2405685:DZ39JJ7U 4042040:9TBPMGD8

Consumer toy or corporate tool: the iPad enters the workplace - Geyer, Megan; Felske, Frances (interactions, 2011)
00003 shortDOI: 10/bdxm23 KerkoCite.ItemAlsoKnownAs: 10/bdxm23 2129771:EXL76G2Z 2405685:7HK9ASB7

On critical pedagogy - Giroux, Henry A. (Bloomsbury Publishing USA, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:WSGBF8GV 2405685:IV8KDKWV

Early reading: Igniting education for all - Gove, A.; Cvelich, P. (RTI, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:UT79GB9X 2405685:REPVRWJE

Teacher Motivation: Theoretical Framework, Situation Analysis of Save the Children Country Offices, and Recommended Strategies - Guajardo, Jarret (Save the Children, 2011)
KerkoCite.ItemAlsoKnownAs: 2405685:ZJTYNS5F

A Study of the Application of Information Technology in Distance Education in Pakistan - Gujjar, Aijaz Ahmed; Ahmed, Saira Ijaz; Ramzan, Muhammad (Journal of Educational Technology, 2011)
Education plays a vital role to develop the nation culturally, economically and socially. That is why every nation focuses on this sector. For its improvement all endeavors are being made through formal education, Non-formal education and Distance Education. The trend of distance education has developed considerably in developed countries and developing countries. Information technology plays a pivotal role for the development of Distance Education. Keeping in view the importance of I.T. in education, this study was developed. The main aim of this study was to investigate the use of information technology in distance education in Pakistan. Population comprised of the I.T. users, person helping, operating or supervising the I.T. tools as planners, academicians, designers, programmers, producers, operators, regional directors and Deans of AIOU. Questionnaire on five point Likert scale was prepared. Collected data was tabulated and analyzed. The main conclusions of the study are: The use of information technology is still limited. Computer net work was not used for distance learners, Radio, T.V. programs and relevant audio material, videocassettes were prepared and CDs, software still not in use. University library was not computerized. Staff got training from time to time in I.T. Education in their specialization. But there is need to make I.T. system more sophisticated according to new trends and students' needs. There is also need to develop regional centers, which should serve as resource centers to the facilitation of distance learners.
Publisher: i-manager Publications KerkoCite.ItemAlsoKnownAs: 10.26634/jet.7.4.1389 2339240:GMBSS6P7 2405685:F2XC3TFE
Keywords: Access to Information; Data Analysis; Data Collection; Distance Education; Electronic Libraries; Foreign Countries; Information Technology; Likert Scales; Nonformal Education; Open Universities; Questionnaires; Radio; Scores; Statistical Analysis; Student Needs; Technology Uses in Education; Television; Trend Analysis; Use Studies

Health-related rehabilitation services: assessing the global supply of and need for human resources - Gupta, Neeru; Castillo-Laborde, Carla; Landry, Michel D. (BMC Health Services Research, 2011)
Human resources for rehabilitation are often a neglected component of health services strengthening and health workforce development. This may be partly related to weaknesses in the available research and evidence to inform advocacy and programmatic strategies. The objective of this study was to quantitatively describe the global situation in terms of supply of and need for human resources for health-related rehabilitation services, as a basis for strategy development of the workforce in physical and rehabilitation medicine.
KerkoCite.ItemAlsoKnownAs: 10.1186/1472-6963-11-276 2339240:ZMDVUMKV 2405685:B5VIRCLF
Keywords: Health Workforce; Medical Workforce; Rehabilitation Health; Rehabilitation Personnel; Rehabilitation Service

Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda - Hardman, Frank; Ackers, Jim; Abrishamian, Niki; O’Sullivan, Margo (Compare: A Journal of Comparative and International Education, 2011)
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.
shortDOI: 10/gftr63 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2011.581014 10/gftr63 2339240:7KFNHLPK 2339240:I6BDIQNZ 2339240:JJ5GL8XB 2339240:LE5N7BCQ 2405685:CBBDLLFH 2405685:J57J3RGT 2405685:PDZKWSFZ 2405685:Q7GP9QSC 2405685:QWHDI7ZH 2534378:L9VFMLYK
Keywords: C:Kenya / Uganda / Tanzania; Education; Education for All; Education reform; Kenya; Pedagogy; Principles; Quality of education; Tanzania; Teacher education; Uganda; ___working_potential_duplicate; basic education; pre-service and in-service training; quality education; sub-Saharan Africa; teacher education reform

An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID. - Haßler, Björn; Hennessy, S.; Lord, T.; Cross, A.; Jackson, A.; Simpson, M. (Aptivate and University of Cambridge, 2011)
0007 EdTechHub.Source: 2129771:ZATDIRKP EdTechHub.Source: 2129771:ZATDIRKP KerkoCite.ItemAlsoKnownAs: 2129771:ZATDIRKP 2405685:3TABTBW7
Keywords: Author:Haßler; dode_eth-src-dode; dode_eth-trf2-dode

The Rise of K–12 Blended Learning - Horn, Michael B; Staker, Heather (2011)
EdTechHub.ItemAlsoKnownAs: 2405685:S9RMZFD5

Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010 - Hwang, Gwo-Jen; Tsai, Chin-Chung (British Journal of Educational Technology, 2011)
00000 shortDOI: 10/cxcftr KerkoCite.ItemAlsoKnownAs: 10/cxcftr 2129771:LRQZJR58 2405685:WTJ7YWY5

Wiki Sign Dict: A Development of an Online Sharing Dictionary for Hearing Impaired. - Iam-Khong, N; Suksakulchai, S (Journal of Engineering and Applied Sciences, 2011)
KerkoCite.ItemAlsoKnownAs: 10.3923/jeasci.2011.397.407 2339240:F8TGE25F 2405685:GM2EKPBV
Keywords: ⚠️ Invalid DOI

Community Engagement in Education Programs - Jessee, Cassandra (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:S4HYM6GG 2405685:QTL6YHDD
Keywords: ⛔ No DOI found

Taking responsibility for complexity - Jones, Harry (ODI, 2011)
This Briefing Paper reviews the implications of complexity for policy and programme implementation. It aims to give readers the tools to decide when a problem is complex, outline why this matters and provide guidance on how to achieve results in the face of complexity.
KerkoCite.ItemAlsoKnownAs: 2339240:JX3U5B4V 2405685:L4GGZMFG

Taking responsibility for complexity: how implementation can achieve results in the face of complex problems - Jones, Harry (ODI, 2011)
OCLC: 837825712 KerkoCite.ItemAlsoKnownAs: 2339240:EGQINSQ2 2405685:7YN765SC
Keywords: ___working_potential_duplicate

Taking responsibility for complexity: how implementation can achieve results in the face of complex problems - Jones, Harry (ODI, 2011)
OCLC: 837825712 KerkoCite.ItemAlsoKnownAs: 2339240:QQXBCULW 2405685:AF54SH5L
Keywords: ___working_potential_duplicate

Changes in student motivation during online learning - Kim, Kyong-Jee; Frick, Theodore W (Journal of Educational Computing Research, 2011)
00026 KerkoCite.ItemAlsoKnownAs: 2129771:LTG44LQZ 2405685:EHF665QP
Keywords: ❓ Multiple DOI

Mobile learning using mobile phones in Japan - Kimura, Midori (Open Source Mobile Learning: Mobile Linux Applications, 2011)
The past ten years has seen remarkable developments in mobile devices, especially mobile phones, and interest in the potential of using mobile phones in an educational setting has intensified recently. The author’s working group, in cooperation with eLPCO (e-learning Professional Competency) at Aoya...
Pages: 64-83 Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-60960-613-8.ch005 2339240:9E2LIXAM 2405685:FFALMPSY

First Principles: Community Engagement in Education Programs Compendium - Kintz, Ginny (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:UZICJHW7 2405685:YDVZQLS2

Policy networks - Knoke, David (The SAGE handbook of social network analysis, 2011)
Publisher: SAGE Publications London zotzenLib.CopiedFrom: 2339240:JDR9V7Q2 KerkoCite.ItemAlsoKnownAs: 2339240:JDR9V7Q2 2405685:NKIBXR8B
Keywords: ⛔ No DOI found

Communicating with children: principles and practices to nurture, inspire, excite, educate and heal - Kolucki, Barbara; Lemish, Dafna (UNICEF, 2011)
OCLC: 1027645053 KerkoCite.ItemAlsoKnownAs: 2339240:JPJEEK76 2405685:FLICDSI2 4803016:E7VFKJWG

The Technological, Economic, and Social Contexts for Educational ICT Policy - Kozma, Robert B. (Transforming education: the power of ICT policies, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:N2EB24KY 2405685:IEN4NFX3

Pushing the child centred approach in Myanmar: the role of cross national policy networks and the effects in the classroom - Lall, Marie (Critical Studies in Education, 2011)
shortDOI: 10/ffvjm9 KerkoCite.ItemAlsoKnownAs: 10.1080/17508487.2011.604072 10/ffvjm9 2405685:R89YSEAB
Keywords: C:Myanmar

A Framework for Monitoring and Evaluating Children’s Participation — a Preparatory Draft for Piloting - Lansdown, Gerison (Save the Children, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:U7ZPUCKM 2405685:A2Z5M7AM 503888:UM69BURW
Keywords: CitedIn:eCubed; eCubed

