NGOs as a framework for an education in and through music: is the third sector viable? - Schmidt, Patrick (International Journal of Music Education, 2014)
This article presents a selected view of a research project developed in Brazil. The focus of the project was to investigate the modus operandi of 18 NGOs (Non-Governmental Organizations) and their relationship to the development of educational curricula and practices in music. Further, it provides an analysis of NGOs as an opportunity to learn alternative pathways for teaching and learning in music education. A methodology based upon notions of “place-centered education” (Gruenewald & Smith, 2008) was used as a tool to “sense making” as well as to address the interaction with the drastically different propositions observed in three major cities in the country; namely Salvador, Rio de Janeiro and Porto Alegre. Interviews, observations, and audio-video documentation helped form a picture of how initiatives to educate in and through music can be powerfully divergent in their modes of production, but interestingly connected in their emphasis upon 1) self-generated knowledge; 2) intersections between local musical-cultural practices and global aesthetic needs; and 3) politically conscious music education leadership; 4) pedagogical practices situated inside a larger social framework. The article concludes by offering a conceptual model that places the possibilities encountered in this “third-sector.”
Publisher: SAGE Publications Ltd KerkoCite.ItemAlsoKnownAs: 10.1177/0255761413488707 2339240:BBKIJKZV 2405685:GDJETS23
Keywords: alternative models; complex critical pedagogy; non-governmental organizations; place-based education

Broadband Networks in the Middle East and North Africa: Accelerating High-Speed Internet Access - Gelvanovska, Natalija; Rogy, Michel; Rossotto, Carlo Maria (Directions in Development - Information and Communication Technologies, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0112-9 2339240:83N2BEGY 2405685:8YWUEN9R

Unlocking Talent: Evaluation of a tablet-based Masamu intervention in a Malawian Primary School - Pitchford, Nicola (2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:LHCZDTV2 2405685:PASJQ9GL

LEARNING to improve LEARNING: Lessons from Early Primary Interventions and Evaluations in India and Sub-Saharan Africa - The William & Flora Hewlett Foundation (2014)
EdTechHub.ItemAlsoKnownAs: 2405685:4QKUVYQV

Education (Source- International online resource centre on disability and inclusion, 2014)
Inclusive Education is a process for increasing participation and reducing exclusion, in a way that effectively responds to the diverse needs of all learners. This means adapting the educational system to meet the needs of individuals, rather than changing the individual to fit the system. This section of Source places a focus on disability-inclusive education and is organised to reflect the concept that education is something much broader than school for children.
KerkoCite.ItemAlsoKnownAs: 2405685:7J2BAKKK

Roles and student identities in online large course forums: Implications for practice - Baxter, Jacqueline Aundree; Haycock, Jo (The International Review of Research in Open and Distributed Learning, 2014)
The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity.
shortDOI: 10/ghgn5q KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v15i1.1593 10/ghgn5q 2405685:ZWM6856B
Keywords: C: United Kingdom; e-learning; higher education; online forums; online identities; online learning

Low learning outcomes in primary schools in India - Vyas, Ankit (Qrius, 2014)
By Ankit Vyas, declining quality of primary education is leading to low learning outcomes creating unskilled labour reflecting inefficiencies of the system.
Section: Policy KerkoCite.ItemAlsoKnownAs: 2339240:DEN5N7PW 2405685:S7M6GLV7

She called, she Googled, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in Nairobi - Zelezny-Green, Ronda (Gender & Development, 2014)
Girls in Kenya commonly face multiple barriers to school attendance. At the same time, mobile phone use is growing throughout the country, and particularly in urban centres including Nairobi. As this technology spreads, the possibility increases of people using mobile phones for their own development purposes, including for education and learning. This article examines mobile phone use by girls at one secondary school in Nairobi, and in particular their attempts to mediate interrupted school attendance using this technology.
Publisher: Routledge _eprint: https://doi.org/10.1080/13552074.2014.889338 shortDOI: 10/ggtsmq KerkoCite.ItemAlsoKnownAs: 10.1080/13552074.2014.889338 10/ggtsmq 2405685:BB3X32QY
Keywords: ICT4D; Kenya; ___working_potential_duplicate; gender; girls' education; international education and development; mobile learning; school attendance

She called, she Googled, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in Nairobi - Zelezny-Green, Ronda (Gender & Development, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/13552074.2014.889338 10/ggtsmq 2339240:7QV5Q9GX 2405685:R76HK9LA
Keywords: ___working_potential_duplicate

Teacher knowledge and employer-driven professional development: a critical analysis of the Gauteng Department of Education programmes - de Clercq, Francine; Shalem, Yael (Southern African Review of Education, 2014)
There is growing consensus in international and local literature that, to be effective, professional development activities (PDAs) should focus on ways of teaching that improve learners' learning, but there is no clear consensus on the teaching focus and the form in which teacher learning is organised. Drawing from literature on teacher knowledge, in particular Shulman's distinction between subject matter and pedagogical content knowledge (PCK), this article critically reviews the PDAs provided by the Gauteng Department of Education (GDE), South Africa. It identifies 2009 as a turning point in the GDE provision of PDAs. Until 2009, most PDAs were targeted at the improvement of a few discrete aspects of teacher practice, to comply with a new curriculum framework. Around 2009, the GDE turned towards scripted teaching in a form of standardised lesson plans, to engineer a whole new practice for teachers in order to improve learners' results. The argument of this article is that teacher knowledge of subject matter, consisting of knowledge of the substantive and syntactic aspects of the curriculum content and beyond, has not been imparted to teachers by employer-driven curriculum implementation workshops or short courses, and that only a limited number of teaching routines such as sequencing and pacing of the curriculum content can be imparted by scripted lesson plans. Although the idea of scripting a new practice is understandable in the light of the general agreement that PDAs in South Africa failed to make a difference to teachers' practice and to learners' performance, it is essential to understand its limitations., Y. (2014) Teacher knowledge and employer-driven professional development: A critical analysis of the Gauteng Department of Education programmes. Southern African Review of Education, 20(1): 129-147.
KerkoCite.ItemAlsoKnownAs: 2339240:59VJE745 2405685:Z6VARPVH 2534378:7FDZ8B93
Keywords: ⛔ No DOI found

Integrating information communication technology skills in Preschool Education in Kenya - Kaindio, M.P.; Wagithunu, M.N. (Mediterranean Journal of Social Sciences, 2014)
The study aimed at investigating the preparedness and attitude of ECDE teachers in preschools, and find out the current situation as far as ICT is concerned. The researchers adopted descriptive design. To obtain information on the current status of the ICT on whether there was any significant difference in preschool teachers' preparedness in terms of age, qualifications, and experience on ICT. 52 preschool teachers were randomly selected and a questionnaire administered to them. The data was analyzed using SPSS computer software. It was clear from the finding that Kenya is not ready to integrate ICT in preschool curriculum, since the physical facilities, electricity, poverty, trained personnel and teachers' attitudes towards ICT need to be addresses first.
KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n5p 2339240:XS6MU4U5 2405685:EEPP4SFL
Keywords: ⚠️ Invalid DOI

Impact of Information Communication Technology on Education-Kenya - Kirimi, Josephine (Journal of Educational and Social Research, 2014)
Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The process has had the benefit of sound advice from officials and stakeholders and, perhaps more importantly, strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging given the lack of resources, national ICT infrastructure, and even electrical supply- particularly in the rural areas. As technology is bound to rule our present and future, it is good to obtain know-how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have a high chance of becoming experts in technology. Computers can give lovelier explanations to various subjects. The internet is an ocean of information which can be harnessed for the rendition of information in school. The inclusion of technology in the learning process makes learning an enjoyable activity, thus inviting greater interest from the learners. The administration processes, the official procedures of the school can be simplified by the means of technology. School records, the information about all the students and the teachers and other school employees can efficiently be maintained by means of the advanced technology. Thus we see that technology not only benefits the school students but also eases the office work. It makes possible a more effective way of storage and distribution of information. The realization of the importance of technology in schools and its successful implementation is a necessity. The introduction of technology in schools is the means to bridge the long distance between the present and the future. DOI: 10.5901/jesr.2014.v4n1p435
KerkoCite.ItemAlsoKnownAs: 10.5901/jesr.2014.v4n1p435 10/gkm64d 2339240:SVPSUGP3 2405685:FYWRXAAR

Chapter Twelve - Graph Databases: When Relationships are the Data - McKnight, William (Information Management: Strategies for Gaining a Competitive Advantage with Data, 2014)
Over in a corner of the NoSQL world, hidden among the key-value stores, the document stores Couchbase, MongoDB, and the column stores like Cassandra, lies the Graph Databases. Before relational databases, there were network databases, which are actually quite similar in concept to graph databases. SQL and the relational world came along and was clearly a better fit for the modern workload, which was largely oriented to working with numbers. Now, what matters has expanded and graph databases make a strong value proposition for their intended workload. That workload is highly connected data and includes navigating social networks, configurations, and recommendations. With the high interest in those applications, it’s workload that is poised to expand tremendously. The structure does not accept SQL. For example, Cypher is the language used with Neo4j. It contains the commands necessary to get nodes, traverse nodes, and return values. It’s simpler than SQL for traversing relationships to find values or the existence of values. Gremlin is another project for accessing graph databases. One very cool feature is to limit the “degrees” that are searched in a query. Neo Technology, a Swedish company, is the commercial sponsor of Neo4j, a leading graph database. ACID-compatible Neo4j can hold up to tens of billions of nodes, tens of billions of relationships and tens of billions of properties. Andreas Kollegger, Product Experience Designer at Neo4j, noted there were 1000 people participating in the community with thousands of databases deployed at customers of all sizes. Other graph databases include STIG from Tagged and AllegroGraph from Franz. Objectivity’s Infinite Graph is an object-oriented graph database.
zotzenLib.CopiedFrom: 2534379:4LWYR66A KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-12-408056-0.00012-6 2405685:G6MKC2VA 2534379:4LWYR66A
Keywords: AllegroGraph; Franz; Infinite Graph; Neo Technology; Neo4J; Objectivity; STIG; Tagged; analytic databases; analytics; database management; graph databases

Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology - Ivala, Eunice; Gachago, Daniela; Condy, Janet; Chigona, Agnes (Journal of Education and Training Studies, 2014)
Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.
Publisher: Redfame Publishing Inc, 9450 SW Gemini Drive #99416, Beaverton, OR 97008 KerkoCite.ItemAlsoKnownAs: 10.11114/jets.v2i1.286 2339240:5UUL3KML 2405685:ECTD3I55 2405685:IZMKPN8S 2534378:IEFUXYHR 2534378:KPXZTCDD
Keywords: Case Studies; Cognitive Processes; College Faculty; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Focus Groups; Foreign Countries; Higher Education; Personal Narratives; Postsecondary Education; Preservice Teachers; Professional Development; Qualitative Research; Reflection; Skill Development; South Africa; Story Telling; Teaching Methods; Technology Uses in Education; Video Technology; __:import:02; __:match:final; __:matched; __:study_id:2096367; __finaldtb

GEM Report summary on disabilities in education (UNESCO, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:EZR4PD6B 2405685:X2YJQT9S

What Matters Most for Education Management Information Systems: A Framework Paper - Abdul-Hamid, Husein (World Bank Group, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:2Y2DWADG 2339240:5LA79R5Z 2339240:F9REFA7S 2339240:M9MLNKW5 2339240:QWFNRS65 2339240:ULVY9AQR 2405685:9VTR62BA 2405685:CDIF7BWM 2405685:F2H3C785 2405685:KVCFX5IC 2405685:TIVM2VGM 2405685:Z29BM6ES 4656463:5T27DWL5
Keywords: Academic Assessments; Access to Data; Access to Education; Access to Information; Adult Education; Annual School Census; Application Programming; Assessment Framework; Average Teacher Salaries; Basic Education; Basic Education Statistics; Best Practice; Business Intelligence; Care Providers; Class Sizes; Classroom; Classroom Learning; Classrooms; Client Countries; Communication Technology; Communications Technologies; Communications Technology; Completion Rates; Continuing Education; Curriculum; Data Analysis; Data Collection; Data Coverage; Data Gathering; Data Providers; Data Sharing; Data Sources; Data Systems; Data Warehouse; Decision Makers; Decision Making; Decision-Making; Demand for Education; Domain; Domains; Early Childhood; Early Childhood Development; Early Childhood Education; Educated Population; Education Budget; Education Data; Education Development; Education Institutions; Education Management; Education Management Systems; Education Outcomes; Education Planning; Education Policies; Education Policy; Education Providers; Education Services; Education Statistics; Education Strategy; Education System; Education Systems; Education Targets; Education Teachers; Education for All; Educational Development; Educational Expenditures; Educational Inputs; Educational Outcomes; Educational Planning; Educational Processes; Educational Quality; Educational Sciences; Educators; Enabling Environment; Enrollment Data; Enrollment Levels; Enrollment Rates; Enrollment Statistics; Equitable Education; Expert Opinion; Female Teachers; Financial Performance; Formal Education; Functionalities; Functionality; Gender Equality; Gender Equity; Gender Parity; Gender Parity Index; Girls; Global Education; Gross Enrollment; Gross Enrollment Ratio; High Quality Education; Human Resources; Improvement of Education; Information Gaps; Information System; Information Systems; Information Technology; Innovation

What Matters Most for Education Management Information Systems: A Framework Paper - Abdul-Hamid, Husein (World Bank Group, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:EZKRKLTS 2405685:BZZR4UPE
Keywords: Academic Assessments; Access to Data; Access to Education; Access to Information; Adult Education; Annual School Census; Application Programming; Assessment Framework; Average Teacher Salaries; Basic Education; Basic Education Statistics; Best Practice; Business Intelligence; Care Providers; Class Sizes; Classroom; Classroom Learning; Classrooms; Client Countries; Communication Technology; Communications Technologies; Communications Technology; Completion Rates; Continuing Education; Curriculum; Data Analysis; Data Collection; Data Coverage; Data Gathering; Data Providers; Data Sharing; Data Sources; Data Systems; Data Warehouse; Decision Makers; Decision Making; Decision-Making; Demand for Education; Domain; Domains; Early Childhood; Early Childhood Development; Early Childhood Education; Educated Population; Education Budget; Education Data; Education Development; Education Institutions; Education Management; Education Management Systems; Education Outcomes; Education Planning; Education Policies; Education Policy; Education Providers; Education Services; Education Statistics; Education Strategy; Education System; Education Systems; Education Targets; Education Teachers; Education for All; Educational Development; Educational Expenditures; Educational Inputs; Educational Outcomes; Educational Planning; Educational Processes; Educational Quality; Educational Sciences; Educators; Enabling Environment; Enrollment Data; Enrollment Levels; Enrollment Rates; Enrollment Statistics; Equitable Education; Expert Opinion; Female Teachers; Financial Performance; Formal Education; Functionalities; Functionality; Gender Equality; Gender Equity; Gender Parity; Gender Parity Index; Girls; Global Education; Gross Enrollment; Gross Enrollment Ratio; High Quality Education; Human Resources; Improvement of Education; Information Gaps; Information System; Information Systems; Information Technology; Innovation