Using Bronfenbrenner’s ecological theory to understand community partnerships: A historical case study of one urban high school - Leonard, Jack (Urban Education, 2011)
Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0042085911400337 2339240:MJ3KTJ82 2405685:TQLJN86X

Affordance of Deep Infusion of One-to-One Tablet-PCs Into and Beyond Classroom. - Li, SC; Pow, JWC (International Journal of Instructional Media, 2011)
00009 KerkoCite.ItemAlsoKnownAs: 2129771:UFN7TVBT 2405685:8CTWM5GN
Keywords: ⛔ No DOI found

Handbook of innovation systems and developing countries: building domestic capabilities in a global setting - Lundvall, Bengt-\AAke; Joseph, K. J.; Chaminade, Cristina; Vang, Jan (Edward Elgar Publishing, 2011)
EdTechHub.ItemAlsoKnownAs:2405685:7T39BA9P
Keywords: DIAL-RDO

Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools - Lynch, Paul; McCall, Steve; Douglas, Graeme; McLinden, Mike; Mogesa, Bernard; Mwaura, Martha; Muga, John; Njoroge, Michael (International Journal of Educational Development, 2011)
This article presents a findings from an investigation of the work of 38 specialist itinerant teachers (ITs) supporting the educational inclusion of children with visual impairment in Kenya. The research was designed around a participatory action research framework involving in-country researchers and participants (teachers) working in collaboration with researchers in the United Kingdom. Following an introductory training workshop, participants kept research journals over a 2-month period in which they recorded details of their itinerant duties (including the processes and content of their visits). Findings provide information about local practices of ITs support for children with visual impairment in mainstream schools and raise broader questions about the barriers to learning and development facing children with disabilities in mainstream schools in Kenya and other developing countries.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.08.006 2339240:99E5PNBZ 2405685:F3M4BRIW
Keywords: Inclusive education; Itinerant teachers; Kenya; Participatory action research; Visual impairment

Compounded Disadvantage: Race, Incarceration, and Wage Growth - Lyons, Christopher J.; Pettit, Becky (Social Problems, 2011)
Spending time in prison has become an increasingly common life event for low-skill minority men in the United States. The Bureau of Justice Statistics now estimates that one in three black men can expect to spend time in prison during his lifetime. A growing body of work implicates the prison system in contemporary accounts of racial inequality across a host of social, health, economic, and political domains. However, comparatively little work has examined the impact of the massive increase in the prison system—and growing inequality in exposure to the prison system—on racial inequality over the life course. Using a unique data set drawn from state administrative records, this project examines how spending time in prison affects wage trajectories for a cohort of men over a 14-year period. Multilevel growth curve models show no evidence of racial divergence in wages in quarters leading up to incarceration. However, after release, wages grow at a 21 percent slower rate for black compared to white ex-inmates. Blacks also enjoy fewer wage returns to work history compared to their white counterparts. This research broadens our understanding of the sources of racial stratification over the life course and underscores the relevance of recent policy interventions in the lives of low-skilled minority men.
Publisher: [Oxford University Press, Society for the Study of Social Problems] KerkoCite.ItemAlsoKnownAs: 10.1525/sp.2011.58.2.257 2339240:QIHJMA2I 2405685:3DUBDA85

Home computer use and the development of human capital - Malamud, Ofer; Pop-Eleches, Cristian (The Quarterly journal of economics, 2011)
Publisher: MIT Press KerkoCite.ItemAlsoKnownAs: 10.1093/qje/qjr008 2339240:AEBRXVGQ 2405685:KDJACE64

Lessons learnt: Synthesis of literature on the effectiveness of investments in education - Ministry of Foreign Affairs of the Netherlands (2011)
KerkoCite.ItemAlsoKnownAs: 2405685:N8B723NX

2011 Rwanda TeacherMate Report - Mruz, Kari (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:97DLMLCN 2405685:U6CHPPTB
Keywords: ⛔ No DOI found

Assessing value for money - National Audit Office UK (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:ZHUJ9HSE 2405685:WRBHMFF5 4656463:Y54ADAD3

Identité numérique et éducation: enseignement des langues camerounaises grâce aux TIC - Nkenlifack, Marcellin; Demsong, Bethin; Nangue, Raoul (International Journal of Information Sciences for Decision Making, 2011)
KerkoCite.ItemAlsoKnownAs: 2405685:CBI7ZEJX 4042040:HUVQQ8SS
Keywords: ⛔ No DOI found

An approach for teaching of national languages and cultures through ICT in Cameroon - Nkenlifack, Marcellin; Demsong, Bethin; Teko, A.; Nangue, Raoul (International Journal of Advanced Computer Science and Applications, 2011)
This article describes the input of ICT to the modernization of teaching national languages and cultures in order to promote cultural diversity as well as dissemination of scientific knowledge through national languages. This will also reinforce the understanding capacities of the population. This project will serve as the guideline towards development of scientific knowledge and know-how. It presents numerous psychological, pedagogic, scientific and social advantages, among which there is a sensitization of our languages and cultures, the deployment of a platform in some schools, the training of teachers in using ICT in language teaching, the distribution selflearning aids, the development of a website for analysis and dissemination of cultural data, of conservation of linguistic and cultural heritage, and worthiness of pre-requisites and local predispositions towards the emergence and development of technology. It will contribute to make concrete the introduction of teaching national languages in the school curricula in Cameroon.
KerkoCite.ItemAlsoKnownAs: 10.14569/IJACSA.2011.020701 2405685:7SA8WE8M 4042040:9YX9TSJS

Learning English Language by Radio in Primary Schools in Kenya - Odera, Florence (2011)
Learning English Language by Radio in Primary Schools in Kenya By Florence Y. Odera (PhD) P.O.Box 2303, Kisumu, Kenya Introduction and background information One of the
KerkoCite.ItemAlsoKnownAs: 2339240:H2WW7AHK 2405685:AI2IS3MP
Keywords: ___working_potential_duplicate

Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology - Oliver, M. (Journal of Computer Assisted Learning, 2011)
This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different positions on this concept are identified. These are used to discuss the ways in which work within the field might be described as technologically deterministic. Four theoretical perspectives (activity theory, communities of practice, actor–network theory, and the social construction of technology) are then briefly characterized, demonstrating that alternative positions are viable, and positioning each in relation to the earlier discussion of technological determinism. The paper concludes by arguing that research, building on such alternative conceptions of technology, is important in developing our understanding of the relationship between technology and learning, as well as identifying potential methodological implications.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2729.2011.00406.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00406.x 2339240:KJEKCKHZ 2405685:GJSF8KVX
Keywords: affordance; educational technology; science and technology studies; technological determinism

One laptop per child in Rwanda - One Laptop per Child. (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:D7HTGMCI 2405685:MDB8C2SB

Conceptualizing teacher professional learning - Opfer, V. Darleen; Pedder, David (Review of Educational Research, 2011)
Publisher: SAGE Publications Sage CA: Los Angeles, CA Extra URL: https://journals.sagepub.com/doi/abs/10.3102/0034654311413609 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654311413609 2339240:K7VCJNKP 2405685:8GP9P3IJ 2405685:RFTSSBXB 2534378:ECXANTI8
Keywords: Important; Read

Les Langues Africaines a L'ere Numerique: Defis Et Opportunites de L'informatisation Des Langues Autochtones - Osborn, Don (IDRC, 2011)
KerkoCite.ItemAlsoKnownAs: 2405685:MFEFAQY5 4042040:H7B5DJCZ

Optimising learning, education and publishing in Africa: the language factor; a review and analysis of theory and practice in mother-tongue and bilingual education in sub-Saharan Africa - Ouane, Adama; Glanz, Christine (2011)
KerkoCite.ItemAlsoKnownAs: 2405685:7ZCC3D2C 4042040:XHXI4QJA

Tiblo: a tangible learning aid for children with dyslexia - Pandey, Sumit; Srivastava, Swati (Procedings of the Second Conference on Creativity and Innovation in Design, 2011)
Dyslexia is a learning disability, which affects the ability to read and spell correctly. Special schools for children with dyslexia focus on individual growth, learning and psychological difficulties faced by the child. In this paper, we describe the design, development and testing of Tiblo (Tangible Interactive BLOcks), a tangible learning aid for children with dyslexia in the age group of 8 to 12 years. Tiblo has been specifically designed keeping in mind the psychological and emotional effects of dyslexia. We explain the process and results of an ethnographic study conducted at a school for children with dyslexia; the resulting concept development and prototyping. Further, we outline the testing process with the students at the school and the results of the same. The results showed that the children have a greater engagement in their classroom activities and there is an improvement in their retention abilities on using Tiblo. Also, they had a very strong sense of attachment and ownership towards the blocks and like to personalize it. This was in sharp contrast with other digital learning aids which offer a symptomatic and subject specific approach to aiding children with dyslexia and hence do not develop a personal one to one relationship with the child.
KerkoCite.ItemAlsoKnownAs: 10.1145/2079216.2079247 2339240:99N4A4R8 2405685:ACZ65MR7
Keywords: collaborative learning; design case study; dyslexia; emotional design; interaction design; learning aids; play and learn; tangible user interfaces

Good Practice Report: Blended Learning. - Partridge, Helen; Ponting, Deborah; McCay, Meryl (Australian Learning and Teaching Council (ALTC), 2011)
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains: a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships; a literature review of the good practices and key outcomes for teaching and learning from national and international research; the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships; identifies areas in which further work or development are appropriate.
OCLC: 7831821412 KerkoCite.ItemAlsoKnownAs: 2405685:CBHXFBX7
Keywords: C:Australia

Governance Reforms in three South East Asian countries: the Role of Research-based Evidence in Promoting Innovations - Pellini, Arnaldo; Bachtiar, P.P; Alician, M.D; Nguyen, Thi Thu Hang (Innovation Trends in Public Governance in Asia, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:2H9V56D5 2405685:MGYGFCJ2

Television, Language, and Literacy Practices in Sudanese Refugee Families: "I learned how to spell English on Channel 18" - Perry, Kristen H.; Moses, Annie M. (Research in the Teaching of English, 2011)
This ethnographic study explored the ways in which media, particularly television, connected with English language and literacy practices among Sudanese refugees in Michigan. Three families with young children participated in this study. Data collection included participant observation, interviews, and collection of artifacts over 18 months, with a focus on television events as the units of analysis. Data analysis focused on television practices connected with literacy practices for adults and children. Results indicated that television offered important cultural connections with participants' beliefs, values, and attitudes regarding their Sudanese heritage, the new U.S. context, and religious practices. Both adults and children believed television was an important resource for learning and recognized potential problems with too much viewing. Most significantly, analysis suggested important connections between television practices and the development of both English language abilities for all family members and the development of real-world literacy practices, especially for the children.
Publisher: National Council of Teachers of English KerkoCite.ItemAlsoKnownAs: 2339240:5PKJ7ENQ 2405685:IKLTTJQD 4803016:LPTQMX59
Keywords: ⛔ No DOI found

Making a difference with smart tablets - Price, Amy (Teacher Librarian, 2011)
00017 KerkoCite.ItemAlsoKnownAs: 2129771:4Y6MYCNP 2405685:L7LER484
Keywords: ⛔ No DOI found

Zero to eight: children’s media use in America - Rideout, Victoria (Common Sense Media, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:MGXQDSRW 2405685:YNS83P4D

Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners - Ritchhart, Ron; Church, Mark; Morrison, Karin (Jossey-Bass, 2011)
"Visible Thinking is a research-based approach to teaching thinking that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. Rather than a set of fixed lessons, Visible Thinking is an extensive and adaptable collection of practices that include thinking routines and the documentation of student thinking. The routines are a central element of the practical, functional and accessible nature of Visible Thinking. Thinking routines are easy to use mini-strategies that are repeatedly used in the classroom. They are a small set of questions or a short sequence of steps that can be used across various grade levels and content. Each routine targets a different type of thinking and by bringing their own content, teachers can integrate the routines into the fabric of their classrooms. Thinking Routines help direct student thinking and structure classroom discussion. Thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon"–
KerkoCite.ItemAlsoKnownAs: 2405685:LBY7LB9L
Keywords: Cognition in children; Critical thinking; EDUCATION / Teaching Methods & Materials / General; Study and teaching; Thought and thinking

Learner-centred education in developing country contexts: From solution to problem? - Schweisfurth, Michele (International Journal of Educational Development, 2011)
shortDOI: 10/cnfz43 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.005 10/cnfz43 2405685:LDEHPJCR

Computer-Aided Learning and Mentoring for Improvement of Teaching Quality: An Assessment of BRAC Interventions - Sharmin, Nazia; Roy, Goutam (SSRN Electronic Journal, 2011)
Methods and materials 3 Research area and sampling 3 Variables 4 Data collection techniques and tools 4 Field operation 4 Ethical consideration 4 Data management and analysis 4 Results 5 Computer-aided learning (CAL) 5 Mentoring 10 Conclusion
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2923676 10/gkm64r 2339240:UPMNTBZ3 2405685:UUD9ZMX7

Reading with iPads–the difference makes a difference - Sheppard, Dale (Education Today, 2011)
00019 KerkoCite.ItemAlsoKnownAs: 2129771:VH94HH8M 2405685:2CPBXQ3R

Open-source platform: exploring the opportunities for offline mobile learning - Shrestha, Sujan; Moore, John; Nocera, José Abdelnour (Proceedings of the 13th International Conference on Human Computer Interaction with Mobile Devices and Services, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1145/2037373.2037476 2405685:CIHRP4GP 2405685:KRHB5FXL

New technologies in cash transfer programming and humanitarian assistance - Smith, Gabrielle; Macauslan, Ian; Butters, Saul; Tromme, Mathieu (The Cash Learning Partnership, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:FRZPF8JM 2405685:AU78TASE

Curriculum and assessment policy statement English home language. Foundation phase Grades R-3 Grades R-3 - South Africa; Department of Basic Education (Department of Basic Education, 2011)
OCLC: 795890502 KerkoCite.ItemAlsoKnownAs: 2339240:D8U9PCU7 2405685:PAAWE23K

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research and Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964187791?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2405685:FNNHR2FS 2534378:88QV3D8K 2534378:CYTXXWCR
Keywords: Asia; ERIC; Current Index to Journals in Education (CIJE); Education Majors; Europe; Foreign Countries; Foreign Students; Higher Education; Interaction; Latin America; Masters Degrees; Middle East; Multicultural Education; Personal Narratives; Private Sector; Southeast Asia; Student Teachers; Teacher Education Programs; United Kingdom; Virtual Classrooms; __:import:01; __:match:final; __:matched; __:study_id:2097655; __finaldtb

On systems thinking and the systems approach - “Stell” Kefalas, Asterios G. (World Futures, 2011)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/02604027.2011.585911 2339240:LP6DGVF9 2405685:6MU35TTS

Accelerating STEM capacity: A complex adaptive system perspective - Stephens, Rick; Richey, Michael (Journal of Engineering Education, 2011)
Publisher: Blackwell Publishing Ltd. KerkoCite.ItemAlsoKnownAs: 10.1002/j.2168-9830.2011.tb00020.x 2339240:YKEEYYLJ 2405685:9A6MHRTV

Computer-Adaptive Testing for Students with Disabilities: A Review of the Literature - Stone, Elizabeth; Davey, Tim (ETS Research Report Series, 2011)
There has been an increased interest in developing computer-adaptive testing (CAT) and multistage assessments for K-12 accountability assessments. The move to adaptive testing has been met with some resistance by those in the field of special education who express concern about routing of students with divergent profiles (e.g., some students with math-based learning disabilities may have difficulty with basic computation but not high level problem solving) and poor performance on early test questions. This paper consists of a literature review focusing on adaptive testing issues for students with disabilities in the K-12 sector. While it is clear that there are issues that will present obstacles to administering accountability tests adaptively to students with disabilities, this synthesis of research and policy developments with respect to this topic will be useful both for development of research agendas and to inform states that are currently using or are considering moving to CAT.
KerkoCite.ItemAlsoKnownAs: 10.1002/j.2333-8504.2011.tb02268.x 2339240:A69MIC83 2405685:UQW6AGZS

Towards a framework for researching the quality of education in low‐income countries - Tikly, Leon (Comparative Education, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2011.541671 2405685:P5529NJL

EDUsummIT 2011 report from TWG3: teacher professional development - Twining, Peter; Albion, Peter; Knezek, Don (UNESCO, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:E272UVBQ 2405685:PUNUJQ3I 2405685:TT2AEKHE 2534378:T48EQGLU

Financing Education in sub-Saharan Africa : Meeting the Challenges of Expansion, Equity and Quality - UNESCO (UNESCO Institute for Statistics, 2011)
shortDOI: 10/ghgnfb KerkoCite.ItemAlsoKnownAs: 10.15220/978-92-9189-079-2-en 10/ghgnfb 2339240:EYQZXG2M 2405685:DSSCT5P9

UNESCO ICT COMPETENCY FRAMEWORKFOR TEACHERS - UNESCO (UNESCO, 2011)
zotzenLib.CopiedFrom: 2339240:MVI5VWVN KerkoCite.ItemAlsoKnownAs: 2339240:MVI5VWVN 2405685:4MAR8W2A
Keywords: ⛔ No DOI found

World Data on Education: Bhutan - UNESCO (2011)
KerkoCite.ItemAlsoKnownAs: 2405685:CWJSELZ2

The Technological, Economic, and Social Contexts for Educational ICT Policy - UNESCO; Kozma, Robert B. (Transforming education: the power of ICT policies, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:W6QPK38G 2405685:47SEME47

Child Safety Online: Global challenges and strategies - UNICEF (Innocenti Publications, 2011)
The Internet, mobile phones and other electronic media provide children and young people with levels of access to information, culture, communication and entertainment impossible to imagine just 20 years ago. With many of their extraordinary benefits
KerkoCite.ItemAlsoKnownAs: 2339240:J7VDW7KX 2339240:L8PZGXME 2405685:7QGM7K3Z 2405685:BDPZFDTK

Malawi Teacher Professional Development Support Program: Baseline Report - USAID (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:UVTM7PAJ 2405685:ECQAAQQY