E-Learning System's Acceptance: A Comparative Study - Abu-Shanab, Emad (International Journal of Web-Based Learning and Teaching Technologies, 2014)
The major limitation for adopting e-learning systems is students and teachers perceptions of such applications. EduWave is a system implemented in Jordan, to be used by teachers, students and other stakeholders in public schools in the country. This study tried to contrast the perceptions of students and teachers and conclude to future agenda for improving the success chances of such systems. The research utilized results from two empirical studies, with 2 surveys applied to both teachers and students to probe their opinions regarding the obstacles facing EduWave utilization, the advantages and disadvantages of the system, the functionalities used, and the factors influencing the adoption. Results supported the original Technology Acceptance Model (TAM), with significant prediction of intentions to use EduWave through perceived usefulness and perceived ease of use for both teachers and students. Also, teachers and students results did not support the role of trust in the process. Conclusions and future work are stated at the end.
Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 KerkoCite.ItemAlsoKnownAs: 10.4018/ijwltt.2014100101 2405685:7S596AGN 2534378:7YPB5HR4
Keywords: Comparative Analysis; ERIC; Current Index to Journals in Education (CIJE); Electronic Learning; Foreign Countries; Jordan; Public Schools; Stakeholders; Student Attitudes; Surveys; Teacher Attitudes

The Impact of an Adolescent Girls Employment Program: The EPAG Project in Liberia - Adoho, Franck; Chakravarty, Shubha; Korkoyah, Dala T.; Lundberg, Mattias; Tasneem, Afia (The World Bank, 2014)
shortDOI: 10/ghgngs KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-6832 10/ghgngs 2405685:3FAZ5YR6

Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice - Agyei, Douglas D.; Voogt, Joke (Australasian Journal of Educational Technology, 2014)
This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.499 2339240:5D3VSVHR 2405685:EBNRF3XR 2405685:KB9RS4H4 2534378:L2FKFKGZ 2534378:SI3VKRQI
Keywords: __:import:02; __:match:final; __:matched; __:study_id:2425905; __finaldtb

Gifted'Teachers Stages of Concerns for Integrating E-Learning in the Gifted Schools in Jordan. - Al-Shabatat, Ahmad Mohammad (Turkish Online Journal of Educational Technology-TOJET, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:IGGUQN6G 2405685:DUTZULW4
Keywords: ⛔ No DOI found

This is PFM - Andrews, Matt; Cangiano, Marco; Cole, Neil; Renzio, Paolo; Krause, Philipp; Seligmann, Renaud (Center for International Development, 2014)
The acronym PFM stands for Public Financial Management: But what is public financial management? This short note tries to demystify the concept, drawing on perspectives of specialists in the area who work in different contexts and bring different views (from academia, the multilateral and bilateral development agencies, think tanks, government, and civil society). The note is not meant to be prescriptive but rather offers an entry point to a fuller discussion on the constituent elements of PFM systems, how and why PFM reforms have emerged, and where the gaps are for future attention.
KerkoCite.ItemAlsoKnownAs: 2339240:VT6LR8JW 2405685:3N3QBIWY 2405685:MKGM23GI 4656463:9VT4U9X5

Strengthening social justice to address intersecting inequalities post-2015 - Arauco, Veronica Paz; Gazdar, Haris; Helvia-Pacheco, Paula; Kabeer, Naila; Lenhardt, Amanda; Masood, Syeda Quratulain; Naqvi, Haider; Nayak, Nandini; Norton, Andrew; Sabharwal, Nidhi Sadana; Scalise, Elise; Shepherd, Andrew; et al. (Overseas Development Institute, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:WN77A6QL 2405685:8Z5JIB3H

Education choices and returns to schooling: Mothers' and youths' subjective expectations and their role by gender - Attanasio, Orazio P.; Kaufmann, Katja M. (Journal of Development Economics, 2014)
In this paper we investigate the role of expected returns to schooling and of perceived risks (of unemployment and earnings) as determinants of schooling decisions. Moreover, our data also allow us to analyze whether youths' and/or mothers' expectations predict schooling decisions, and whether this depends on the age and gender of the youth. In particular, we use Mexican data that contain labor market expectations of mothers and youths. We ﬁnd that expected returns and risk perceptions are important determinants of schooling decisions, the latter in particular from the perspective of the mother. Boys' expectations predict the decision to enter college, but not to enter high school. While girls' own expectations do not predict either of the two educational decisions, mothers' expectations are particularly strong predictors of their daughters' decisions.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2014.04.003 2339240:3IT8XCA8 2405685:96BZIDCP

Genetics problem solving in high school testing in Kenya: Effects of metacognitive prompting during testing - Aurah, Catherine M; Cassady, Jerrell Craig; McConnell, Tom John (Electronic Journal for Research in Science and Mathematics Education, 2014)
This study investigated the effectiveness of using metacognitive prompts during testing for improving results in a Genetics Problem Solving Test (GPST). The study, a pre-test post-test, control group quasi-experimental design involving 2x2x2 analysis of covariance (ANCOVA) also investigated the moderating effects of gender and school type. A total of 2,138 high school students purposively selected from seventeen high schools in Western province, Kenya, participated in the study using three validated instruments; Biology Ability Test (BAT), Genetics Problem Solving Test (GPST), and Metacognitive Prompting Questionnaire (MPQ). Findings showed that metacognitive prompting (MP) had a significant effect on students’ genetics problem solving ability, F(1, 2137) = 10.909, p < 0.001. The findings also revealed gender differences, with girls outperforming boys on the genetics problem solving test. Furthermore, a significant interaction between metacognitive prompting and school type showed that students in provincial schools benefited from MPs more than students from district schools. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya.
KerkoCite.ItemAlsoKnownAs: 2339240:G5AWLGH3 2405685:6QCF8TS7
Keywords: ⛔ No DOI found

Design-based research: a methodological toolkit for engineering change - Barab, S. (Handbook of the Learning Sciences, 2014)
EdTechHub.Copy: 2129771:N54R9A2V KerkoCite.ItemAlsoKnownAs: 2129771:N54R9A2V 2339240:HZYMHDPX 2405685:SB55YALH

Millions of Bangladeshis learn English with BBC Janala - BBC (2014)
From 2005-2014, BBC Janala ("window" in Bangla) was a unique service unlocking access to English language learning for millions of people in Bangladesh.
KerkoCite.ItemAlsoKnownAs: 2339240:SEHN95DH 2405685:CW86V3PW

The adolescent community of engagement framework: A lens for research on K-12 online learning - Borup, Jered; West, Richard E.; Graham, Charles R.; Davies, Randall S. (Journal of Technology and Teacher Education, 2014)
Publisher: Society for Information Technology & Teacher Education zotzenLib.CopiedFrom: 2339240:JQVYBSNT KerkoCite.ItemAlsoKnownAs: 2339240:JQVYBSNT 2405685:39ZJTW8M
Keywords: ⛔ No DOI found

Great teachers: How to raise student learning in Latin America and the Caribbean - Bruns, Barbara; Luque, Javier (World Bank Group, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:LR5JEH7V 2405685:IWC7GUBK 2405685:XIDFUBL9
Keywords: C:Latin America and the Carribeans

Chesterton Tablet Learning Scheme - Evaluation Report - Chesterton Community College (2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:LYMXZP2D 2405685:4U9HY58F

Learning in a mobile age: an investigation of student motivation: Learning in a mobile age - Ciampa, K. (Journal of Computer Assisted Learning, 2014)
shortDOI: 10/f5rf5t KerkoCite.ItemAlsoKnownAs: 10/f5rf5t 2129771:JTR4P68L 2405685:MRMCTDLX

Student acceptance of tablet devices in secondary education: A three-wave longitudinal cross-lagged case study - Courtois, Cédric; Montrieux, Hannelore; De Grove, Frederik; Raes, Annelies; De Marez, Lieven; Schellens, Tammy (Computers in Human Behavior, 2014)
00000 shortDOI: 10/f5528j KerkoCite.ItemAlsoKnownAs: 10/f5528j 2129771:7GI2HKMA 2405685:HALABZTM

A concise introduction to mixed methods research - Creswell, John W. (SAGE Publications, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:ZJGY64YI 2405685:23B2BHKA

A diachronic overview of mobile learning: A shift toward student-centred pedagogies - Crompton, Helen (Increasing access mobile learning, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:YMPGU356

iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project - Cumming, Therese M; Strnadová, Iva; Singh, Sylvia (Action Research, 2014)
00000 shortDOI: 10/f53pm5 KerkoCite.ItemAlsoKnownAs: 10/f53pm5 2129771:K97LMCWI 2405685:PD9RT3NZ

Pratiques de l'enseignement des sciences expérimentales et de la technologie en cycle 3 dans un milieu multiculturel: cas de la Guyane - Déliou, Henri-Pierre (Université René Descartes-Paris V, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:5R4QEM77 4042040:NN3PFDR9

DFID's evaluation framework for payment by results - DFID (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:AZ3RL342 2405685:KP6PIPQN
Keywords: ⛔ No DOI found

Orchestrating the XO computer with digital and conventional resources to teach mathematics - Diaz, A; Nussbaum, M; Varela, I (Journal of Computer Assisted Learning, 2014)
shortDOI: 10/f7fddg KerkoCite.ItemAlsoKnownAs: 10/f7fddg 2129771:AQVD8PJD 2405685:ESAFZKQQ

Checklists for external validity: a systematic review - Dyrvig, Anne-Kirstine; Kidholm, Kristian; Gerke, Oke; Vondeling, Hindrik (Journal of Evaluation in Clinical Practice, 2014)
Rationale, aims and objectives The quality of the current literature on external validity varies considerably. An improved checklist with validated items on external validity would aid decision-makers in judging similarities among circumstances when transferring evidence from a study setting to an implementation setting. In this paper, currently available checklists on external validity are identified, assessed and used as a basis for proposing a new improved instrument. Method A systematic literature review was carried out in Pubmed, Embase and Cinahl on English-language papers without time restrictions. The retrieved checklist items were assessed for (i) the methodology used in primary literature, justifying inclusion of each item; and (ii) the number of times each item appeared in checklists. Results Fifteen papers were identified, presenting a total of 21 checklists for external validity, yielding a total of 38 checklist items. Empirical support was considered the most valid methodology for item inclusion. Assessment of methodological justification showed that none of the items were supported empirically. Other kinds of literature justified the inclusion of 22 of the items, and 17 items were included on the basis of consensus. On 36 occasions, the items were presented without methodological justification for inclusion. Assessment of frequency/occurrence showed that items were mentioned in one to at most 17 checklists. Conclusion This paper provides building blocks for the development of a new checklist for external validity. The next step is provision of empirical evidence for the checklist items to be selected, and finally, development and validation of a checklist on external validity.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jep.12166 KerkoCite.ItemAlsoKnownAs: 10.1111/jep.12166 2405685:4LJI6ICN
Keywords: checklist; evidence-based practice; external validity; methodology; quality assessment; transferability

Learning in the Time of Ebola - EDC (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:AGQVB3I9 2405685:IMQ3NAEC IMQ3NAEC

Gilgit-Balitstan Education Strategy 2015-2030 - Education Department Gilgit-Baltistan (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:YCSMH4HH 2405685:US3T2YSD

Advancing Youth Project: Interactive Audio Instruction Program in Liberia - Education Development Center (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:A5DU5UUV 2405685:GP68D93N

Learning in the Time of Ebola - Education Development Center (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:4XGCPT9M 2405685:5RLGRBT3

Mobile phone images and video in science teaching and learning - Ekanayake, Sakunthala; Wishart, Jocelyn (Learning Media and Technology, 2014)
shortDOI: 10/ghgn5j KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2013.825628 10/ghgn5j 2405685:RFWQKYW5

Developing teachers’ pedagogical practice in teaching science lessons with mobile phones: Vol 23, No 2 - Ekanayake, T.M.S.S.K.Y.; Wishart, J. (Technology, Pedagogy and Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2013.810366 2339240:NWTPELED 2405685:VP65WCLY 2405685:Z4END5P3 2534378:2YL386AV 2534378:G66QFAAT 2534378:KSGTWZ38
Keywords: CELL phones; Curriculum Implementation; ERIC; Current Index to Journals in Education (CIJE); Educational Practices; Foreign Countries; Handheld Devices; Higher Education; Instructional Development; LESSON planning; Lesson Plans; MOBILE learning; Observation; Pedagogical Content Knowledge; Postsecondary Education; Protocol Materials; SCIENCE teachers; Science Course Improvement Projects; Science Instruction; Sri Lanka; Student Evaluation; TEACHER development; TEACHING aids; Teacher Workshops; Teaching Methods; Teaching Skills; Technological Literacy; Technology Integration; Technology Uses in Education; Transcripts (Written Records); __:import:01; __:match:final; __:matched; __:study_id:2099925; ___working_potential_duplicate; __finaldtb; mobile phones; pedagogy; science; teaching and learning

The eLearning Africa Report 2014 - Elletson, H; MacKinnon,, A (ICWE, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:QW73IAIF 2405685:I49WJ6N6

Cost-Effectiveness Measurement in Development: Accounting for Local Costs and Noisy Impacts - Evans, David K.; Popova, Anna (The World Bank, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7027 2339240:9TRQJA7R 2405685:MNGE8QKW

iPads in the Primary School: Emerging Research - Falloon, Garry (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:PFTIL4RJ 2405685:ISGN3KBA
Keywords: ⛔ No DOI found

Exploring young students’ talk in iPad-supported collaborative learning environments - Falloon, Garry; Khoo, Elaine (Computers & Education, 2014)
00000 shortDOI: 10/f59djk KerkoCite.ItemAlsoKnownAs: 10/f59djk 2129771:RTLLXK27 2405685:HAAQ3EEM

Gender Mainstreaming Toolkit for Teachers and Teacher Educators - Frei, Sibyl; Leowinata, Sevilla (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:E9EBYQBX 2405685:5N9EL5L8

Problem-Driven Political Economy Analysis - Fritz, Verena; Levy, Brian; Ort, Rachel (World Bank, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:FSUU33LR 2405685:CDW5KW5K

Problem-Driven Political Economy Analysis: The World Bank's Experience - Fritz, Verena; Levy, Brian; Ort, Rachel (World Bank Group, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:E5VN56Y5 2405685:WIZSDXWT

Mobile learning vs. traditional classroom lessons: a comparative study - Furió, D; Juan, M-C; Seguí, I; Vivó, R (Journal of Computer Assisted Learning, 2014)
00000 shortDOI: 10/f7dqjb KerkoCite.ItemAlsoKnownAs: 10/f7dqjb 2129771:6H2BPCC9 2405685:4W8AK7IT

Improving educational outcomes in developing countries: Lessons from rigorous impact evaluations - Ganimian, Alejandro J; Murnane, Richard J (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:YZ6XLAEZ 2405685:SEVDD7JB

Ceiling Effect - Garin, Olatz (Encyclopedia of Quality of Life and Well-Being Research, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-007-0753-5_296 2339240:4RMUG5W8 2405685:55YRSBRK

Ebola Emergency: Restoring Education, Creating Safe Schools and Preventing a Long-term Crisis - Global Business Coalition for Education (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:HBG9FT6H 2405685:VQS75XIN

National ICT Master Plan - Government of Malawi (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:JKYMAPAN 2405685:DGG93AXT

Education Sector Implementation Plan II (2013/14 - 2017/18) - Government of the Republic of Malawi; UNICEF Malawi (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:HJJGG7CU 2405685:2IVEYH7J

LEARNING AND TEACHING WITH MOBILE DEVICES AN APPROACH IN SECONDARY EDUCATION IN GHANA - Grimus, Margarete; Ebner, Martin (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:4INLKHHR 2405685:DSWX579I
Keywords: ⛔ No DOI found

Learning and Teaching with Mobile Devices: An Approach in Secondary Education in Ghana - Grimus, Margarete; Ebner, Martin (Institute for Information Systems Computer Media, Graz University of Technology, 2014)
While many developing nations find Internet-based e-learning unsuitable for their needs (lack of technology as well as of accessibility), mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (Grimus et al, 2013b). This article examines the chances and challenges of the use of mobile devices to support improvement and transformation of education in a Senior High School in Ghana. It draws attention to the local situation in a field-study looking at infrastructure, development of material and support. A model for teacher training was designed to facilitate teachers’ attitudes and abilities for implementation of mobile learning. The article figures out how mobile devices can be integrated in learning and teaching on the specific background of a school in Ghana. Based on our results we conclude that teachers and students want to use mobile devices in learning. Their perceptions are positive and they developed courses for specific subjects available for eReaders and mobile phones. The results and feedback from two workshops encourage us to propose this model as an example for integration of mobile devices for learning in other regions of Sub Sahara Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:KUYCFDLA 2405685:W83IEEJP

Open for Business: How Open Data Can Help Achieve the G20 Growth Target - Gruen, Nicholas; Houghton, John; Tooth, Richard (Lateral Economics, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:N6CIMVHK 2405685:2YZPLTEL

Information and communication technology in early childhood education: challenges for effective implementation and integration - Hammed, N. M. A. (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:72DZJXGZ 2405685:3ZV69SBM

School-based professional development in a developing context: Lessons learnt from a case study in Zambia - Haßler, Björn; Hennessy, S.; Cross,, A. (Professional Development in Education, 2014)
This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all.
00015 EdTechHub.Source: 2129771:7RVZCL3K shortDOI: 10/gfv5xw KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.938355 10/gfv5xw 2129771:7RVZCL3K 2339240:6HHB3GBE 2405685:3RWNJGGM 2405685:72I5EQTH 2405685:RUTXQFGV
Keywords: Author:Haßler; Open Educational Resources; Zambia; digital technology; dode_eth-src-dode; dode_eth-trf2-dode; interactive pedagogy; reflective practice; school-based professional development; sub-Saharan Africa

Open Content - Haßler, Björn; Mays, Tony (The International Encyclopedia of Digital Communication and Society, 2014)
Open content is typically digital content that allows broader use than traditionally printed or copyrighted content. Open content is freed up content, for instance through permissive licensing, such as Creative Commons. Open content includes open educational resources (OER), OpenCourseWare (OCW), open video, open access publications, as well as open data. It shares some similarity with open source software. Open content can have different freedoms, such as legal freedom, technological freedom (including usability and accessibility), as well as freedom in terms of education and participation, related to inclusion and interactive pedagogy. More broadly open content is related to open education and open educational practices. Although open content can be traced back further, the movement developed particularly rapidly in the 2000s, with major education and research stakeholders publishing open content and adopting policies promoting open content and open research practices. This entry reviews the origins of open content, and discusses different aspects of “open.” Two specific areas are highlighted: first, open content in higher education, including open textbooks, massively open online courses, open video, and research on open content, pointing to cost savings; second, open educational resources in Africa through recent developments and success stories, particularly in the context of OER Africa.
EdTechHub.Source: 2129771:FY5V62YE shortDOI: 10/ghgnfs KerkoCite.ItemAlsoKnownAs: 10.1002/9781118767771.wbiedcs154 10/ghgnfs 2129771:FY5V62YE 2339240:SH85QKLX 2339240:UQM5RELF 2405685:3SMZ333H 2405685:A8LVRMQR 2405685:L6CQTXAK 2405685:UP7P7L2D 2405685:Z2N7IQ6J 2405685:Z2W75XMJ
Keywords: Author:Haßler; _C:Canada CAN; _C:France FRA; _C:South Africa ZAF; _C:Spain ESP; _C:United Kingdom GBR; __C:scheme:1; dode_eth-src-dode; dode_eth-trf2-dode; open access; open education; open educational resources

Bridging between research and practice: Supporting professional development through collaborative studies of classroom teaching with technology - Hennessy, Sara (Sense Publishers, 2014)
This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory – through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially. The book reflects upon the power of lesson video review and details how the co-inquirers negotiated “intermediate theory” – bridging educational theory and specific settings – framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique – not models of “best practice”. The resources make pedagogy explicit and vividly illustrate the book’s ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources. The book will interest academic and teacher researchers, initial teacher educators, professional development leaders, mentors, plus practitioners interested in using interactive whiteboards and dialogic teaching. It explores widening approaches to collegial development to reach educators working in other contexts (with and without technology). This could involve intermediate theory building or shortcutting by sharing and adapting the outcomes – springboarding teachers’ further critique and professional learning. “I cannot recommend this book too highly … it weaves a complex developmental story with a range of facets. It emphasises clearly the rigour of the research that was conducted, while demonstrating the complexity of the inter-relationships, practices and issues for both teachers and researchers in developing practical and theoretical knowledge. Its graphic insights through text and associated media provide exemplars for teachers and those who work with teachers as a rich resource. It shows us all what can be achieved and the means of achieving it.” Prof. Barbara Jaworski, University of Loughborough
KerkoCite.ItemAlsoKnownAs: 2405685:TSJ3FNKZ 2534378:F6KIMYGG

OER4Schools: Participants Book - Hennessy, Sara; Haßler, Björn; Blair, Janet; Duggal, Nitu; Shin Leong, Wei; Makonga, Abel; Tembo, Agness (The Centre for Commonwealth Education, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:58TW376N 2405685:FBGNRJ43
Keywords: dode_eth-src-dode; dode_eth-trf2-dode

Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: Are videos superior to pictures? A randomized controlled trial - Iserbyt, Peter; Charlier, Nathalie; Mols, Liesbet (Resuscitation, 2014)
00001 shortDOI: 10/f562g7 KerkoCite.ItemAlsoKnownAs: 10/f562g7 2129771:PJ2YNAJP 2405685:KQWYTD4Z

Mixed methods applications in action research - Ivankova, Nataliya V. (Sage, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:KWBAF332 2405685:8FC3BD9U

Enhancement of Science Performance through Computer Assisted Instruction among Selected Secondary School Learners in Kenya | Dr. Samuel N Jesse - Academia.edu - Jesse, Samuel (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:PZPJ3Y73 2405685:SFD4AHGW

Implementing a one-to-one iPad program in a secondary school - Johnson, Donald P (UNIVERSITY OF NEBRASKA AT OMAHA, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:D4DRDZCV 2405685:948MY8YX

NMC Horizon Report: 2014 Library Edition - Johnson, L.; Adams Becker, S.; Estrada, V.; Freeman, A. (Austin, Texas: The New Media Consortium, 2014)
00000 EdTechHub.Source: 2129771:2YTC5G25 KerkoCite.ItemAlsoKnownAs: 2129771:2YTC5G25 2405685:P5B5CRCC
Keywords: NOTdocs.opendeved.net

Changing perceptions is one thing…: barriers to transforming leadership and learning in Ghanaian basic schools - Jull, Stephen; Swaffield, Sue; MacBeath, John (School Leadership & Management, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/13632434.2013.849679 2339240:A95D5RJ5 2405685:T2ZTFXPD

Access, use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in Tanzania - Kafyulilo, Ayoub (Education and Information Technologies, 2014)
This study explored the access, use and perceptions of teachers and students towards mobile phones as a tool for facilitating teaching and learning beyond the classroom walls. A total of 29 pre-service teachers and four college instructors from Dar es salaam University College of Education (DUCE) as well as 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania, participated in the study. Data were collected by using pre-service teachers’ questionnaire, students’ questionnaire, and the instructors’, and in-service teachers’ interviews. Findings showed that all in-service teachers, college instructors and pre-service teachers had mobile phones. Also 60 % of school students owned mobile phones, or had access to mobile phones. Students, pre-service teachers and college instructors were in favour of the use of mobile phones for learning, but the majority of in-service teachers were against it. Since mobile phones are the most available technological tools in schools, this study, recommend a professional development programme for in-service teachers to help them develop a positive attitude towards mobile phones use in teaching and learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-012-9207-y 2339240:XSTQQSQK 2405685:SP36ZFFU

Teachers’ perspectives on their use of ICT in teaching and learning: A case study - Kafyulilo, Ayoub; Keengwe, Jared (Education and Information Technologies, 2014)
This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9259-7 2339240:S7HE9LX3 2405685:NJSM4MCL

Teachers’ perspectives on their use of ICT in teaching and learning: A case study - Kafyulilo, Ayoub; Keengwe, Jared (Education and information technologies, 2014)
This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.
Place: Boston Publisher: Springer US KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9259-7 2339240:XQK45BLL 2405685:TXMN39EY
Keywords: Case studies; Communication; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Education; Educational Technology; Information Systems Applications (incl.Internet); Information technology; Learning; Learning strategies; Mathematics; Pedagogy; Science; Student Learning; Study and teaching; Teacher attitudes; Teachers; Teaching; Technology Integration; Technology application; Training; User Interfaces and Human Computer Interaction

Technology adoption in secondary mathematics teaching in Kenya: An explanatory mixed methods study - Kamau, Leonard Mwathi (Syracuse University, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:THKYV7MT 2405685:IAYQII5V
Keywords: ⛔ No DOI found

Usage level and Attitude of The Secondary Level Teachers' in Bangladesh Towards ICT at Personal and Professional Arena - Kashem, Abul; Haque, Ziaul (2014)
Integration of information and communications technologies (ICTs) in education sectors is one of the prime objectives of Bangladesh from the last decade. This study is conducted to assess the level of using ICT and acceptance of new technology by secondary level teachers in Bangladesh in their professional and personal arena. The study revealed that in Bangladesh most of the secondary level teachers use computer and internet for their personal purpose and use computers 35 times in a day. It revealed that secondary level teachers are interested to spend for ICT purpose. It also revealed that there is a difference in ICT usage between male and female teachers but no difference of the same among the different level of the teachers. It was found that there is no difference in case of perception about ICT between male and female teachers but perception among different level of teachers about ICT is different. Unavailability of high speed and wireless connections, lack of computer knowledge, high cost at start-up and unwillingness of aged teachers are found as hindrance for use of ICT in secondary level teaching arena. The success of information and communications technology (ICT) applications in teaching is profoundly dependent on the level of computer use by secondary level teachers. Majority of the Secondary level teacher were interested to accept the new technology for their professional capability enhancement and serve the nation. This questionnaire-based study assessed the level of computer and internet use by Secondary level teacher in Bangladesh is not satisfactory but perception of secondary level teacher for accepting new technology is positive both in their personal and professional arena.
KerkoCite.ItemAlsoKnownAs: 2339240:E889VQ5E 2405685:FN9HP3MF
Keywords: ⛔ No DOI found

The Use and Usefulness of School Grants: Lessons From Uganda - Kayabwe, Samuel; Elior, Joseph (UNESCO, 2014)
In a growing number of countries, a significant reform in educational management is under way: schools which in earlier years had very little or no say in financial management now receive grants directly from central authorities. The actual impact of school grants on quality and equity needs deeper investigation because it is strongly influenced by the design and implementation of grants, the simple existence of such grants does not guarantee success.
KerkoCite.ItemAlsoKnownAs: 2339240:76KMJWC2 2405685:XNQ3E3DI 4656463:46AX7F65

Effect of blended learning environment model on high school students' academic achievement - Kazu, Ibrahim Yasar; Demirkol, Mehmet (The Turkish Online Journal of Educational Technology, 2014)
This study analyzes the students’ academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students’ grades. The study has been carried out in Diyarbakir Anatolian High School in 2010-2011 academic year first semester biology courses. For the study, two quantitive courses sections have been selected among the classes formed by secondary school senior students. Cluster analysis has been conducted to provide the objectivity when forming the experiment and control groups. The study has been conducted with 54 participants, 19 males and 8 females for the experiment group and 18 males and 9 females for the control group. The experiment group continued its education in blended learning environment and the control group continued its education in traditional learning environment. The created learning environments have focused the genetics topic of the biology course and lasted for 6 weeks. During the study, pre-test and final-test have been used for the academic achievement analysis. According to the results acquired at the end of the study, a significant difference hasn’t been found between the two groups at the end of the pre-test applied to experiment and control groups. Besides, in accordance with the averages of the final test grades, the experiment group has been found more successful than the control group. In both of the learning environments, female students have turned out to be more successful than the male students.
KerkoCite.ItemAlsoKnownAs: 2405685:HQKRX4VQ
Keywords: ⛔ No DOI found