Secondary data analysis - Vartanian, Thomas P. (Oxford University Press, USA, 2011)
In recent decades, social work and other social science research disciplines have become increasingly reliant on large secondary data sets, which have increased in both number and accessibility. When starting a new research project, how does one determine whether to use a secondary data set? Which of the thousands available should be used? This invaluable and expertly written guide provides an in-depth introduction to 29 of the most widely used data sets in social work, such as the Early Childhood Longitudinal Study, the National Health and Nutrition Examination Survey, and the U.S. Census. This book also examines the years covered by these cross-sectional and longitudinal data sets, the units of analysis, and the sample sizes.Readers will learn where to find the data and the key variables contained within, and how to use them in SAS and Stata. Screen shots guide researchers through data sets in a step-by-step process: how to download the data, how to merge it with other data sets, and how to program it when necessary. Each section also profiles studies that have used the respective data sets, giving researchers a clear feel for the depth and range of questions that a given data source can be used to answer, like the use of government data to explore issues ranging from pathways out of poverty to the relationship between marital dissolution and women's health and well-being.Exceptionally well calibrated and filled with real-world examples, this pocket guide will give beginning and advanced researchers a comprehensive understanding of these data sets that they can use in their research on clinical, policy, and other types studies.
Google-Books-ID: ra0RDAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:AIX54RN4 2405685:48TA9BWR
Keywords: Political Science / Public Policy / Social Services & Welfare; Science / General; Social Science / Social Work

Smaller, quicker, cheaper: Improving learning assessments in developing countries - Wagner, D.A. (UNESCO-IIEP/FTI-Global Partnership for Education, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:ELML3MJU 2405685:9HDWFJL8

World Report on Disability - WHO (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:RAEALDCI 2405685:8AN9JWNI

Open Content - Wiley, David (2011)
KerkoCite.ItemAlsoKnownAs: 2405685:AH2DB7SR

Systems Theory - Wilkinson, Lee A. (Encyclopedia of Child Behavior and Development, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-0-387-79061-9_941 2339240:2BP68ISE 2405685:HA89DRWU

ICT integration in Teacher Education - A study of University of Education, Winneba - Wilson, Kofi Bentum; Ayebi-Arthur, Kofi; Tenkorang, Emmanuel Yamoah (Ghana Journal of Science and Mathematics Education, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:69GF7UX5 2405685:9DV5HUJE
Keywords: ⛔ No DOI found

Grant Funding Proposal (FY11- Round 33) - World Bank (World Bank, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:4L2Q94DC 2405685:ZS2P84JH

World report on disability - World Health Organization (World Health Organization, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:RS9YLJWP 2405685:UDAY94DX

Patronage of Educational Broadcasts and its Effects on Academic Growth of Students of Winneba and Apam Senior High Schools in the Central Region of Ghana. - Yelkpieri, Daniel; Kweku, Wilson Esia-Donkoh; Kwesi (Academic Leadership: The Online Journal, 2011)
KerkoCite.ItemAlsoKnownAs: 2339240:MEC2XVT3 2405685:AQ3UTJW3 2405685:XLPMKF4U
Keywords: ___working_potential_duplicate; ⛔ No DOI found

The potential impact of mobile-assisted language learning on women and girls in Africa: A literature review - Zelezny-Green, Ronda (Ubiquitous Learning: An International Journal, 2011)
KerkoCite.ItemAlsoKnownAs: 10.18848/1835-9795/cgp/v03i01/40257 10/ggtsmf 2339240:4YSNRS6G 2405685:MIEIJQ7T
Keywords: Equity through Access; ___working_potential_duplicate

The Potential Impact of Mobile-Assisted Language Learning on Women and Girls in Africa: A Literature Review - Zelezny-Green, Ronda (Ubiquitous Learning: An International Journal, 2011)
zotzenLib.CopiedFrom: 2339240:BUUY4MM8 KerkoCite.ItemAlsoKnownAs: 10.18848/1835-9795/CGP/v03i01/40257 10.18848/1835-9795/cgp/v03i01/40257 2339240:BUUY4MM8 2405685:VJCI6H4Z
Keywords: ___working_potential_duplicate

The potential impact of mobile-assisted language learning on women and girls in Africa: A literature review - Zelezny-Green, Ronda (Ubiquitous Learning: An International Journal, 2011)
KerkoCite.ItemAlsoKnownAs: 10.18848/1835-9795/CGP/v03i01/40257 2339240:QN6HYJDI 2405685:3WWYI85D
Keywords: ___working_potential_duplicate

Effective Use of Assistive Technologies for Inclusive Education in Developing Countries: Issues and challenges from two case studies - Grönlund, Åke; Lim, Nena; Larsson, Hannu (International Journal of Education and Development using ICT, 2010)
Developing countries face many obstacles in the process of implementing inclusive education (IE). Effective use of assistive technologies (AT) can help governments in developing countries achieve inclusive education by helping children with disabilities in schools. Despite the importance and positive impact of AT, prior research on the use of AT in inclusive education especially in developing countries is limited. To fill the research gap in this area, this paper investigates the research question of, How can AT be effectively used for IE in developing countries? To address this question,...
Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:MQSJ66AT 2405685:AYQJEEVW
Keywords: ⛔ No DOI found

Health outcomes in economic evaluation: the QALY and utilities - Whitehead, S. J.; Ali, S. (British Medical Bulletin, 2010)
KerkoCite.ItemAlsoKnownAs: 10.1093/bmb/ldq033 2339240:XNE7TX99 2405685:KM4Q83A4

Interactive Radio Instruction : A Successful Permanent Pilot Project? - Trucano, Michael (World Bank Blogs, 2010)
Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...
Published on EduTech KerkoCite.ItemAlsoKnownAs: 2339240:ZGSQFML6 2405685:B6SMKH4J
Keywords: ___working_potential_duplicate

School perspectives on collaborative inquiry: lessons learned from New York City, 2009-2010 - Robinson, Marian; Passantino, Claire; Acerra, Marsha; Bae, Lauren; Tiehen, Katie; Pido, Eric; Kannapel, Patricia; Duffy, Mark; Langland, Connie (2010)
The New York City Department of Education has supported collaborative inquiry as a potentially powerful process for helping administrators and teachers use student data to improve instruction and raise student achievement. Beginning with a pilot project in 2006, teams of teachers have learned to work together to diagnose the needs of students who have not been successful in their classrooms and to develop strategies to improve their learning. Collaborative inquiry sits at the heart of the Department's larger Children First initiative and aims to help educators close the achievement gap in their schools. Each year New York City schools have engaged higher proportions of faculty in the inquiry work. The goal is at least 90% participation in collaborative inquiry. The purpose of this research report is to share lessons learned about the conditions, structures, relationships, and leadership practice that support teacher participation in inquiry. The report also presents perceived benefits of collaborative inquiry as reported by school leaders and teachers. Data come from site visits to 13 schools actively engaged in collaborative inquiry. The research team conducted 213 interviews with principals, assistant principals, instructional support staffs, and teachers participating in inquiry and 37 observations of inquiry team meetings.
KerkoCite.ItemAlsoKnownAs: 10.12698/cpre.2010.rr67 2339240:82799NQS 2405685:E9I3MCKX

Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives - Shohel, M. Mahruf C.; Power, Tom (Open Learning: The Journal of Open, Distance and e-Learning, 2010)
This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods).
Publisher: Routledge _eprint: https://doi.org/10.1080/02680513.2010.511953 shortDOI: 10/brrchv KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2405685:EEAEL6VW 2405685:UTNGW9R7
Keywords: Bangladesh; C:Bangladesh; English in Action support model; ___working_potential_duplicate; mobile learning; mobile technology; technology intervention

How the world’s most improved school systems keep getting better - Mourshed, Mona; Barber, Michael; Chijioke, Chinezi (McKinsey & Company, 2010)
KerkoCite.ItemAlsoKnownAs: 2405685:KM2TUZWI

Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives - Shohel, M. Mahruf C.; Power, Tom (Open Learning: The Journal of Open, Distance and e-Learning, 2010)
This paper reviews the themes emerging from Bangladeshi teachers' experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies-enhanced supported open distance learning programme of professional development in English-language teaching. This paper presents evidence arising from semi-structured interviews carried out with teachers from a pre-pilot study for the English in Action project. The teachers participating in this study reflect upon six months' experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text-book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods). (Contains 1 table and 1 figure.)
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/815957037?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2339240:9GRACLAU 2405685:BFA3BZUN 2534378:HMHCMR9X 2534378:KT2WCVFZ 2534378:QXQHZY9I 2534378:UJQAALFW 2534378:ZJT5CTY3
Keywords: BANGLADESH; Bangladesh; COMPUTER assisted language instruction; COMPUTERS in education; CONTINUING education; Computer Assisted Instruction; DISTANCE education; Developing Nations; Digital audio players; Distance Education; Distance learning; ENGLISH language – Study & teaching – Foreign speakers; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational Development; Educational Technology; Educational technology; Elementary Secondary Education; English (Second Language); English in Action support model; English language; Foreign Countries; Handheld Devices; Higher Education; Inservice Teacher Education; Interviews; LANGUAGE teachers; Language instruction; Multimedia Instruction; OPEN learning; Open Universities; Pilot Projects; Postsecondary Education; Professional development; Program Descriptions; Program Development; Program Effectiveness; Protocol Materials; SECONDARY education; Second Language Instruction; Secondary Education; Secondary School Teachers; Studies; TEACHER development; TEACHERS – Attitudes; TELEMATICS; Teacher Attitudes; Teachers; Technology Integration; United Kingdom; Video Technology; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2098161; ___working_potential_duplicate; __finaldtb; auto_merged; mobile learning; mobile technology; technology intervention