The Use and usefulness of school grants: lessons from Ethiopia - Kelil, Kedir; Jebena, Desalegn; Dufera, Derebssa; Abdi, Kasan; Wolde, Seife (UNESCO, 2014)
In a growing number of countries, a significant reform in educational management is under way: schools which in earlier years had very little or no say in financial management now receive grants directly from central authorities. The actual impact of school grants on quality and equity needs deeper investigation because it is strongly influenced by the design and implementation of grants, the simple existence of such grants does not guarantee success.
KerkoCite.ItemAlsoKnownAs: 2339240:9KTBWP9D 2405685:TLDJM7DH 4656463:VYTFM4T6

Evaluating the impact of teacher professional development: an evidence-based framework - King, Fiona (Professional Development in Education, 2014)
shortDOI: 10/gfw2mh KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.823099 10/gfw2mh 2405685:EUPCICWT
Keywords: C:Ireland

A rigorous review of the political economy of education systems in developing countries - Kingdon, Geeta Gandhi; Little, Angela; Aslam, Monazza; Rawal, Shenila; Moe, Terry; Patrinos, Harry; Beteille, Tara; Banerji, Rukmini; Parton, Brent; Sharma, Shailendra K (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:B7SJT5ZM 2339240:K6YEWENY 2405685:4MKGQTV3 2405685:U8A33CIY 4656463:PD8H53ZU
Keywords: _C:Afghanistan AFG; _C:Argentina ARG; _C:Bangladesh BGD; _C:Barbados BRB; _C:Benin BEN; _C:Bolivia BOL; _C:Botswana BWA; _C:Brazil BRA; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Congo; Democratic Republic COD; _C:Costa Rica CRI; _C:Cuba CUB; _C:Ecuador ECU; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guatemala GTM; _C:Guinea GIN; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Kyrgyzstan KGZ; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mauritius MUS; _C:Mexico MEX; _C:Mozambique MOZ; _C:Myanmar MMR; _C:Nepal NPL; _C:Nicaragua NIC; _C:Nigeria NGA; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Somalia SOM; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Sudan SDN; _C:Tajikistan TJK; _C:Tanzania TZA; _C:Thailand THA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:scheme:1; ⛔ No DOI found

Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context - Kok, Illasha; Blignaut, A. Seugnet (Africa Education Review, 2014)
The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis identified a set of codes and categories that guided the researchers to two themes to using DVDs: frustration and attitude. Student-teachers' frustration and attitude towards DVDs are linked to sufficient appropriate information, also available as a paper-based tutorial package. Although electronic learning material can assist in achieving curriculum goals and enrich students' learning experiences, students' expectations are paramount in the design and development of instructional DVDs.
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/1826544130?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2014.935002 2339240:5PUHHPDZ 2405685:7KWLX3P2 2534378:AVMXYX5A 2534378:KFGYMKVR
Keywords: Adult Education; Case Studies; College Students; Computer Uses in Education; Continuing Education; Developing Nations; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Electronic Learning; Focus Groups; Foreign Countries; Higher Education; Inservice Teacher Education; Namibia; Open Education; Postsecondary Education; Qualitative Research; Semi Structured Interviews; South Africa; Student Attitudes; Student Experience; Teachers; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096343; __finaldtb

Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context - Kok, Illasha; Blignaut, A. Seugnet (Africa Education Review, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2014.935002 2339240:437MBQZJ 2405685:553CMDI7

Learning without Teachers? Evidence from a Randomized Experiment of a Mobile Phone-Based Adult Education Program in Los Angeles - Ksoll, Christopher; Aker, Jenny C; Miller, Danielle; Perez, Karla; Smalley, Susan L (2014)
Over 755 million adults worldwide are unable to read and write in any language. Yet the widespread introduction of information and communication technology offers new opportunities to provide standardized distance education to underserved illiterate populations in both developed and developing countries. Using data from a randomized experiment of an innovative mobile phone-based adult education program (Cell-Ed) in Los Angeles, we find that the Cell-Ed program significantly increased students’ basic and broad reading scores, equivalent to a 2-4 year increase in reading levels over a four-month period. The program also increased participants’ selfesteem by 7 percent as compared with the comparison group. These results are robust to correcting for non-random attrition using a variety of non-parametric methods, including using the phase-in design to tighten the Lee bounds. Our results suggest that there is great scope for using information technology as a means of improving educational skills for illiterate adults.
KerkoCite.ItemAlsoKnownAs: 2339240:VY6NYIBB 2405685:ETPJRUJ5

A 10-step guide to monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings.
KerkoCite.ItemAlsoKnownAs: 2339240:GSE2ME5Y 2405685:3KPMDTFE
Keywords: CitedIn:eCubed; eCubed

A Toolkit for Monitoring and Evaluating Children’s Participation — Introduction - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 1: Introduction provides an overview of children’s participation, how the toolkit was created and a brief guide to monitoring and evaluation.
KerkoCite.ItemAlsoKnownAs: 2339240:RPDJGMRX 2405685:4NFM59GT
Keywords: CitedIn:eCubed; eCubed

How to measure the scope, quality and outcomes of children’s - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 3: How to measure the scope, quality and outcomes of children’s participation provides a conceptual framework for children’s participation and introduces a series of benchmarks and tables to measure children’s participation.
KerkoCite.ItemAlsoKnownAs: 2339240:LK2EXKBB 2405685:Z76N7SQU
Keywords: CitedIn:eCubed; eCubed

Measuring the creation of a participatory and respectful environment for children provides - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 2: Measuring the creation of a participatory and respectful environment for children provides a framework and practical tools to measure children’s participation in their community and society.
KerkoCite.ItemAlsoKnownAs: 2339240:LSDA8XQ9 2405685:ARZE4W4U
Keywords: CitedIn:eCubed; eCubed

Tools for monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (Save the Children, 2014)
Booklet 5: Tools for monitoring and evaluating children’s participation provides a range of tools that you can use with children and young people, as well as other stakeholders.
KerkoCite.ItemAlsoKnownAs: 2339240:IPQ43H99 2405685:3ZR6C6DY
Keywords: CitedIn:eCubed; eCubed

Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment - Liu, Tzu-Chien; Lin, Yi-Chun; Paas, Fred (Computers & Education, 2014)
00001 shortDOI: 10/f5rxgq KerkoCite.ItemAlsoKnownAs: 10/f5rxgq 2129771:CBG72EKD 2405685:Z2D4VWIP

Partially Nested Randomized Controlled Trials in Education Research: A Guide to Design and Analysis - Lohr, Sharon; Schochet, Peter Z; Sanders, Elizabeth (National Center for Education Research (NCER), 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:LEBL4H69 2405685:AT59KTP8

Improving Early-Grade Literacy in East Africa: Experimental Evidence from Kenya and Uganda - Lucas, Adrienne M.; McEwan, Patrick J.; Ngware, Moses; Oketch, Moses (Journal of Policy Analysis and Management, 2014)
Primary school enrollments have increased rapidly in sub-Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn intervention, implemented by the Aga Khan Foundation in both countries, improved early-grade literacy as measured by common assessments. We find that Ugandan literacy (in Lango) increased by 0.2 standard deviations. We find a smaller effect (0.08) on a Swahili literacy test in Kenya. We find no evidence that differential effects are explained by baseline differences across countries in student test scores, classroom attributes, or implementation fidelity. A plausible explanation that cannot be directly tested is differential effective exposure to the literacy treatment in the tested languages. Students in Kenya were tested in Swahili, which is not necessarily the main language of instruction in primary schools, despite official policy.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pam.21782 shortDOI: 10/gf7gt2 KerkoCite.ItemAlsoKnownAs: 10.1002/pam.21782 10/gf7gt2 2405685:6XBY922E

Identifying strategies to enhance the educational inclusion of visually impaired children with albinism in Malawi - Lynch, Paul; Lund, Patricia; Massah, Bonface (International Journal of Educational Development, 2014)
Oculocutaneous albinism is an inherited condition with significant health and social impact on the lives of those affected throughout sub-Saharan, including in Malawi. Myths and superstitions surrounding the condition lead to stigmatisation, rejection and misconceptions. In a participatory study, consultations with educational professionals, children with albinism and their families documented the barriers to full educational access and revealed low-cost strategies that could be implemented in mainstream schools, to minimise the effect of the visual impairment associated with albinism. These were captured in two information booklets in English and vernacular, one for children and the other appropriate for teacher training.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.07.002 2339240:MXTDK768 2405685:K9AQNHDY
Keywords: Albinism; Resource centres; Special educational needs; Teacher training; Visual impairment

Monitoring and evaluation of the e-readers project in rural Tanzania - Machuve, D. Z.; Zlotnikova, I.; Nyambo, D. (Proceedings of the 2nd Pan African International Conference on Science, Computing and Telecommunications (PACT 2014), 2014)
This study provides recommendations on the monitoring and evaluation conducted for an ICT in Education project in two rural primary schools in Tanzania. The objective of the study was to evaluate the effectiveness of e-readers introduction at the schools. The e-readers introduction aimed at complementing the traditional print books. Print books are insufficient in primary schools in Tanzania; this ultimately leads to lack of reading skills in pupils and poor overall academic performance. As a conceptual framework the study adopted the InfoDev Monitoring and Evaluation framework for ICT in Education projects and adjusted it to local conditions. The study has shown that pupils at both schools considerably improved their reading skills as a result of the e-readers introduction. The introduction of e-readers also resulted in teachers and pupils being more motivated and engaged in learning. Survey results for parents demonstrate readiness on cost-sharing for acquiring the devices. This also indicates the feasibility of up-scaling the project to other schools in the country.
KerkoCite.ItemAlsoKnownAs: 10.1109/SCAT.2014.7055138 2339240:DPBJTXNM 2405685:HU86I3P7
Keywords: E-readers; Educational institutions; ICT; ICT in Education project; InfoDev Monitoring and Evaluation framework; Monitoring; Tanzania; academic performance; computer aided instruction; cost-sharing; digital e-books; e-readers project; electronic publishing; mobile computing; mobile electronic device; pupil engagement; pupil motivation; reading skills improvement; rural Tanzania; rural primary schools; teachers

A framework for an ICT-based development program for science teachers in state universities and colleges in region VI - Magallanes, Amel Lavezores; Lavezores, Amel (Universal Journal of Educational Research, 2014)
Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers.
Publisher: Horizon Research Publishing, 506 North Garfield Avenue #210, Alhambra, CA 91801 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1697502673?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2014.020909 2405685:FXQZCGHG 2534378:CCZ6ZKIL
Keywords: Barriers; College Faculty; College Science; Computer Literacy; Computer Uses in Education; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Information Technology; Mixed Methods Research; Philippines; Postsecondary Education; Science Teachers; State Colleges; State Universities; Teacher Attitudes; Technology Integration; Training

Mobile-based system for cost-effective e-learning contents delivery in resource and bandwidth constrained learning environments - Mahenge, Michael P. J.; Mwangoka, Joseph W. (Knowledge Management & E-Learning: An International Journal, 2014)
The advancement in Information and Communication Technologies (ICTs) has brought opportunities for the development of Smart Cities. The Smart City uses ICT to enhance performance and wellbeing, to reduce costs and resource consumption, and to engage more effectively and actively with its citizens. In particular, the education sector is adopting new ways of learning in Higher Education Institutions (HEIs) through e-learning systems. While these opportunities exist, e-learning content delivery and accessibility in third world countries like Tanzania is still a challenge due to resource and network constrained environments. The challenges include: high cost of bandwidth connection and usage; high dependency on the Internet; limited mobility and portability features; inaccessibility during the offline period and shortage of ICT facilities. In this paper, we investigate the use of mobile technology to sustainably support education and skills development particularly in developing countries. Specifically, we propose a Cost-effective Mobile Based Learning Content Delivery system for resource and network constrained environments. This system can be applied to cost-effectively broaden and support education in many cities around the world, which are approaching the 'Smart City' concept in their own way, even with less available technology infrastructure. Therefore, the proposed solution has the potential to reduce the cost of the bandwidth usage, and cut down the server workload and the Internet usage overhead by synchronizing learning contents from some remote server to a local database in the user’s device for offline use. It will also improve the quality of experience and participation of learners as well as facilitate mobility and portability in learning activities, which also supports the all-compassing learning experience in a Smart City.https://doi.org/10.34105/j.kmel.2014.06.030
Number: 4 KerkoCite.ItemAlsoKnownAs: 2339240:PDQV4A7I 2405685:LCDRVZPJ
Keywords: ⛔ No DOI found

Improving the quality of teaching and learning through leadership for learning: Changing scenarios in basic schools of Ghana - Malakolunthu, Suseela; McBeath, John; Swaffield, Sue (Educational management administration & leadership, 2014)
Publisher: SAGE Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/1741143213510510 10/f6g9vv 2339240:XKC33Y3W 2405685:2L8B954L

Getting real about politics - Menocal, Alina Rocha (Overseas Development Institute, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:G85S7MQH 2405685:UVY8DIPN

"Getting real about politics: From thinking politically to working differently" - Menocal, Alina Rocha (Overseas Development Institute, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:64B3B9NH 2405685:UHF7RW2F

iSherig Education Master Plan 2014–2018 - Ministry of Education (Royal Government of Bhutan, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:W6ZGNNVJ

Pakistan 2025: One Nation – One Vision - Ministry of Planning, Development and Reform. Planning Commission (Government of Pakistan, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:7BG27HU7
Keywords: ___working_potential_duplicate; auto_merged

Pakistan 2025: One Nation – One Vision - Ministry of Planning, Development and Reform. Planning Commission (Government of Pakistan, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:7BG27HU7
Keywords: ___working_potential_duplicate

Viewpoints to ICT practices and hindrances from in Tanzanian secondary schools and teacher training colleges: Focus on classroom teachers - Muhoza, O. U.; Tedre, M.; Aghaee, N.; Hansson, H. (2014 International Conference on Teaching and Learning in Computing and Engineering, 2014)
On the policy level, Tanzania has strongly committed to Information and Communication Technology (ICT) supported education on all levels of education. National policy documents give ICT a high priority in development of the country's educational system. Curricula have been revamped to accommodate for increased role of ICT in the society and education. Also educational institutions have explicated high expectations of ICT in the process of "massification of education." Several research studies, however, have showed little change in the classrooms. Surveys and case studies have showed that on the way from policy documents to strategy level and implementation level, something gets missing. The lack of ICT in education is clear in primary and secondary school, which is unsurprising, given that majority of schools also lack electricity and basic facilities, including proper classrooms, tables, and books. This study sets out to investigate, using thematic interviews of secondary school teachers in Tanzania, what processes and support structures do teachers consider to be lacking in terms of ICT supported education. Informants from teacher training colleges were also involved in order to bring out viewpoints from teacher training. The results confirmed a large number of earlier results, divided to six categories: school policy, implementation and administration on the school level, access to ICT, leadership and management, school culture, and teacher training. A number of new factors were also pinpointed: teachers' lack of awareness of government policies and documentation on several levels, lack of pedagogical readiness for e-learning and blended learning, and cultural concerns. Concerning what should come first, there was a chicken-and-egg-problem: it makes little sense to invest in rapidly aging ICT infrastructure and facilities if there is no human capacity to make use of those investments, and it makes little sense to invest in human capacity if there is no technological infrastructure to put quickly aging technical know-how into immediate use.
KerkoCite.ItemAlsoKnownAs: 10.1109/LaTiCE.2014.31 2339240:7MAT6RPX 2405685:VZVLXKLX
Keywords: Classroom Activities; Computers; Culture; Educational Technology; Educational institutions; Government; ICT management; ICT supported education; Information and Communication Technology (ICT); Internet; Interviews; Tanzania; Tanzanian secondary schools; Teacher education; Teachers' expectations; Teachers' experiences; Training; blended learning; classroom teachers; computer aided instruction; cultural concerns; e-learning; educational courses; educational curricula; educational institutions; educational system development; government policies; information and communication technology; information technology; national policy documents; pedagogical readiness; teacher training; teacher training colleges

Experimenting with Automatic Text-to-Diagram Conversion: A Novel Teaching Aid for the Blind People - Mukherjee, Anirban; Garain, Utpal; Biswas, Arindam (Journal of Educational Technology & Society, 2014)
ABSTRACT Diagram describing texts are integral part of science and engineering subjects including geometry, physics, engineering drawing, etc. In order to understand such text, one, at first, tries to draw or perceive the underlying diagram. For perception of the blind students such diagrams need to be drawn in some non-visual accessible form like tactile graphics. Technologies for producing tactile graphics are available but they are too expensive to be afforded by the blind students or schools in developing countries like India. As a result, science education for a large population of blind students is severely compromised. This paper proposes a novel solution to this problem. A method for digital to Braille mapping of geometry diagrams on the low-cost traditional Braille text printer is reported here. Later on, this is integrated with a previously developed text-to-diagram conversion system. Using the integrated system, a blind student can input a geometry word problem and perceive the underlying diagram on a Braille printout. The major part of the study involves rigorous evaluation of the system at a Blind school. The enthusiasm and the ability shown by the subjects in using the system strongly attest its viability as an effective teaching/learning tool for the blind students.
KerkoCite.ItemAlsoKnownAs: 2339240:PALXABSW 2405685:QC4QNMYJ
Keywords: ⛔ No DOI found

Evaluation study on the early learning Child-to-Child Programme - Mundy, Karen; Proulx, Kerrie; Janigan, Kara; Geva, Esther; Fraser, Christie (UNICEF, 2014)
Child-to-Child Programme in Ethiopia
KerkoCite.ItemAlsoKnownAs: 2339240:I5YZI248 2405685:Q9W8T3II

Literacy, Foundation Learning and Assessment in Developing Countries: Final Report. Education Rigorous Literature Review. - Nag, Sonali; Chiat, Shula; Torgerson, Carole; Snowling, Margaret J. (Department for International Development, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:IKA83Z7J 2405685:IM87X7QQ

Fostering Early Math Comprehension: Experimental Evidence from Paraguay - Naslund-Hadley, Emma; Parker, Susan W; Hernandez-Agramonte, Juan Manuel (Global Education Review, 2014)
Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls’ increased participation in the classroom and general interest in math.
KerkoCite.ItemAlsoKnownAs: 2405685:HRIPFXGZ
Keywords: ⛔ No DOI found

RPHC4 Thematic Report: Characteristics of Households and Housing - National Institute of Statistics of Rwanda. (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:MWGCCUIB 2405685:YTI26JVP

Using national Education Management Information Systems to make local service improvements: The case of Pakistan - Nayyar-Stone, Ritu (World Bank, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:UY6DUQL9 2405685:9KCJCPK7

Low cost tablet enhanced pedagogy for early grade reading: Indian context - Nedungadi, Prema; Jayakumar, Akshay; Raman, Raghu (2014 IEEE Region 10 Humanitarian Technology Conference (R10 HTC), 2014)
In our research we have designed pedagogy for Low Cost Tablets (LCT) to enhance early grade reading in multigrade classrooms in rural areas of India. The use of LCT helps meet the challenge of education in areas where there is a lack of qualified tutors and shortage of computing resources. The program has been implemented with (N=38) students in tribal areas of Kerala. Reading was the most common problem with the primary children, while mathematics and reading comprehension was a major challenge for children who were in middle school. Our pilot study students were able to learn faster on their own without requiring formal training due to the ease of use and the touch based interface of LCT, and they liked the idea of repeating lessons as many times as they wished. Teachers were trained in the use of LCT for assessment and early intervention and effective ways to bring up the reading skills of the students. Our findings confirm that LCT is powerful motivator in education and has a huge potential to address the issue of school dropouts. Our proposed pedagogy for LCT and findings will be of interest to educational policy makers who are looking at LCT options such as Aakash tablets to improve literacy levels among early grade learners.
KerkoCite.ItemAlsoKnownAs: 10.1109/R10-HTC.2014.7026322 2339240:52QRVY4T 2405685:A64MD23Q

Unbalanced progress: What political dynamics mean for education access and quality - Nicolai, Susan; Engel, Jakob; Wales, Joseph; Hine, Sebastien; Wild, Leni (Overseas Development Institute, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:IJJGWSNS 2405685:T76UBPJR

Investigating Turkish pre-service teachers' perceptions of blogs: implications for the FATIH project - Ocak, Mehmet Akif; Gökçearslan, Sahin; Solmaz, Ebru (Contemporary Educational Technology, 2014)
This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.
Publisher: Contemporary Educational Technology, Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538580?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/6113 2405685:NP6PFAAG 2534378:SAUID3JV 2534378:WI3PD3BP
Keywords: Critical Thinking; Diaries; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Electronic Publishing; Factor Analysis; Foreign Countries; Group Activities; Higher Education; Online Surveys; Postsecondary Education; Preservice Teachers; Questionnaires; Student Attitudes; Student Motivation; Student Participation; Technology Integration; Technology Uses in Education; Turkey; Web Sites; Writing Skills; __:import:01; __:match:final; __:matched; __:study_id:2098538; __finaldtb

Students’ and teachers’ attitudes and views on employing the use of iPads in science lessons - Oliviera, Jose (University of Cambridge, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:9SLGJ8KE 2405685:C4BAKFXY

JiFUNzeni: a blended learning approach for sustainable teachers' professional development - Onguko, Brown Bully (Electronic Journal of e-Learning, 2014)
JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was fieldtested though a design-based research intervention conducted in rural western Kenya. The field test included design, development and implementation of a blended learning course for teachers’ professional development utilizing appropriate technologies including tablets powered by solar energy, open educational resources and open source software. One year after the intervention, follow-up interviews were conducted with eight of the ten teachers and two professional development tutors (PDTs) who participated in the research. The findings from the follow-up interviews shared in this paper revealed that: teachers still used cooperative learning and activity-based learning strategies in their teaching. The PDTs on the other hand designed, developed and implemented one other jiFUNzeni blended learning course for twelve teachers in one school in Korogocho slum in Nairobi city. Implementation by PDTs of jiFUNzeni approach confirmed that they had learned through a sustainable way of delivering professional development in challenging educational contexts. The PDTs utilized the instructional design approaches learned through their participation in the research in designing blended learning content, while they also innovated new ways of developing self-study content as an important creative addition to what they had previously learned. Two teenage children participated in digital content development by advising the PDTs on some appropriate ways of applying technology thus, attesting to the fact that digital natives are important reciprocal supporters to digital immigrants and vice versa.
KerkoCite.ItemAlsoKnownAs: 2339240:5SCGRA3U 2339240:M7R5EIZL 2339240:TS6R3E24 2339240:VWE52LMG 2339240:YMBURAH4 2405685:AKXHE6HE 2405685:Q3Y6Z65Z 2405685:U5WZEBXT 2405685:UNATTHSB 2405685:XVE57FFE 2534378:7WCVV8XM 2534378:DW5I8PW4 2534378:T6RRJMGR
Keywords: Blended Learning; Computer Software; Computers; Cooperative Learning; Cooperative learning; Course Content; Design; Disadvantaged Environment; Distance learning; Education–Computer Applications; Educational Technology; Elementary School Teachers; Faculty Development; Foreign Countries; Handheld Devices; Instructional Design; Internet; Interviews; Kenya; Learning Activities; Multimedia Materials; Open Source Technology; Program Development; Qualitative Research; Rural Areas; Self Evaluation (Individuals); Sustainability; Teacher Attitudes; Teaching Methods; Training; __:import:01; __:match:final; __:matched; __:study_id:2096405; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Nature and dynamics of inequalities in Ghana - Osei-Assibey, Eric (Development, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1057/dev.2015.25 2339240:TBRJJYZ2 2405685:5PVKISEY

Commonalities and specificities of authentic leadership in Ghana and New Zealand - Owusu-Bempah, Justice; Addison, Ramzi; Fairweather, John (Educational Management Administration & Leadership, 2014)
Publisher: Sage Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/1741143213502198 10/gfbx93 2339240:4Z3QIGA6 2405685:6RCTND8Z

Curriculum leadership: readings for developing quality educational programs - Parkay, Forrest; Anctil, Eric; Hass, Glen (Prentice Hall, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:6EV6RXZC 2405685:BM9L62CI
Keywords: ⛔ No DOI found

The effect of blended instruction on accelerated learning - Patchan, Melissa M.; Schunn, Christian D.; Sieg, Wilfried; McLaughlin, Dawn (Technology, Pedagogy and Education, 2014)
The effect of blended instruction on accelerated learning
KerkoCite.ItemAlsoKnownAs: 2405685:4UL4WATW
Keywords: ⛔ No DOI found

USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Kisumu Information and Communication Technology (ICT) Intervention. Endline Report. - Piper, B.; Kwayumba, D. (Research Triangle Institute (RTI), 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:ILKMBDCW 2405685:7K6TGAXF

The Primary Math and Reading Initiative (PRIMR) - Piper, Benjamin; Kwayumba, Dunston (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:X6IDGLM6 2405685:IN2QIICJ

Student data: Trust, transparency, and the role of consent - Polonetsky, Jules; Jerome, Joseph (Future of Privacy Forum (FPF), 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:FEQJ64GR 2405685:TDSJ46XQ
Keywords: ⛔ No DOI found

Educational Technology Topic Guide - Power, Tom (Health and Education Advice Resource Team, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:U82KRZAA 2405685:2H3AHYUN 2405685:9CIM8GVA
Keywords: CitedIn:OER4Schools-HHH3; Important; lit review

Tangerine: Mobile Assessments Made Easy - Principles for Digital Development (Principles for Digital Development, 2014)
Overview Tangerine is an open source software application initially designed to collect and analyze reading and mathematics assessment data in primary schools (typically grades one through four), most commonly in low-income countries. Data collectors use the Tangerine platform on mobile devices like tablets and smartphones to administer the Early Grade Reading Assessment (EGRA) and Early […]
KerkoCite.ItemAlsoKnownAs: 2405685:QEIGLPYR 2486141:M9GDVCTE

The risks to education systems from design mismatch and global isomorphism - Pritchett, Lant (World Institute for Development Economics Research, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:HX4SEQAP 2405685:NJSELUEX

Data Innovation for Policymaking - Pulse Lab Jakarta (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:ZEBZVJHJ 2405685:56LPJUQ3
Keywords: ⛔ No DOI found

Culture, Gender and Technology Enhanced Learning: Female and Male Students' Perceptions across three Countries - Richter, Thomas; Zelenkauskaite, Asta (International Conference e-Learning, 2014)
With the on-going “Learning Culture Survey”, we aim to foster the implementation of culture-sensitive education. The motivation of this study is based on the need of a better understanding of the reasons for intercultural conflicts in education. These issues are particularly pertinent to international learning scenarios, such as in urban education, or Internet-based e-Learning. The results of this research are geared towards a development of activities that prevent students from losing their initial learning motivation. With our standardized questionnaire, we collected and analysed data from Germany, Ghana, and South Korea. In such a comparative culture-related analysis, the population is usually considered as a whole, regardless of the respondents’ socio-cultural differences and assuming a single representative value per item. In this paper, we first analyse and discuss the results of our questionnaire' section “Gender Issues”. Afterwards, we analyse the overall questionnaire data to focus on the extent to which female and male students’ answers differed. Finally, we engage in a discussion to what degree these differences impact the design of e-Learning scenarios.
KerkoCite.ItemAlsoKnownAs: 2339240:596DFMY8 2405685:628HTQMZ
Keywords: ⛔ No DOI found

Moving from the margins: Mainstreaming persons with disabilities in Pakistan - Roman, Stephan; Bartel-Ellis, Fiona; Upton, Peter (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:3JIYWZTZ 2405685:7E968F8H

A comparative analysis of e-learning policy formulation in the European Union and the United States: discursive convergence and divergence - Roumell Erichsen, Elizabeth; Salajan, Florin D. (Comparative Education Review, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1086/674095 10/wgm 2339240:7GEPUMQR 2405685:JBM25S44