Reexamining technology’s role in learner-centered professional development - Polly, Drew; Hannafin, Michael J. (Educational Technology Research and Development, 2010)
The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice.
shortDOI: 10/fwd4wz KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-009-9146-5 10/fwd4wz 2405685:E28QZPQQ

Reexamining technology’s role in learner-centered professional development - Polly, Drew; Hannafin, Michael J. (Educational Technology Research and Development, 2010)
The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice.
Extra URL: https://doi.org/10.1007/s11423-009-9146-5 KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-009-9146-5 2339240:F24I3ZNF 2405685:87VETGDX

Female leadership and school effectiveness in junior high schools in Ghana - Kwadzo Agezo, Clement (Journal of Educational Administration, 2010)
Purpose – The purpose of this research is to examine female principal leadership practices that are considered crucial in the effectiveness and improvement of schools and school administration in Ghanaian junior high schools.
KerkoCite.ItemAlsoKnownAs: 10.1108/09578231011079557 10/fjs6cd 2339240:LEP6IYRX 2405685:439GJCYR

Determinants of ICT Usage among Low-Income Groups in Colombia, Mexico, and Peru - Gutiérrez, Luis H.; Gamboa, Luis F. (The Information Society, 2010)
The authors examine the determinants of information and communications technology (ICT) usage among low-income people in three developing countries: Colombia, Mexico, and Peru. Using two composite indicators, they focus on cross-country differences and similarities in ICT usage across gender, age, education, and income levels. The authors’ analysis indicates that the single most important factor limiting the digitalization of low-income people in all three countries was lack of education. The impact of income itself was low although positive. Their ﬁndings also suggest that comprehensive measures that mix standard ICTs with very advanced ones can be misleading.
shortDOI: 10/cdbk9j KerkoCite.ItemAlsoKnownAs: 10/cdbk9j 2405685:KI5MYZCC

The emergence of language as a complex adaptive system - Ellis, Nick C. (The Routledge Handbook of Applied Linguistics, 2010)
KerkoCite.ItemAlsoKnownAs: 10.4324/9780203835654.ch46 2339240:CPF3F2SJ 2405685:ZGGHQJX8

The role of Kilimani Sesame in the healthy development of Tanzanian preschool children - Borzekowski, Dina L. G.; Macha, Jacob E. (Journal of Applied Developmental Psychology, 2010)
Kilimani Sesame, a media intervention that employs print, radio, and television, was developed to entertain and educate preschool children in Tanzania. This study examined the effects of a six-week intervention delivering Kilimani Sesame material to 223 children in the rural district of Kisarawe and the city of Dar es Salaam. Results offer evidence that literacy and numeracy, social and emotional development, and health and hygiene significantly improved from baseline to post-intervention; those with the greatest receptivity to Kilimani Sesame performed the best after the intervention, controlling for baseline scores, sex, age, location, and general media receptivity. This study shows that an educational media intervention directed towards very young children can have an impact on their healthy development, even in locales where populations have minimal resources and face extreme hardships.
shortDOI: 10/dfhqrx KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2010.05.002 10/dfhqrx 2339240:DVE3B5Y9 2405685:FD5BZ3BI 2405685:I5UGE5MK
Keywords: African children; Educational television; Literacy; Media receptivity; Preschool children; Sesame Street

When does ICT support education in South Africa? The importance of teachers' capabilities and the relevance of language - Gudmundsdottir, G. B. (Information Technology for Development, 2010)
The aim of this paper is to highlight some of the challenges of information and communication technology (ICT) integration in a South African classroom setting. The main focus is on the concept of a digital divide, and how cultural complexity with special emphasis on language can affect the divide in schools that already have material access to ICT. The study is based on fieldwork in seventh-grade classes in four primary schools in Cape Town, South Africa. The learners answered a questionnaire regarding their ICT use and skills, and interviews were conducted with learners, teachers, and principals. In conclusion, it is argued that the challenges of language in South African schools can exacerbate or maintain the digital divide among learners who are already disadvantaged due to a range of social inequalities. For learners to fully master the use of ICT in today's global knowledge society, it needs to be put in a local context, which includes use in a familiar language. Moreover, it is suggested that greater opportunities for teacher training are needed in order to enhance culturally sensitive and appropriate ICT integration based on local needs and capacity.
Publisher: Routledge _eprint: https://doi.org/10.1080/02681102.2010.498409 KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2010.498409 2405685:U9M2N3BV 4042040:YQYVKVPN
Keywords: ICT integration; digital divide; disadvantaged learners; language of teaching and learning; teacher training

The Effects of Computer-Assisted Instruction designed according to 7E Model of Constructivist Learning on Physics Student Teachers' Achievement, Concept Learning, Self-Efficacy Perceptions and Attitudes - Kocakaya, S; Gonen, Selahattin (Turkish Online Journal of Distance Education-TOJDE, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:8KT835AI 2405685:7QQUBGKF
Keywords: ⛔ No DOI found

Tanzania: ICT in education: situational analysis - Swarts, Patti; Wachira, Esther Mwiyeria (Global e-Schools and Communities Initiative, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:XU5IA928 2405685:U7N7RKXP

Improving Child Literacy in Africa: Experiments with an Automated Reading Tutor - Korsah, G. Ayorkor; Mostow, Jack; Dias, M. Bernardine; Sweet, Tracy Morrison; Belousov, Sarah M.; Dias, M. Frederick; Gong, Haijun (Information Technologies & International Development, 2010)
This paper describes Project Kan é , a research endeavor aimed at exploring the role that technology can play in improving child literacy in developing communities. An initial pilot study and a subsequent four-month-long controlled field study in Ghana investigated the viability and effectiveness of an automated reading tutor in helping urban children enhance their reading skills in English. In addition to quantitative data suggesting that automated tutoring can be useful for some children in this setting, these studies and an additional preliminary pilot study in Zambia yielded useful qualitative observations regarding the feasibility of applying technology solutions to the challenge of enhancing child literacy in developing communities. This paper presents the findings, observations, and lessons learned from the field studies.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2339240:DWYJEWDE 2405685:85AXN76U
Keywords: Ghana; Zambia; child literacy; developing countries; field studies; technology solutions; ⛔ No DOI found

Death of mixed methods? Or the rebirth of research as a craft - Symonds, Jennifer E.; Gorard, Stephen (Evaluation & Research in Education, 2010)
The classification by many scholars of numerical research processes as quantitative and other research techniques as qualitative has prompted the construction of a third category, that of ‘mixed methods’, to describe studies that use elements from both processes. Such labels might be helpful in structuring our understanding of phenomena. But they can also inhibit our activities when they serve as inaccurate or limiting descriptors. Based on the observation that mixed methods are fast becoming a common research approach in the social sciences, this paper questions whether the assumptions that are used and perpetuated by mixed methods are valid. The paper calls for a critical change in how we perceive research, in order to better describe actual research processes. A ‘core’ design typology of the mechanisms underlying research structures and processes is posited to encourage creative thinking around alternatives to the three purported paradigms of quantitative, qualitative and mixed methods. This ‘return to basics’ seeks to encourage new and innovative research designs to emerge, and suggests a rebirth of research from the ashes of mixed methods.
shortDOI: 10/fkx8x7 KerkoCite.ItemAlsoKnownAs: 10.1080/09500790.2010.483514 10/fkx8x7 2339240:VLHNF2T5 2405685:K7FDAWK7
Keywords: mixed methods; paradigm; qualitative; quantitative; research methods; research philosophy

Interactive Radio Instruction : a successful permanent pilot project? - Trucano, Michael (2010)
Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...
KerkoCite.ItemAlsoKnownAs: 2339240:5WTDA9AE 2405685:SYEHVF8F
Keywords: ___working_potential_duplicate

The (Perceived) Returns to Education and the Demand for Schooling - Jensen, Robert (The Quarterly Journal of Economics, 2010)
Economists emphasize the link between market returns to education and investments in schooling. Though many studies estimate these returns with earnings data, it is the perceived returns that affect schooling decisions, and these perceptions may be inaccurate. Using survey data for eighth-grade boys in the Dominican Republic, we find that the perceived returns to secondary school are extremely low, despite high measured returns. Students at randomly selected schools given information on the higher measured returns completed on average 0.20–0.35 more years of school over the next four years than those who were not.
KerkoCite.ItemAlsoKnownAs: 10.1162/qjec.2010.125.2.515 2339240:6Q7DVDFN 2405685:GXFXFEJM

Two decades of SIMCE: an overview of the National Assessment System in Chile - Meckes, Lorena; Carrasco, Rafael (Assessment in Education: Principles, Policy & Practice, 2010)
Publisher: Routledge _eprint: https://doi.org/10.1080/09695941003696214 KerkoCite.ItemAlsoKnownAs: 10.1080/09695941003696214 2339240:G36ES3PH 2405685:PTYGL28B