Promoting proper education for sustainability: An exploratory study of ICT enhanced Problem Based Learning in a developing country - Roy, Amit; Kihoza, Patrick; Suhonen, Jarkko; Vesisenaho, Mikko; Tukiaianen, Markku (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2014)
One of the goals of education is to create responsible citizens who can adequately understand the problems faced by their societies and who can then act to help solve them. Such behaviour can be fostered through proper education that facilitates expert knowledge about social issues, nurtures the ability to think critically and learns the skills needed to pro-actively search for possible solutions. Through this study we aimed to develop an Information and Communication Technologies (ICT) supported pedagogical framework, Children as Agents of Social Change (CASC), as a possible vehicle to facilitate appropriate education about social issues. This article analyses the first implementation of the CASC framework carried out at schools in Tanzania. Forest fires in Tanzania are often caused by human activity and education about this pressing problem needs to be provisioned on a large scale. However, due to a lack of teachers and teacher expertise, this is not the reality. With help of the local community, we created a locally contextualised video supported by a Problem Based Learning (PBL) solution to connect local forest experts with school students. These students then creatively conducted PBL activities in order to help solve local environmental and conservation problems. Data was collected through pre- and post-tests of control-experimental groups and teacher interviews. Results suggest that the participants were enlightened as to a variety of active problem solving possibilities and that they ranked the CASC methodology as an effective approach to sustainability.
KerkoCite.ItemAlsoKnownAs: 2339240:5GKMYQUW 2405685:Z66ECXW6
Keywords: ⛔ No DOI found

The Primary Math and Reading Initiative (PRIMR) - RTI International (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:T6UNHNPW 2405685:QI3HHJQZ

Establishing a Safe Container for Learning in Simulation: The Role of the Presimulation Briefing - Rudolph, Jenny W.; Raemer, Daniel B.; Simon, Robert (Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 2014)
Summary Statement In the absence of theoretical or empirical agreement on how to establish and maintain engagement in instructor-led health care simulation debriefings, we organize a set of promising practices we have identified in closely related fields and our own work. We argue that certain practices create a psychologically safe context for learning, a so-called safe container. Establishing a safe container, in turn, allows learners to engage actively in simulation plus debriefings despite possible disruptions to that engagement such as unrealistic aspects of the simulation, potential threats to their professional identity, or frank discussion of mistakes. Establishing a psychologically safe context includes the practices of (1) clarifying expectations, (2) establishing a “fiction contract” with participants, (3) attending to logistic details, and (4) declaring and enacting a commitment to respecting learners and concern for their psychological safety. As instructors collaborate with learners to perform these practices, consistency between what instructors say and do may also impact learners’ engagement.
KerkoCite.ItemAlsoKnownAs: 10.1097/SIH.0000000000000047 2339240:UFFPVQIC 2405685:EATC2IG8

The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone - Sabarwal, Shwetlena; Evans, David K.; Marshak, Anastasia (Washington, DC : World Bank, Education Global Practice Group & Africa Region, Office of the Chief Economist, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:QFBK2Z4L

Supporting Change in Literacy Instruction in Malawi - Sailors, Misty; Hoffman, James V.; Pearson, P. David; McClung, Nicola; Shin, Jaran; Phiri, Liveness Mwale; Saka, Tionge (Reading Research Quarterly, 2014)
In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes.
shortDOI: 10/ggvk3t KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.70 10/ggvk3t 2339240:FPRQN6RV 2405685:IVTVDACJ
Keywords: Adult; C:Malawi; Childhood; Coaching; Decoding; Discussion; Early childhood; English as a second language; English for speakers of other languages; English language learners; English learners; Experimental; Fairy tales; Family literacy; Home language; Home-school connections; In-service; Instructional models; Language learners; Literature; Literature-based instruction; Oral language; Parental involvement; Phonics; Program evaluation; Reading strategies; Research methodology; School based; Sight words; Sociocultural; Socioeconomic factors; Strategies; Supplementary resources; Teacher education; Textbooks; and materials; folk tales; methods; phonemic awareness; phonological awareness; professional development; quasi-experimental; word recognition

Inclusive early childhood education in Nigeria: the journey so far - Salami, Ishola Akindele (The Journal of International Association of Special Education, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:I8MLFP73 2405685:FVLMEIML
Keywords: ⛔ No DOI found

The Politics of Inclusive Development - Sen, Kunan; Bukenya, Badru; Hickey, Sam (Oxford University Press, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:F8WVVV9B 2405685:R5IMFQZZ 4656463:2SJUSYNR

Primary Education Finance for Equity and Quality - Steer, Liesbet; Rabbani, Fazle; Parker, Adam (Brookings, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:TEXB67QA 2405685:9CD9SC23 4656463:SMDP5B8R

Effects of Classroom Physical Environment on the Academic Achievement Scores of Secondary School Students in Kohat Division, Pakistan - Suleman, Dr (International Journal of Learning and Development, 2014)
The purpose of the paper was to examine the effects of classroom physical environment on the academic achievement scores of secondary school students. All the students studying at secondary school level in Kohat Division,Pakistanconstituted the population of the study. The study was delimited to the students of class 09 of Govt. High School Khurram (Karak). Forty students from class 09 of the same school were selected as sample through simple random sampling technique. The study was experimental in nature and therefore “Pre-test-Post-test Equivalent Groups Design” was used. Statistical data was collected through pre-test and post-test technique. Statistical tools i.e., mean, standard deviation and differences of means were calculated for each group. Significance of the difference between the mean scores of the experimental and control groups was tested at 0.05 level of confidence by applying t-test. After analysis, it was concluded that classroom favorable environment has a significant positive effect on the academic achievement scores of secondary school students. The students of experimental group showed better performance as compared to the students of control group. Based on findings, it was recommended that classroom physical environment should be well-organized, equiped and facilitated.
KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v4i1.5174 2339240:HDPJSP7U 2405685:45VD29E9

When disadvantages don’t add up: On gender, ethnicity and education - Tas, Emcet O.; Reimao, Maria (World Bank Blogs, 2014)
We often think that all women are in some way subjected to gender-based discrimination, and indeed, there is wealth of evidence to support this belief. The same can be said about ethnic minorities and other social groups—indigenous peoples, refugees, sexual minorities, the poor, immigrants, and people living with HIV/AIDS—who may ...
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2405685:M88XD3FX

Is it possible to wire the world? Meet the guy who has a plan to make it happen. - Time (Time, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:XPRZ7KC8 2405685:KR9XDJJZ

Seeking impact and visibility: Scholarly communication in Southern Africa - Trotter, H.; Kell, C.; Willmers, M.; Gray, E.; King, T. (African Mind, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:GZ7V8LL8 2405685:GKVWPVD8

Systematic review automation technologies - Tsafnat, G.; Glasziou, P.; Choong, M.K. (Systematic Reviews, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-3-74 2405685:A55PHVHK 2486141:NEQZBEG2
Keywords: _Added-ailr-2024

Out of school children - UIS (2014)
Millions of children are excluded from school because of poverty, gender and where they live. Closing the gap is vital if we are to achieve Education for All. Data from the Initiative on Out-of-School Children explains: on.unesco.org/oosci-global
KerkoCite.ItemAlsoKnownAs: 2339240:W3W568QG 2405685:REV73QTI REV73QTI

Teaching and learning: achieving quality for all - UNESCO (UNESCO Publishing, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:DVL44GZ9 2405685:P42UPESW Global Monitoring Report
Keywords: AWP2; AWP2-actual; CitedIn:AKFC; CitedIn:OER4S-TPE-HHH2; CitedIn:OER4Schools-2012-HHH1; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; EfA; GMR; RPF-May-2016

Worldreader - Data on Mobile Reading in Africa and Asia - UNESCO (Worldreader, 2014)
See pie charts, graphs, and more from UNESCO's report on Worldreader's users. Study conducted in partnership with Nokia.
KerkoCite.ItemAlsoKnownAs: 2339240:Z3AW9RCX 2405685:FG7YCHIZ

Education sector analysis methodological guidelines - UNESCO-IIEP; World Bank; UNICEF; Global Partnership for Education (2014)
The Methodological Guidelines provide methods for carrying out a comprehensive analysis of the education sector in developing countries. Volume 1 of the guidelines discusses the context for the development of the education sector, enrollment, internal efficiency, out-of-school children, cost and financing, quality, system capacity and management, external efficiency and equity.
KerkoCite.ItemAlsoKnownAs: 2339240:JEZ8LW9X 2339240:R2HMFCUX 2405685:24DM6GFV 2405685:HCLG4ULQ

Global Initiative on Out-of-School Children: Regional Report, West and Central Africa - UNESCO Institute for Statistics (2014)
KerkoCite.ItemAlsoKnownAs: 2405685:XBHKNRQL

Situation analysis on children with disabilities in Bangladesh 2014 - UNICEF (UNICEF Bangladesh, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:8PZV39B2 2405685:N5JYZLXV
Keywords: Bangladesh; Children with disabilities

Interventions to enhance girls' education and gender equality: Education rigorous literature review - Unterhalter, Elaine; North, Amy; Arnot, Madeleine; Lloyd, Cynthia; Moletsane, Lebo; Murphy-Graham, Erin; Parkes, Jenny; Saito, Mioko (Department for International Development, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:GSN37EPX 2405685:MJFFTV6X

Lecture Pour Tous Final Performance Report - USAID; Chemonics International (2014)

The implementation of ICT educational policy in selected schools in Swaziland - Vilakati, Nokuthula (UNISWA Research Journal, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:RE7ETRJG 2339240:WJ2J7DT4 2405685:E2955IEW 2405685:WRGRM4VG
Keywords: Equity of Access; ___working_potential_duplicate; ⛔ No DOI found

Mobiles for reading: A landscape research review - Wagner, Daniel A (Working Papers (Literacy.org), 2014)
This landscape review takes the broad domain of new information and communications technologies (ICTs) for education, and focuses on the fast-evolving sub-domain of mobiles for reading, or M4R. The 'mobiles' in this review primarily refer to mobile technologies— ICTs that are portable, typically battery powered, and may be connected to cellular networks and/or the Internet. The term 'reading' refers to the joint abilities of understanding and producing written language, for children, youth and adults. This review of M4R focuses primarily on the use of mobile ICTs designed to help children learn to read, practice reading (reading to learn), and acquire a broader range of learning skills that support a literate society.
KerkoCite.ItemAlsoKnownAs: 2339240:NJ29IR44 2405685:S8V95L6L

Balancing the One-To-One Equation: Equity and Access in Three Laptop Programs - Warschauer, Mark; Zheng, Binbin; Niiya, Melissa; Cotten, Shelia; Farkas, George (Equity & Excellence in Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/10665684.2014.866871 2339240:VK4ZIU5N 2405685:JCWRED2L

Reading in the mobile era - West, Mark; Chew, H.E (UNESCO, 2014)
EdTechHub.ItemAlsoKnownAs: 2405685:HL6QFD6K

Reading in the mobile era: a study of mobile reading in developing countries - West, Mark; Chew, Han Ei (UNESCO, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:L7AQ4XQK 2405685:UTCWZPFG

Guidelines and good practices for evidence-informed policy-making in a government department - Wills, Alf; Tshangela, Mapula; Shaxson, Louise; Datta, Ajoy; Matomela, Bongani (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:IMAHKPPV 2405685:KINXGVFY
Keywords: ⛔ No DOI found

Cluster Randomized Trial of a Large-Scale Education Initiative in the Democratic Republic of Congo: Pilot Year Impacts on Teacher Development. - Wolf, Sharon; Aber, John Lawrence; Torrente, Catalina; Rasheed, Damira; McCoy, Marissa (Society for Research on Educational Effectiveness, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:I4ZJ6JVU 2405685:CBAQWJRH
Keywords: ⛔ No DOI found

Protecting the Space for Policy Research: Comparing Think Tanks and Universities in South Asia - Wood, Geof (Think Tank Initiative, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:AUTXX2T6 2405685:FYWY949N

English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobilephones in Bangladesh - Woodward, Clare; Griffiths, Malcolm; Solly, Mike (Innovations In The Continuing Professional Development Of English Language Teachers, 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:VLPHGQ5H
Keywords: C:Bangladesh

Revitalizing Education Development in Sierra Leone (REDISL) Project - World Bank (2014)
KerkoCite.ItemAlsoKnownAs: 2405685:8ISYUKP9

SABER EMIS Questionnaire - World Bank (World Bank, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:5UFDVI2T 2405685:CRSPBEB2

Real-Time Evaluation of World Vision's Response to the Syrian Crisis - World Vision (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:T26W5DXY 2405685:KKADCZCN
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Belgium BEL; _C:Canada CAN; _C:Finland FIN; _C:Germany DEU; _C:Iraq IRQ; _C:Japan JPN; _C:Jordan JOR; _C:Korea XKOR; _C:Lebanon LBN; _C:Malaysia MYS; _C:Norway NOR; _C:Singapore SGP; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Turkey TUR; _C:United Kingdom GBR; __C:scheme:1

She called, she Googled, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in Nairobi - Zelezny-Green, Ronda (Gender & Development, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/13552074.2014.889338 2339240:NHF5SVHK 2405685:3QTVANNC
Keywords: ___working_potential_duplicate

Exploring the gender gap in Tanzanian secondary school mathematics classrooms. - Zilimu, J.A (University of Illinois: Urbana-Champaign, Ill., 2014)
KerkoCite.ItemAlsoKnownAs: 2405685:HBZH3LM5

The Simple, the Complicated, and the Complex: Educational Reform Through the Lens of Complexity Theory - Snyder, Sean (2013)
This paper explores the nature of complexity theory and its applications for educational reform. It briefly explains the history of complexity theory and identifies the key concepts of complex adaptive systems, and then moves on to define the differences between simple, complicated, and complex approaches to educational reform. Special attention is given to work currently underway in the fields of healthcare, emergency management and ecology that draws on complexity theory to build more resilient and robust response systems capable of adapting to changing needs and of identifying key pressure points in the system. Finally, this paper presents several examples of educational reform programmes undertaken worldwide that have implemented complexity theory principles to achieve positive results. It also recommends involving multiple stakeholders across the different levels of governance structure, increasing lateral knowledge-sharing between schools and districts, and transforming policy interventions to bring greater flexibility to the reform process. This move toward feedback-driven adaptive reform allows for better targeting of programmes to specific contexts and may prove a key way forward for educational policymakers.
Series: OECD Education Working Papers Volume: 96 zotzenLib.CopiedFrom: 2339240:4NV7VJ5R KerkoCite.ItemAlsoKnownAs: 10.1787/5k3txnpt1lnr-en 2339240:4NV7VJ5R 2405685:86KPU7TF

Minding the gaps: cultural, technical and gender-based barriers to mobile use in oral-language Berber communities in Morocco - Dodson, Leslie L.; Sterling, S. Revi; Bennett, John K. (Proceedings of the Sixth International Conference on Information and Communication Technologies and Development: Full Papers - Volume 1, 2013)
The proliferation of text-based applications in the Mobiles for Development (M4D) domain tends to privilege the conventional wisdom that texting is a ubiquitous skill among mobile phone users. This view obscures many real and present barriers to using SMS and mobile features, most critically where low literate and/or oral language-dependent communities cannot rely on text as a viable communications system. This paper investigates mobile "utility gaps" – the spaces between high rates of mobile phone ownership and low use of productive features on mobile phones. These gaps preclude the adoption of many text-based development initiatives, which in turn affects the potential impact of such initiatives. Working with low-literate Berber-Muslim women in a predominantly oral-language community in rural southwest Morocco, we have found that an overall lack of functional literacy and numeracy is a major contributor to a mobile utility gap in that community. Non-standard mobile phone interfaces, a complex language environment with both Arabic and Berber dialects and multiple alphabets and gender-specific cultural norms also present significant impediments to using mobile phones as a development strategy in the Berber communities studied. Furthermore, we explore the paradox of social networks where a reliance on others to assist with phone use is often coupled with surveillance and a loss of privacy. These results are potentially relevant to projects involving other indigenous communities in North Africa.
shortDOI: 10/ggxwgh KerkoCite.ItemAlsoKnownAs: 10.1145/2516604.2516626 10/ggxwgh 2339240:JP29DDF6 2405685:KQDDN4RT
Keywords: Berber; HCI; HCID; ICTD; M4D; Morocco; gender; mobile phones; mobiles for development

Professional Development Research: Consensus, Crossroads, and Challenges - Hill, Heather C.; Beisiegel, Mary; Jacob, Robin (Educational Researcher, 2013)
Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of Educational Researcher as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base. The authors illustrate with examples of both a proposed study and reviews of evidence on key questions in the literature.
Publisher: American Educational Research Association shortDOI: 10/gdqbjb KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X13512674 10/gdqbjb 2405685:638YT9CJ 2405685:X5HM4IVD 2534378:YPGSUAT2
Keywords: C:International

Negotiating problems of practice in research–practice design partnerships - Penuel, William R.; Coburn, Cynthia E.; Gallagher, Daniel J. (Teachers College Record, 2013)
This chapter focuses on how researchers and practitioners negotiate the focus of their joint work within design-based implementation research (DBIR). Studying and facilitating successful negotiation of the problems that become the focus of work and the search for solutions is important for developing DBIR, because of its commitment to focusing on persistent problems of practice from multiple stakeholders’ perspectives. Case studies of two different research–practice partnerships provide a context for exploring two different perspectives on negotiation. In one case study, the notion of partnerships as forms of cultural exchange across institutional boundaries that differ with respect to goals, norms, and practices is used to analyze a design partnership focused on repurposing curriculum units in elementary science. In the second case study, the concept of framing as developed in social movement theory is used to illuminate issues of status and authority within a partnership between a district and researchers. The chapter concludes by describing the contributions of each perspective to an understanding of how teams jointly negotiate the focus of their work and by providing some recommendations for how teams can do so successfully.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501404 2339240:SYWMCASG 2405685:TPCFE4PT

Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review - Westbrook, Jo; Durrani, Naureen; Brown, Rhona; Orr, David; Pryor, John; Boddy, Janet; Salvi, Francesca (Department for International Development, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:6S4SC63V 2339240:86HQML65 2339240:J3YYVSFV 2405685:5GXLKAP2 2405685:936ICI9F 2405685:C85ZIVDI 2405685:USD5JWDU 2534378:Q8X97V9X
Keywords: C:Low- and middle-income countries; Read; ___working_potential_duplicate; ⛔ No DOI found

Project Information Document (PID) Concept Stage: Mongolia Education Quality Reform Project - World Bank (The World Bank, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:5SFZINHK 2405685:WRQSXS89

Teaching and Researching: Motivation - Dörnyei, Zoltán; Ushioda, Ema (Routledge, 2013)
Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to practical use in the classroom and in research. Key new features and material:· A brand new chapter on current socio-dynamic and complex systems perspectives · New approaches to motivating students based on the L2 Motivational Self System· Illustrative summaries of qualitative and mixed methods studies· Samples of new self-related motivation measures Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice, and offers practical tips. The final section provides a range of useful resources, including relevant websites, key reference works and tried and tested example questionnaires. Written in an accessible style and illustrated with concrete examples, it is an invaluable resource for teachers and researchers alike.
Google-Books-ID: EaIuAgAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:I6SLCXLL 2405685:9FLIF94V
Keywords: Language Arts & Disciplines / General; Language Arts & Disciplines / Linguistics / General

Using Mobile Phone Texting to Support the Capacity of School Leaders in Ghana to Practise Leadership for Learning - Swaffield, Sue; Jull, Stephen; Ampah-Mensah, Alfred (Procedia - Social and Behavioral Sciences, 2013)
Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country.
shortDOI: 10/gf7gsh KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2013.10.459 10/gf7gsh 2339240:6QNXM9T9 2339240:C993QBLL 2405685:38U7QI2P 2405685:V3PRBKSK 2405685:XNAPWJG9 2405685:XNBYZ9E9
Keywords: Ghana; Leadership for Learning; SMS; headteachers; mobile phone; professional development; school leaders; text messages

The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why? - Christensen, Gayle; Steinmetz, Andrew; Alcorn, Brandon; Bennett, Amy; Woods, Deirdre; Emanuel, Ezekiel (Social Science Research Network, 2013)
Massive open online courses (MOOCs) have commanded considerable public attention due to their sudden rise and disruptive potential. But there are no robust, published data that describe who is taking these courses and why they are doing so. As such, we do not yet know how transformative the MOOC phenomenon can or will be. We conducted an online survey of students enrolled in at least one of the University of Pennsylvania’s 32 MOOCs offed on the Coursera platform. The student population tends to be young, well educated, and employed, with a majority from developed countries. There are significantly more males than females taking MOOCs, especially in BRIC and other developing countries. Students’ main reasons for taking a MOOC are advancing in their current job and satisfying curiosity. The individuals the MOOC revolution is supposed to help the most — those without access to higher education in developing countries — are underrepresented among the early adopters.
shortDOI: 10/ghgngt KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2350964 10/ghgngt 2405685:52M7RSDL 2405685:UCFGTJGC
Keywords: C: International; Distance Education; MOOCs; Massive Open Online Courses; Online Education

Income shocks and gender gaps in education: Evidence from Uganda - Björkman-Nyqvist, Martina (Journal of Development Economics, 2013)
This paper uses exogenous variation in rainfall across districts in Uganda to estimate the causal effects of household income shocks on children's enrollment and academic performance conditional on gender. I find negative deviations in rainfall from the long-term mean to have negative and highly significant effects on female enrollment in primary schools and the effect grows stronger for older girls. I find no effect of rainfall variation on the enrollment of boys and young girls. Moreover, I find that when schooling is free of charge and both marginal boys and girls are enrolled, a negative income shock has an adverse effect on the test scores of female students while boys are not affected. The results imply that households respond to income shocks by varying the amount of schooling and resources provided to girls while boys are to a large extent sheltered — a finding consistent with a model where parents' values of child labor differ across sexes.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2013.07.013 2339240:3MWRAZHD 2405685:PTXH2C5H
Keywords: Education; Gender; Rainfall; Test scores

A Kenyan Cloud School. Massive Open Online & Ongoing Courses for Blended and Lifelong Learning - Jobe, William (Open Praxis, 2013)
This research describes the predicted outcomes of a Kenyan Cloud School (KCS), which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya.
KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.4.86 2339240:Q7HX7UH7 2405685:KHRJVC79

The effectiveness of a one-year online mentoring program for girls in STEM - Stoeger, Heidrun; Duan, Xiaoju; Schirner, Sigrun; Greindl, Teresa; Ziegler, Albert (Computers & Education, 2013)
Although the performance of girls in science, technology, engineering, and mathematics (STEM) is continually improving and is no longer below that of boys in most domains, girls' interests in STEM and participation rates are still too low. Online mentoring may help ameliorate this situation. To test this assumption, a one-year personal mentoring program for eleven to eighteen-year-old female college-preparatory students was evaluated. Mentee and mentor communicate with one another and with other program participants via email, online chat, and forums. To measure program effectiveness, we randomly assigned participants (N = 312) to either a treatment group (N = 208) or a waiting-list control group (N = 104). We collected questionnaire data at three points in time. In comparison to the waiting-list group, the treatment-group participants showed greater levels of desirable short-term and long-term developments. Our findings indicate various advantages for online mentoring for promoting girls' interests in STEM.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.07.032 2339240:GAQ5VMX2 2405685:JIDERX7N
Keywords: Evaluation; Gender; Mentoring; Online learning; STEM

Aid on the Edge of Chaos: Rethinking International Cooperation in a Complex World - Ramalingam, Ben (Oxford University Press, 2013)
It is widely recognised that the foreign aid system - which today involves every country in the world - is in need of drastic change. But there are conflicting opinions as to what is needed. Some call for dramatic increases in resources, to meet long-overdue commitments, and to scale up what is already being done around the world. Others point to the flaws in aid, and bang the drum for cutting it altogether - and argue that the fate of poor and vulnerable people be best placed in the hands of markets and the private sector. Meanwhile, growing numbers are suggesting that what is most needed is the creative, innovative transformation of how aid works. Aid on the Edge of Chaos is firmly in the third of these camps. In this ground-breaking book, Ben Ramalingam shows that the linear, mechanistic models and assumptions on which foreign aid is built would be more at home in early twentieth century factory floors than in the dynamic, complex world we face today. All around us, we can see the costs and limitations of dealing economies and societies as if they are analogous to machines. The reality is that such social systems have far more in common with ecosystems: they are complex, dynamic, diverse and unpredictable. Many thinkers and practitioners in science, economics, business, and public policy have started to embrace more 'ecologically literate' approaches to guide both thinking and action, informed by ideas from the 'new science' of complex adaptive systems. Inspired by these efforts, there is an emerging network of aid practitioners, researchers, and policy makers who are experimenting with complexity-informed responses to development and humanitarian challenges. This book showcases the insights, experiences, and often remarkable results from these efforts. From transforming approaches to child malnutrition, to rethinking processes of economic growth, from building peace to combating desertification, from rural Vietnam to urban Kenya, Aid on the Edge of Chaos shows how embracing the ideas of complex systems thinking can help make foreign aid more relevant, more appropriate, more innovative, and more catalytic. Ramalingam argues that taking on these ideas will be a vital part of the transformation of aid, from a post-WW2 mechanism of resource transfer, to a truly innovative and dynamic form of global cooperation fit for the twenty-first century.
KerkoCite.ItemAlsoKnownAs: 2405685:JI2589JZ

Policy Report on UNHCR’s Community Technology Access Program: Best Practices and Lessons Learned - Anderson, Jessica (Refuge: Canada's Journal on Refugees, 2013)
This report gives an overview of UNHCR’s Community Technology Access (CTA) program, which aims to improve education and livelihood opportunities for displaced populations via technology. Th e paper analyzes the key findings of a comprehensive external evaluation of the program conducted in 2012. According to the evaluation, the areas of greatest positive impact for people of concern were in the enjoyment of basic rights to freedom of expression and information, in building relationships with the host community, and social networking. However, access to technology alone is not sufficient to achieve the goals of quality education and self-reliance. Therefore, the evaluation recommends developing strategic, contextualized education and livelihood content and tools in order to achieve the desired goals of learning, skills, and access to employment, as well as a reassessment of CTAs’ potential for operational and fiscal autonomy in different countries.
Number: 1 shortDOI: 10/gg26fc KerkoCite.ItemAlsoKnownAs: 10/gg26fc 2339240:ZNJSLVXD 2405685:BTCH5KTC
Keywords: Google Scholar/ teacher "professional development" AND refugees AND technology; RER theme_pedagogies and modalities

Teachers’ self-directed professional development: science and mathematics teachers’ adoption of ICT as a professional development strategy - Mushayikwa, Emmanuel (African Journal of Research in Mathematics, Science and Technology Education, 2013)
This paper is part of a larger study that was carried out to investigate the use of information communication technology (ICT) in the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers compensated for lack of structured government initiatives to support teachers' professional development. This paper focuses on the ways in which these teachers were using ICT resources to further their professional development. The study is based on 259 questionnaire responses from A-level Science and Mathematics teachers in Zimbabwe. Doyle and Ponder's "Practicality Ethic" and Loucks-Horsley et al.'s "Concerns-Based Adoption Model" provided the theoretical framework for analysing teachers' decision making and led to the development of a model for teacher empowerment with respect to the use of ICT. The study results showed that around 60% of teachers experienced difficulties in accessing ICT for their professional development. About half of the non-users did not access ICT even when it was available at their schools. Some of those who did access ICT used innovative methods to ensure access, including using their own resources, and pooling resources. The findings also show that teachers have three main drivers for using ICT for SDPD, including word processing for generating instructional materials; accessing and downloading web-based learning materials; and emailing for networking with peers and professional organisations. The results of this study demonstrate the great potential that ICT has for teachers' SDPD.
Extra URL: https://www.tandfonline.com/doi/full/10.1080/10288457.2013.848540 KerkoCite.ItemAlsoKnownAs: 10.1080/10288457.2013.848540 2339240:IK7J9JJ2 2405685:NB55PITP 2534378:QSCE4PB5
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2096430; __finaldtb

M-learn lessons learnt: Bangladesh perspective - Imam, Zaki (QScience Proceedings, 2013)
M-learning is a form of distance learning in that it provides a communication tool( the mobile phone) to bridge the distance between the providing institution and the learners and facilitates 2-way (synchronous and asynchronous) interactivity between teacher and the learner (McWilliams et al, 2007). M-learning allows the remote teachers to stay in frequent contact with teacher educators, to ask questions and discuss issues as they adapt new teaching practices. This programme has been initiated by Ministry of Education upon requested by ADB, Manila to implement technology based training programme for reaching remote and disadvantaged areas. M learning has been piloted by teacher educators of Government Teachers’ Training College in one district (Barisal, located in the southern part of Bangladesh) and later extended to four districts to train teachers of remote schools of Patuakhali, Sandwip, Hatya and Thakurgaon districts. Regular 14 day and 5 day follow-up face-to-face inservice Continuing Professional Development (CPD) training was adapted as a two day face-to-face orientation, followed by a 6 week programme with regular conference calls to support classroom practices. Findings of the programme are very promising for adapting new practices. The CPD training by using mobile phone became very successful for increasing teachers and student’s competence level. Government of Bangladesh and Development Partners are very keen to maximize the use of technology in CPD for teachers especially for addressing female teachers and reaching training facilities to remote areas.
KerkoCite.ItemAlsoKnownAs: 10.5339/qproc.2013.mlearn.24 10/gj37jm 2339240:A9MNH3VF 2405685:DA3TGYS8