Who’s teaching math to our most needy students? A descriptive study - Rosas, Clarissa; Campbell, Lisa (Teacher Education and Special Education, 2010)
The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a “highly qualified teacher.” Research supports that teachers’ content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition, accountability reports indicate that the special education population did not meet the adequate yearly progress in reading and mathematics as required under NCLB. The purpose of this study is to determine the mathematical background, beliefs, and perceptions of future intervention specialists. Results of this study indicate a disconnect between the participants’ beliefs and perceptions of their ability to provide math instruction and their limited mathematical background as measured by mathematical courses completed at the undergraduate level and by the Ohio Achievement Test—Practice Eighth Grade Mathematics.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0888406409357537 2339240:7V955V2Q 2405685:YHKAEKGD
Keywords: math; special education; standardized tests; teacher’s perception

Worst practice in ICT use in education - Trucano, Michael (World Bank Blogs, 2010)
In business and in international development circles, much is made about the potential for 'learning from best practice'. Considerations of the use of educational technologies offer no exception to this impulse. That said, 'best practice' in the education sector is often a rather elusive concept (at best! some informed observers would say it ...
KerkoCite.ItemAlsoKnownAs: 2405685:5KWQPQ8G
Keywords: auto_merged

The 18th Amendment and Pakistan’s Political Transitions - Cookman, Colin (Center for American Progress, 2010)
The passage of Pakistan’s 18th amendment to its constitution could mark a shift to a more representative federal system, writes Colin Cookman.
Library Catalog: www.americanprogress.org KerkoCite.ItemAlsoKnownAs: 2339240:H7LHVCWZ 2405685:FRU6GRD7 2405685:LTPLGRV2

E-learning in secondary Schools in Kenya: A Case of the NEPAD E-schools - Ayere, Mildred; Odera, F; Agak, John (Educational Research and Reviews, 2010)
The New Partnership for Africa's Development (NEPAD) schools were set up as centres of excellence in Information and Communication Technology (ICT) integration, so that other schools could copy their model in e-learning. It was for this reason that they were provided with computers, e-materials, internet appliances and trained personnel. But to gauge their levels of success as e-learning centres there was need to compare them to other schools offering ICT education in Kenya. It was for this reason that this study compared the application of the e-learning in NEPAD and non-NEPAD schools in Kenya. Specifically, the study: Identified significant differences in levels of integration of ICT in curriculum subjects; surveyed the differences in use of e-materials in education research; examined availability of e-libraries; identified significant differences in academic performance of NEPAD and non-NEPAD schools attributed to e-learning. The study used a combination of an exploratory approach using descriptive survey and ex-post-facto design. It was carried out in six of the eight provinces in Kenya, where the NEPAD schools are located. It targeted 1600 form four students from 35 secondary schools involved in ICT education (NEPAD schools included). Saturated sampling was used for the six NEPAD schools while six non-NEPAD schools were selected through simple random sampling. The sample consisted of three officials from the ministry of education, twelve principals and twelve heads of ICT department (HODs), and 570 of the form four students. The main data collection instrument was the questionnaire; administered to the students, the principals, and the HODs. The interview schedule was administered to the ministry of education personnel while an observation checklist was used as a confirmatory tool. Analysis was done using both descriptive and inferential statistics. The study found that, there was a significant difference in the application of e-learning in NEPAD and non-NEPAD schools. Based on these findings, it was recommended that schools involved in ICT education should intensify teacher facilitation and support teacher roles that are required in e-learning Key words: E-Learning, ICT integration, ICT education, new partnership for Africa's development (NEPAD).
KerkoCite.ItemAlsoKnownAs: 2339240:2UFRZUA4 2405685:C5RVGKXP
Keywords: ⛔ No DOI found

Using mobile phones to improve educational outcomes: An analysis of evidence from Asia - Valk, John-Harmen; Rashid, Ahmed T.; Elder, Laurent (The International Review of Research in Open and Distributed Learning, 2010)
Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies (ICTs), mobile phones being one example. This article reviews the evidence of the role of mobile phone-facilitated mLearning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six mLearning pilot projects that took place in the Philippines, Mongolia, Thailand, India, and Bangladesh. In particular, this article examines the extent to which the use of mobile phones helped to improve educational outcomes in two specific ways: 1) in improving access to education, and 2) in promoting new learning. Analysis of the projects indicates that while there is important evidence of mobile phones facilitating increased access, much less evidence exists as to how mobiles promote new learning.
shortDOI: 10/gf5f5b KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v11i1.794 10/gf5f5b 2339240:F5U9J9FX 2405685:I6IN2PZY 2405685:UM2C54QN
Keywords: distance learning; educational outcomes; information and communication technologies; mobile learning; mobile phones; new learning

Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS) correct theta scores for the kindergarten through eighth grade data collections errata - Chapman, Chris (National Center for Education Statistics, 2010)
Find information about and locate all publications and data products on education information from the National Center for Education Statistics–NCES–. In most cases you may also browse the content of publications or download data files.
Publisher: National Center for Education Statistics KerkoCite.ItemAlsoKnownAs: 2339240:EQ6XZLZG 2339240:WSU7RL5V 2405685:FIB7ELXL 2405685:L4SZDBCW

Educational production and the distribution of teachers in Uruguay - Luschei, Thomas F.; Carnoy, Martin (International Journal of Educational Development, 2010)
In this paper we discuss results from an analysis of a large dataset that includes virtually all sixth-grade students in Uruguay in 1996. We analyze the relationship between teacher attributes and student achievement scores and we explore the distribution of teachers according to characteristics identified as important by this analysis. We find that teachers with “important” attributes are distributed in a way that systematically favors schools with higher average achievement and socioeconomic context. Policy-related factors that may explain these patterns include Uruguay's system of teacher compensation, teachers’ working conditions, the level and locus of educational decision making in Uruguay, and teacher recruitment and assignment policies. The results are particularly interesting because Uruguay is a relatively equal society in Latin American terms, so the unequal distribution of teacher attributes is probably more accentuated in other Latin American societies.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2009.08.004 2339240:FXAV58GR 2405685:8AEB7BIB
Keywords: Comparative education; Educational policy; Teacher distribution; Teacher quality; Uruguay

Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement - Shapley, Kelly S.; Sheehan, Daniel; Maloney, Catherine; Caranikas-Walker, Fanny (The Journal of Technology, Learning and Assessment, 2010)
In a pilot study of the Technology Immersion model, high-need middle schools were “immersed” in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or less of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students’ use of laptops outside of school for homework and learning games was the strongest implementation mediator of achievement.
KerkoCite.ItemAlsoKnownAs: 2129771:NJE58HBR 2405685:HMXQHGHR
Keywords: ⛔ No DOI found

Improving public school teachers in Pakistan: challenges and opportunities. Improving Schools - Hussain, Rana; Ali, Sajid (Improving Schools, 2010)
This article tries to respond to a basic question: ‘can in-service teachers of public sectors in Pakistan be reformed?’The authors ’ response to this question is: ‘yes, public teachers can be reformed, if contextual possibilities are exploited efficiently’. Although a straightforward and simplistic response to the question, this was felt necessary to counter an unfavourable bias against public sector teachers in Pakistan without recognizing the challenges that they face, and without recognizing the potential of many of the public teachers who continuously strive to change these negative perceptions. This article recognizes the potential of public teachers and shares a relatively successful example of improving competencies among public teachers to support the response – the Cluster-Based Mentoring Programme (CBMP). Important features of the programmes are described along with discussion on its effective-ness and sustainability.
shortDOI: 10/drkb8p KerkoCite.ItemAlsoKnownAs: 10.1177/1365480209352404 10/drkb8p 2405685:JV9I656L

Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India - Banerjee, Abhijit V; Banerji, Rukmini; Duflo, Esther; Glennerster, Rachel; Khemani, Stuti (American Economic Journal: Economic Policy, 2010)
Participation of beneficiaries in the monitoring of public services is increasingly seen as a key to improving their quality. We conducted a randomized evaluation of three interventions to encourage beneficiaries' participation to India: providing information on existing institutions, training community members in a testing tool for children, and training volunteers to hold remedial reading camps. These interventions had no impact on community involvement, teacher effort, or learning outcomes inside the school. However, in the third intervention, youth volunteered to teach camps, and children who attended substantially improved their reading skills. This suggests that citizens face constraints in influencing public services. (JEL H52, I21, I28, O15)
KerkoCite.ItemAlsoKnownAs: 10.1257/pol.2.1.1 2339240:I9GC9MIA 2339240:SHAS8VPC 2405685:6DRYV3BJ 2405685:VZFH9VKJ
Keywords: ___working_potential_duplicate

Training with ICT for ICT from the trainee’s perspective. a local ICT teacher training experience - Kalogiannakis, Michail (Education and Information Technologies, 2010)
The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often meets with their belief that ICT, as well as other changes present a factor, which can cause several changes in school. Although there have been many education reforms regarding teachers’ training policy in recent years and the number of training programs has been increased, they have not been able to satisfy teachers’ needs to a substantial degree. In this research the results from an exploratory study conducted within the framework of a national training programme in Greece on ICT known as "In-service teacher training in the use of ICT in Education" are presented. Based on a specially constructed questionnaire intended for the educators, this research elicits teachers’ attitudes towards this programme. Some of the main results point out the preparedness of these teachers to use ICT in the daily school practice. Furthermore, they expressed their wish for further in-training programmes concerning the pedagogical development of the ICT use in class practice. KeywordsIn-service training-Teachers-ICT-Greece
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-008-9079-3 2339240:T9FFA6HC 2405685:DXHT4AIY