Report shows student tablet flaws - Lamphai Intathep (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:ZZYXHEJL 2405685:LEEPR9P8 LEEPR9P8

Motivating students to offer their best: evidence based effective course design - Stearns, Susan A. (College Teaching, 2013)
Sometimes we question whether students are incapable or capable and/or willing or unwilling in regards to their academics. This study determined where students lie in regards to these concepts and showed one example of motivating students to do their best via course design, in this particular case by the use of a writing process model.
Publisher: Routledge _eprint: https://doi.org/10.1080/87567555.2013.809328 KerkoCite.ItemAlsoKnownAs: 10.1080/87567555.2013.809328 2339240:EF69M7DI 2405685:ZQ7IH9JT
Keywords: course design; effective teaching; higher education; process writing; student motivation

The Impact of Learning Design on Student Learning in Technology Integrated Lessons - Waqar, Yasira (Procedia - Social and Behavioral Sciences, 2013)
The purpose of this paper is to investigate the impact of learning design on knowledge transfer in technology integrated lessons where limited technologies are available to students in a third world country. This article includes an evaluation of the learning designs of technology integrated lessons in a private school in Pakistan. Qualitative research methodologies were employed to see the impact of learning design on knowledge transfer of students when similar technologies are used at the same grade level but the learning designs are different. The results revealed that knowledge transfer depends on learning design in technology integrated lessons where limited technologies are available. In third world countries like Pakistan the concept of technology integration in schools is relatively new and the schools do not have access to sophisticated online learning environments like agent based learning or environments where in built scaffolds are provided to students. So technologies like Microsoft office, videos, digital cameras and projector are being used in private schools to improve the teaching and learning experience of students and learning design plays a very important role in knowledge transfer.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2013.10.119 2339240:7IYXTSDK 2405685:5JEF7XEX

Preparing Future Teachers through Distance Learning: An Empirical Study on Students' Perception of Teacher Education Program Provided by AIOU Pakistan - Nadeem, Mohammed; Ali, Akhtar; Maqbool, Saira (Turkish Online Journal of Distance Education, 2013)
The purpose of the current study was to analyse the pre service teachers training programs for the distance learners of Allama Iqbal Open University (AIOU) Islamabad, Pakistan. This kind of training is provided to the future teachers enrolled to acquire pre service training to become a teacher in a Government educational institution in Pakistan. The data was collected by administering a 45 items agree disagree four points Likert type scale to the subjects mainly through the scheduled meetings during the workshops. The independent sample t-test, and one way ANOVA along with mean difference was worked out for the data set. A group of 490 student teachers were randomly selected from the regions of Bahawalpur, Bahawalnagar, Rahimyarkhan, Multan, and D.G.Khan Districts (Southern Punjab). The planning for training is made timely but lacking physical facilities remains dominant in trainings. Although training plays an important role in students learning yet it is considered just a routine activity which made it a useless exercise. Similarly, findings reveal that co-curricular activities and child psychology are those aspects which ignored in the training. Future studies may be aimed at comparing the training system of teachers with teacher training through other channels of formal system of governments.
Publisher: Anadolu University KerkoCite.ItemAlsoKnownAs: 2339240:VA5S33ZR 2405685:MMLNNP88
Keywords: Child Psychology; Distance Education; Educational Facilities; Foreign Countries; Likert Scales; Measures (Individuals); Meetings; Open Universities; Statistical Analysis; Student Teacher Attitudes; Student Teachers; Teacher Education Programs; Workshops; ⛔ No DOI found

Financial incentives and coverage of child health interventions: a systematic review and meta-analysis - Bassani, Diego G.; Arora, Paul; Wazny, Kerri; Gaffey, Michelle F.; Lenters, Lindsey; Bhutta, Zulfiqar A. (BMC Public Health, 2013)
Financial incentives are widely used strategies to alleviate poverty, foster development, and improve health. Cash transfer programs, microcredit, user fee removal policies and voucher schemes that provide direct or indirect monetary incentives to households have been used for decades in Latin America, Sub-Saharan Africa, and more recently in Southeast Asia. Until now, no systematic review of the impact of financial incentives on coverage and uptake of health interventions targeting children under 5 years of age has been conducted. The objective of this review is to provide estimates on the effect of six types of financial incentive programs: (i) Unconditional cash transfers (CT), (ii) Conditional cash transfers (CCT), (iii) Microcredit (MC), (iv) Conditional Microcredit (CMC), (v) Voucher schemes (VS) and (vi) User fee removal (UFR) on the uptake and coverage of health interventions targeting children under the age of five years.
KerkoCite.ItemAlsoKnownAs: 10.1186/1471-2458-13-S3-S30 2339240:SBGICXE9 2405685:5C3UBNZE

Challenges facing principals in Integrating Information Communication Technology (ICT) for efficient management in secondary schools In Nyamira County, Kenya - Ombui, Silas Chester (2013)
This study examines the challenges faced by Kenyan secondary school principals in the use of ICT in enhancing school management. The study investigated computer literacy levels of secondary school principals, challenges faced by principals in integrating ICT for management and acquiring computer hardware and software, extent in which ICT is being used in management and the recommendations which can enhance the principals use ICT for management. The target groups of schools under the study were schools situated in a rural district where we have weak infrastructure and limited facilities in terms of transportation and other means of communication. The study was conducted in 30 secondary schools in Nyamira District in Kenya selected purposefully using availability of electricity as the criteria for selection. Data collection methods included closed and open ended questionnaires for the principals and observation. The data collected was analyzed by tabulating the responses from the 30 respondents and processed manually using frequency counts and percentages. The study findings showed that ICT as a management tool was not used effectively to address management issues. The study also revealed that ICT was being used for clerical issues and to a limited extent on little management issues particularly the processing of examinations. The major challenges facing the principals was lack of funds to acquire computer hardware and software, lack of exposure on the capabilities of ICT to ease management work, and lack of adequate training in ICT for the principals. The findings of the study suggest that for successful implementation of ICT for management in Kenyan secondary schools, strategies that include the financing of ICT infrastructure by the government and other stakeholders, capacity building and the formulation of an ICT policy is required to address the issue of management in secondary schools. Equally adaptation of strategies used elsewhere in the world could be employed.
Accepted: 2013-09-09T06:59:21Z KerkoCite.ItemAlsoKnownAs: 2339240:WADVWVPF 2405685:HCBPD3VW 4656463:YKELQPB3

Low-cost private schools: Evidence, approaches and emerging issues - Mcloughlin, Claire (University of Birmingham, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:QWJF9VIG 2405685:NTRMWKTE

Sierra Leone: Education Country Status Report: An analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2013)
KerkoCite.ItemAlsoKnownAs: 2405685:FWX5GT4H

A Comparative Study of Online and Directly Selected Secondary School Teachers Regarding Teaching Proficiency and Classroom Management in Kohat Division, Pakistan - Suleman, Qaiser; Hussain, Ishtiaq (International Journal of Learning and Development, 2013)
Secondary school teachers occupy the most critical and crucial position in the entire education system (Suleman, et al, 2011a). The purpose of the study was to compare the performance of online and directly selected secondary school teachers regarding teaching proficiency and classroom Management. All the students at secondary school level in Kohat Division, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. Only 600 students studying at secondary school level in Kohat Division were selected as sample randomly. The study was delimited to only male students at secondary school level. The study was descriptive type and questionnaire was used as research instrument. Data was collected through personal visits. After the collection of data, it was organized, tabulated, analyzed and interpreted. The statistical tools i.e. means, standard deviation and differences of means were computed for each variable. Significance of difference between the mean values of the responses of students about online and directlly selected secondary school teachers were tested at 0.05 levels by applying t-test. After statisitcal analysis of the data, the researchers conclduded that the overall performance of the directly selected secondary school teachers was better and satisfactory. They were found to have the knowledge of teaching methods and the ability to control classroom disruptive behaviour. Conversely, the overall performance of the online selected secondary school teachers was poor and unsatisfactory. They have no knowledge of teaching methodologies and subject mastery. They were found unable to manage classroom disruptive behaviour and other related activities. Based on findings, it was strongly recommended that a special professional training programme should be arranged to the existing online selected SSTs in teaching methodologies and classroom management to equip them with the modern teaching methods and techniques of managing classroom behaviour so that they become able to perform their duties effectively.
Number: 3 KerkoCite.ItemAlsoKnownAs: 10.5296/ijld.v3i3.4130 2339240:MKBAFBWM 2405685:856AQDD2

Implementation of Information and Communication Technologies (ICTs) in Education Course: A Case from Teacher Education Institutions in Pakistan - Majoka, Muhammad Iqbal; Fazal, Shawana; Khan, Muhammad Saeed (Bulletin of Education and Research, 2013)
This research was aimed to explore the implementation of Information and Communication Technologies (ICTs) in education in teacher training programs in the Khyber Pakthunkhwa and Punjab provinces in Pakistan. It was the first time that the course "ICTs in Education" was implemented for ADE/B. Ed (Elementary) programs in session 2010-11. In this situation, it was vital to explore how successfully this course was implemented in the pioneer institutions, so as to have baseline information for further improvement in the implementation process. This study was focused to explore: (i) How the course "ICTs in Education" was implemented? (ii) How did the teacher educators follow the course guide and to what extent the course guide was helpful in implementing this course? Seven teacher training institutions (three from the Punjab and four from KP provinces) were selected as target population. The total sample was 40 teacher educators and 200 students from seven institutions. Mixed method research design was adopted to conduct this study. The data was drawn from the surveys for heads and prospective teachers, and semi-structured interviews with teacher educators. Analysis revealed that only in a few classrooms, different activities/ experiences as suggested in the unit were properly implemented, while in most that was not the case due to issues such as shortage of electric power supply, scarcity of ICTs tools and lack of training and skills in ICTs application. The extent to which teachers followed the course guide was another factor contributing to the implementation process.
Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:ZE68BKG6 2405685:SEX5IS4Z
Keywords: Barriers; Energy; Foreign Countries; Guides; Information Technology; Program Implementation; Teacher Education Programs; Teacher Educators; ⛔ No DOI found

Dynamic Systems Modeling in Educational System Design & Policy - Groff, Jennifer Sterling (Journal of New Approaches in Educational Research, 2013)
KerkoCite.ItemAlsoKnownAs: 10.7821/naer.2.2.72-81 2405685:769WZKJB

10 principles to consider when introducing ICTs into remote, low-income educational environments - Trucano, Michael (World Bank Blogs, 2013)
there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ...
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:5I5XNP44 2339240:7ENMXVAZ 2339240:7TDXW2WT 2339240:M7NFMPY5 2405685:23SM2GHY 2405685:2KLF59UJ 2405685:BJSJWEMM 2405685:EJG6JBSL 2405685:EY7WAUHY 2405685:MDR3XLXP 2405685:N584ISNZ 2405685:RCHYAVL3 2405685:SVDWLWHS 2405685:XED3H9S7 4656463:P4BDEDD3 4656463:YXDWWIE2

10 principles to consider when introducing ICTs into remote, low-income educational environments - Trucano, Michael (2013)
there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ...
KerkoCite.ItemAlsoKnownAs: 2405685:4QHLLY7H 4042040:MXSNKXZ5

What is approach motivation? - Harmon-Jones, Eddie; Harmon-Jones, Cindy; Price, Tom F. (Emotion Review, 2013)
We discuss some research that has examined approach motivational urges and how this research clarifies the definition of approach motivation. Our research and that of others have raised doubts about the commonly accepted definition of approach motivation, which views it as a positive affective state triggered by positive stimuli. We review evidence that suggests: (a) that approach motivation is occasionally evoked by negative stimuli; (b) that approach motivation may be experienced as a negative state; and (c) that stimuli are unnecessary to evoke approach motivation.
KerkoCite.ItemAlsoKnownAs: 10.1177/1754073913477509 2339240:Y34W8XRA 2405685:8LC3SMI5
Keywords: anger; approach motivation; emotion; startle eyeblink

The Effect of Teacher-Family Communication on Student Engagement: Evidence from a Randomized Field Experiment - Kraft, M; Dougherty, Shaun (Journal of Research on Educational Effectiveness, 2013)
In this study, we evaluate the efficacy of teacher communication with parents and students as a means of increasing student engagement. We estimate the causal effect of teacher communication by conducting a randomized field experiment in which sixth- and ninth-grade students were assigned to receive a daily phone call home and a text/written message during a mandatory summer school program. We find that frequent teacher–family communication immediately increased student engagement as measured by homework completion rates, on-task behavior, and class participation. On average, teacher–family communication increased the odds that students completed their homework by 40%, decreased instances in which teachers had to redirect students’ attention to the task at hand by 25%, and increased class participation rates by 15%. Drawing upon surveys and interviews with participating teachers and students, we identify three primary mechanisms through which communication likely affected engagement: stronger teacher–student relationships, expanded parental involvement, and increased student motivation.
KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2012.743636 2339240:3H26G6RN 2339240:X9LRSMNV 2405685:7HER36AG 2405685:BXJPVKUP 2405685:WYAJLA9C 2534379:82ZR3C22
Keywords: ___working_potential_duplicate

Pre-pilot findings on developing a literacy tablet - Chang, Angela; Nunez, David; Roberts, Tom; Sengeh, David; Breazeal, Cynthia (Proceedings of the 12th International Conference on Interaction Design and Children, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:IANNNRMF 2405685:SLU323AD

Development assessment of leisure agriculture in Henan province of China based on SWOT-AHP method - Zhang, Yichuan; Feng, Lei (Journal of Industrial Engineering and Management, 2013)
shortDOI: 10/ggjqxr KerkoCite.ItemAlsoKnownAs: 10.3926/jiem.738 10/ggjqxr 2339240:HKMVRQHM 2405685:YLALA3IR