Digital learning management systems in Africa: myths and realities - Unwin, Tim; Kleessen, Beate; Hollow, David; Williams, James B.; Oloo, Leonard Mware; Alwala, John; Mutimucuio, Inocente; Eduardo, Feliciana; Muianga, Xavier (Open Learning: The Journal of Open, Distance and e-Learning, 2010)
This paper reports on a survey of 358 respondents across 25 African countries into their usage of learning management systems. It concludes that while there are some enthusiastic advocates of such systems, the reality is that most African educators as yet have little knowledge about, or interest in, their usage. There remain very considerable infrastructural constraints to be overcome before they can be widely adopted for open and distance learning across the continent, and there is still reluctance in many institutions to develop systems that can enable learning resources to be made available in this way. This does not mean that the potential of high‐quality digital learning management systems should be ignored in Africa, but rather that much more sustained work needs to be done in human capacity development and infrastructural provision if African learners are truly to benefit from the interactive learning experiences that such systems can deliver.
shortDOI: 10/cdqw26 KerkoCite.ItemAlsoKnownAs: 10/cdqw26 2339240:RR3PWQF9 2405685:MUXPSWA7
Keywords: Africa; ICT; LMS; OER; universities

Managing for results in primary education in Madagascar: evaluating the impact of selected workflow interventions - Lassibille, Gérard; Tan, Jee-Peng; Jesse, Cornelia; Van Nguyen, Trang (The World Bank Economic Review, 2010)
The impact of specific actions designed to streamline and tighten the workflow processes of key actors in Madagascar's primary education sector are evaluated. To inform the strategy for scaling up, a randomized experiment was carried out over two school years. The results show that interventions at the school level, reinforced by interventions at the subdistrict and district levels, succeeded in changing the behavior of the actors toward better management of key pedagogical functions. In terms of education outcomes, the interventions improved school attendance, reduced grade repetition, and raised test scores (particularly in Malagasy and mathematics), although the gains in learning at the end of the evaluation period were not always statistically significant. Interventions limited to the subdistrict and district levels proved largely ineffective.
KerkoCite.ItemAlsoKnownAs: 10.1093/wber/lhq009 10/b4x2w7 2339240:TMEVVJHD 2405685:TUKPX44V

Genetic Identity in Mauritius - Maurer, Sylvie (Antrocom, 2010)
Mauritius is a small island of 1,865 square kilometres. This is equivalent to a third of the surface of Savoy. It is situated in the Indian Ocean at 20° south of the equator, on the east of Madagascar. Mauritius is a land without any evidence of human habitation until the seventeenth century. As a result, Mauritius has no indigenous population in the traditional sense, according to the definition from the United Nations: Indigenous peoples have been defined by U.N. as those having a historical continuity with pre-invasion and pre-colonial societies that developed on their own territories, consider themselves distinct from the other sectors of society prevailing in those territories, or parts of them. They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to future generations their ancestral territories, and their ethnic identity as the basis of their continued existence as peoples, in accordance with their own cultural patterns, social institution and legal systems (http://esaconf.un.org/WB/default.asp? action=9&boardid=30&read=1826&fid=309).
KerkoCite.ItemAlsoKnownAs: 2405685:W2Z2VWS5 4042040:4Z9R583J
Keywords: ⛔ No DOI found

Towards a classroom pedagogy for learner autonomy: a framework of independent language learning skills - Reinders, Hayo (Australian Journal of Teacher Education, 2010)
In recent years there has been a growing recognition of the importance of learner autonomy and the role of individual learners in directing their own learning process, both inside and outside the classroom (Alford & Pachler, 2007; Benson, 2000; Breen, 2001; Conacher & Kelly-Holmes, 2007). However, in practice it is not always clear how to support learners in this role, and how to ensure they are ready to assume it. This paper explores some of the teaching aspects related to the development of learner autonomy and proposes a framework of skills that could be used by teachers as a guide to increasing learner responsibility. Although this framework was developed in the context of language education, its underlying theories apply to all educational settings.
KerkoCite.ItemAlsoKnownAs: 10.14221/ajte.2010v35n5.4 10/gj3s8t 2339240:X9MKNXMG 2405685:ZLGSPJQE

Technology and Mother-Tongue Literacy in Southern India: Impact Studies among Young Children and Out-of-School Youth - Wagner, Daniel; Daswani, C.; Karnati, Romilla (International Technologies & International Development, 2010)
KerkoCite.ItemAlsoKnownAs: 2405685:XZ4RH2A2 4042040:XM2RMYLT
Keywords: ⛔ No DOI found

Dynamics in Management of Open Schooling: a case of Open School of Bangladesh Open University - Alam, Shafiul; Rahman, M (2010)
The Open School (OS) of Bangladesh Open University (BOU) runs three pre-University programs namely Junior School Certificate (JSC) for Grade 6-8, Secondary School Certificate (SSC) for Grade 9-10, and Higher Secondary Certificate (HSC) for grade 11-12 through open and distance learning (ODL) mode. Management of these programs is highly influenced by the government policy particularly at the time of political change in Bangladesh. Normally, formal school syllabus and curriculum are subject to change as per the wills of the current government although BOUOS has the autonomy to design its curriculum. This change affects total management of open school because BOU Open School also maintains the curriculum for its school programs which is at par to the formal curriculum. This discusses the dynamics of open school management at the time of educational policy change in Bangladesh.
KerkoCite.ItemAlsoKnownAs: 2339240:S7IUXWG8 2405685:3KB7XYCF
Keywords: ⛔ No DOI found

Pedagogical renewal in sub‐Saharan Africa: the case of Uganda - Altinyelken, Hülya K. (Comparative Education, 2010)
shortDOI: 10/cns9bx KerkoCite.ItemAlsoKnownAs: 10.1080/03050061003775454 10/cns9bx 2405685:LE8JDQQF
Keywords: C:sub-Saharan Africa

Increasing Interactivity in Distance Educations: Case Studies Bangladesh and Sri Lanka - Andersson, Annika; Hatakka, Mathias (Information Technology for Development, 2010)
KerkoCite.ItemAlsoKnownAs: 10/fwqgg2 2339240:E6E7FILP 2405685:3HQDVULN

Educational equity for children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in the early years - Ball, Jessica (2010)
KerkoCite.ItemAlsoKnownAs: 2405685:N6QQYUVI 4042040:8UDVVC6X
Keywords: ⛔ No DOI found

The Teacher's Soul and the Terrors of Performativity - Ball, Stephen (Journal of Education Policy, 2010)
This paper is the latest in a short series on the origins, processes and effects of performativity in the public sector. Performativity, it is argued, is a new mode of state regulation which makes it possible to govern in an ‘advanced liberal’ way. It requires individual practitioners to organize themselves as a response to targets, indicators and evaluations. To set aside personal beliefs and commitments and live an existence of calculation. The new performative worker is a promiscuous self, an enterprising self, with a passion for excellence. For some, this is an opportunity to make a success of themselves, for others it portends inner conflicts, inauthenticity and resistance. It is also suggested that performativity produces opacity rather than transparency as individuals and organizations take ever greater care in the construction and maintenance of fabrications.
KerkoCite.ItemAlsoKnownAs: 10.1080/0268093022000043065 2339240:XZ27I8QP 2405685:YS73W7I6

Using mixed methods in monitoring and evaluation: experiences from international development - Bamberger, Michael; Rao, Vijayendra; Woolcock, Michael (SAGE handbook of mixed methods in social & behavioral research, 2010)
KerkoCite.ItemAlsoKnownAs: 10.4135/9781506335193.n24 2339240:5MW89JI8 2405685:BVIE6VGI

Educational outcomes and research from 1:1 computing settings - Bebell, D.; O'Dwyer, L. M. (Journal of Technology, Learning, and Assessment, 2010)
Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.
KerkoCite.ItemAlsoKnownAs: 2129771:TV2JLSG4 2405685:3HZ7QNKB
Keywords: ⛔ No DOI found

Evaluating an adaptive multi-user educational tool for low-resource environments - Brunskill, Emma; Garg, Sunil; Tseng, Clint; Pal, Joyojeet; Findlater, Leah (Proceedings of the IEEE/ACM International Conference on Information and Communication Technologies and Development, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:JLXT8FY7 2405685:JI99TA9R
Keywords: ⛔ No DOI found

Access to and exclusion from primary education in slums of Dhaka, Bangladesh - Cameron, Stuart (2010)
OCLC: 749900177 Consortium for Research on Educational Access, Transitions and Equity KerkoCite.ItemAlsoKnownAs: 2339240:5C85GC9N 2405685:9GI5WMTR

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects - CCSSO; NGA (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:7RAPP7G9 2405685:XKP2YDQD

Assessment, technology, and change - Clarke-Midura, Jody; Dede, Chris (Journal of Research on Technology in Education, 2010)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2010.10782553 2339240:CPXR4MNB 2405685:QM5ZHDJQ

Designing and conducting mixed methods research - Creswell, John W.; Plano Clark, Vicki L. (SAGE Publications, 2010)
PREFACE; Chapter 1. The Nature of Mixed Methods Research; Chapter 2. The Foundations of Mixed Methods Research; Chapter 3. Choosing a Mixed Methods Research Design; Chapter 4. Examples of Mixed Methods Designs; Chapter 5. Introducing a Mixed Methods Study; Chapter 6. Collecting Data in Mixed Methods Research; Chapter 7. Analyzing and Interpreting Data in Mixed Methods Research; Chapter 8. Writing and Evaluating Mixed Methods Research; Chapter 9. Summary and Recommendations; Appendix A: An Example of the Convergent Parallel Design; Appendix B: An Example of the Explanatory Sequential Design; Appendix C: An Example of the Exploratory Sequential Design; Appendix D: An Example of the Embedded Design; Appendix E: An Example of the Transformative Design; Appendix F: An Example of the Multiphase Design; Appendix G. Glossary; References; Subject Index; Author Index; About the Authors; List of Tables; List of Figures;
KerkoCite.ItemAlsoKnownAs: 2339240:MJ9GH854 2405685:58HWXRSA
Keywords: Evaluation; Methodology; Research; Social sciences

The influence of ecological theory in child and youth care: A review of the literature - Derksen, Teri (International Journal of Child, Youth and Family Studies, 2010)
KerkoCite.ItemAlsoKnownAs: 10.18357/ijcyfs13/420102091 2339240:NNK7PE3M 2405685:6SZRHDGF

International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children - Douglas, Graeme; McLinden, Mike; Steve, McCall; Pavey, Susan; Ware, J; Farrell, A (National Council for Special Education (NCSE), 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:45QZZCB8 2405685:MZA7MRZ8

Governance, complexity, and resilience - Duit, Andreas; Galaz, Victor; Eckerberg, Katarina; Ebbesson, Jonas (Elsevier, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:56KLFLGR 2405685:LTUZFYI9

Working for my dreams - a Tanzanian OLPC experience - Duveskog, M.; Sedano, C. I.; Sutinen, E. (2010 IST-Africa, 2010)
Students at Tumaini University in Tanzania won a prestigious OLPC project where Ukombozi primary school in Tanzania was given 100 XO laptops for the children at the school. After teachers and students had undertaken basic training in using the laptops the workshop “Working for my Dreams” was organized at the school. The XO laptop, specially designed for young learners in developing countries showed a number of short comings including the poor functionality of the mouse, difficulties in installing additional applications and the limited storage space, which raised several questions around the technology and its usefulness. Much time was spent on figuring out solutions on how to use the XO laptops for basic things such as showing recorded videos in the browser which would have been minor tasks on any other commercially available platform. The outcome of the workshop was however a success and XO was eventually able to perform according to our needs for the workshop. We will evaluate the XO platform based on the context of Ukombozi primary school and on the tasks required of the XO laptop for the success of the workshop. The technical challenges encountered during the workshop and our solutions in overcoming the challenges will be discussed.
KerkoCite.ItemAlsoKnownAs: 2339240:JL9XPEWL 2405685:PG3IVJWK
Keywords: Conferences; Context; Educational institutions; Human immunodeficiency virus; Materials; OLPC; OLPC project; Portable computers; Tanzania; Tumaini University; Ukombozi primary school; XO; XO laptops; application installation; computer based training; context; developing countries; dreams; educational institutions; laptop computers; mouse; mouse controllers (computers); storage space; training; working for my dreams; workshop; ⛔ No DOI found

Stakeholder Analysis for Educators: Obtaining Support and Reducing Obstacles - Ebitz, David (Journal of Museum Education, 2010)
Stakeholder analysis is a tool that can help museum edu cators identify and assess the potential influence of key people, groups of people, constituencies, and institutions on the success of their plans and programs. Educators, skilled at working with people, can use their well honed interpersonal skills to understand networks of relationships to an ticipate the kind of influence, positive or negative, individuals or groups may render to support or hinder initiatives in the face of potential oppor tunities or reduced budgets.
KerkoCite.ItemAlsoKnownAs: 10.1080/10598650.2010.11510665 2339240:DL5YDJC9 2405685:IS9BMREJ

Toward a Successful Plan for Educational Technology for Low-Income Communities: A Formative Evaluation of One Laptop Per Child (OLPC) Projects in Nigeria and Ghana - Ezumah, Bellarmine Anthonia (Howard University, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:QACMCJHK 2405685:RVDBGKGG
Keywords: ___working_potential_duplicate

Toward a Successful Plan for Educational Technology for Low-income Communities: A Formative Evaluation of One Laptop Per Child (OLPC) Projects in Nigeria and Ghana - Ezumah, Bellarmine Anthonia (Howard University, 2010)
Copious educational technology projects have been implemented in several low-income communities by multilateral institutions, individuals, and governmental agencies. Statistics show that the majority of these initiatives fail to accomplish their objectives, thereby wasting colossal amounts of money, talent, and resources. Scholars aver that poor planning and implementation are the major deterrents to a successful technology project (Flagg, 1990; Osin, 1998; Warschauer, 2006). Responding to this problem, the current work seeks to provide a model for an effective plan for introducing educational technology that will yield a better result for elementary education. Using as a case the One Laptop Per Child (OLPC), a computer program initiated by MIT professor Nicholas Negroponte to enhance education in low-income communities, this study specifically evaluates the planning and implementation strategies employed in the OLPC pilot projects in Abuja, Nigeria and Accra, Ghana. A participatory research approach was employed and qualitative data were collected in situ using in-depth interviews and questionnaires with parents, school leaders, students, public educational officials, community leaders, subject-matter experts, and OLPC personnel involved in the OLPC projects at LEA Galadima Primary School, Abuja, Nigeria and Kanda Primary School, Accra, Ghana. The project under study is a Western initiative; thus, the dominant paradigm of development communication theory and its alternative, the participatory action research, were employed as the theoretical framework. Results from the study allowed the researcher to posit a model toward a better plan for educational technology adoption in low-income communities. Some highlights include the need for every country to establish a standardized educational technology objective, ability to raise funds enough to keep it going, the need to incorporate local materials as major content, and acknowledging input of local experts, and the teachers' role in the entire process.
ISBN: 9781124554051 KerkoCite.ItemAlsoKnownAs: 2339240:3C5KL7WE 2405685:UGU8C7RW
Keywords: Applied sciences; Communication and the arts; Constructivist pedagogy; Education; Educational technology; Formative evaluation; Ghana; Low-income; Nigeria; One Laptop Per Child; ___working_potential_duplicate

Nigeria Vision 20: 2020 - Federal Government of Nigeria (2010)
KerkoCite.ItemAlsoKnownAs: 2405685:J2G2NMSN

The NICI-2010 Plan - Government of Rwanda (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:XFC7GT49 2405685:YP3XVYES

Limitations of Malaysia’s Data Protection Bill - Greenleaf, Graham (2010)
KerkoCite.ItemAlsoKnownAs: 2339240:CB72STTR 2405685:PSA77FZR
Keywords: ⛔ No DOI found

Always connected: the new digital media habits of young children - Gutnick, A.; Robb, Michael; Takeuchi, Lori; Kotler, Jennifer (The Joan Ganz Cooney Center at Sesame Workshop, 2010)
KerkoCite.ItemAlsoKnownAs: 2339240:S7ATT27X 2405685:UY859QN8

Evaluating system change: A planning guide - Hargreaves, Margaret B. (2010)
Publisher: Citeseer KerkoCite.ItemAlsoKnownAs: 2339240:AXZ8XGT6 2405685:TUJCU3WK
Keywords: ⛔ No DOI found

Bridging the Bandwidth Gap: Open Educational Resources and the Digital Divide - Haßler, Björn; Jackson, Alan McNeil (IEEE Transactions on Learning Technologies, 2010)
http://doi.ieeecomputersociety.org/10.1109/TLT.2010.8
00008 EdTechHub.Source: 2129771:WU5VWEPS shortDOI: 10/dxgcg5 KerkoCite.ItemAlsoKnownAs: 10/dxgcg5 2129771:WU5VWEPS 2405685:VCQFS2J9
Keywords: Author:Haßler; dode_eth-src-dode; dode_eth-trf2-dode

Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature - Hennessy, S.; Onguko, B.; Ang'ondi, E.K.; Harrison, D.; Namalefe, S.; Naseem, A.; Wamakote, L. (Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa., 2010)
00005, 4316 KerkoCite.ItemAlsoKnownAs: 2129771:LK7DM4JL 2339240:GZVFPL8L 2405685:8RKDCB7L 2405685:UJYURVSI

Teacher factors influencing classroom use of ICT in sub-Saharan Africa - Hennessy, Sara; Harrison, David; Wamakote, Leonard (Itupale Online Journal of African Studies, 2010)
This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century.
EdTechHub.Copy: 2129771:J94BQM7C KerkoCite.ItemAlsoKnownAs: 2129771:J94BQM7C 2339240:957DANTW 2405685:RXIW5GY7
Keywords: Schools; Secondary; Scientific literature; ⛔ No DOI found