Education budget brief 2018: Tanzania - UNICEF Tanzania (UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:49BTPG9F 2405685:2ZZD2LFN

Khyber Pakhtunkhwa: Multiple Indicator Cluster Survey 2016/17 - UNICEF; Government of Khyber Pakhtunkhwa (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:QHN39WFF 2405685:IJITUQF4

Punjab: Multiple Indicator Cluster Survey 2016/17 - UNICEF; Government of Punjab (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7W8AP5X9 2405685:XK4IAVDW

Global Initiative on Out-of-School Children: Tanzania Country Report - UNICEF; Government of Tanzania; UNESCO (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4BFXL5NI 2405685:IRZRMTPE

Malawi National Reading Program Baseline Assessment - USAID (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3K76PDGT 2405685:ZVFGHAT3

Nigeria Demographic and Health Survey - USAID (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:QAUYU3RE

USAID Impact Evaluation of the Makhalidwe Athu Project (Zambia): Endline Report - USAID (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:Z8P3HQYW 2405685:4HGKJJG3 2405685:55JTUQBV 2486141:ISZVRG5C
Keywords: ⛔ No DOI found

Narrative Assessment: A new approach to evaluation of advocacy for development - Van Wessel, Margit (Evaluation, 2018)
This article proposes an approach to monitoring and evaluating advocacy that integrates theory of change and storytelling. This approach, called Narrative Assessment, addresses the feasibility of objectivity and evidence in the complex context of advocacy and proposes an evaluation methodology rooted in alternative conceptualizations of rigour and of evaluator roles. The approach centres on practical judgment and the construction and examination of stories through interaction between advocates and monitoring and evaluation specialists. The article discusses how Narrative Assessment can be useful in the evaluation of advocacy in terms of (1) monitoring and evaluation specialists’ orientation toward programmes; (2) the interpretation of outcomes; (3) the assessment of outcome relevance; (4) reflection and learning and (5) the communication of programme results. The approach builds on lessons drawn from evaluation of eight advocacy programmes in international development.
KerkoCite.ItemAlsoKnownAs: 10.1177/1356389018796021 2405685:NP2UV9LT

Global Parents' Survey 2018: India findings - Varkey Foundation (2018)
The biggest and most comprehensive survey of parents’ hopes, fears and aspirations around the world.
KerkoCite.ItemAlsoKnownAs: 2339240:WPJX5GYE 2405685:EJQDGXAH

Real girls, real lives, connected: A global study of girls’ access and usage of mobile, told through 3000 voices. - Vodafone Foundation (Vodafone Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3PIDJ4Q7 2339240:4X6NX5DF 2405685:6IXNFYTS 2405685:HF2CK86W 2405685:V5WB4PZA

Learning at the bottom of the pyramid: Science, measurement, and policy in low-income countries - Wagner, D.A.; Wolf, S.; Boruch, R.F. (UNESCO-IIEP, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:V2ADC4RW 2405685:CH8XANB6

Learning as Development: Rethinking International Education in a Changing World - Wagner, Daniel (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:B59KLITC 2339240:X5JC7XCM 2405685:K3NHBWTP
Keywords: ___working_potential_duplicate

Learning as Development: Rethinking International Education in a Changing World - Wagner, Daniel (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:M2BTPEMX
Keywords: ___working_potential_duplicate

Learning as development: Rethinking international education in a changing world - Wagner, Daniel A. (Routledge, 2018)

Technology for Education in Low-Income Countries: Supporting the UN Sustainable Development Goals - Wagner, Daniel A. (ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education, 2018)
Information and communications technologies (ICTs) are increasingly available, even in developing countries, leading to a number of pressing questions. Will ICTs for education (ICT4E) improve learning and educational quality? Might they increase the ‘digital divide’ with negative consequences for equity? What can ICT4E offer to help assist in the achievement of the new UN Sustainable Development Goals? The present review addresses these questions and uses of ICT4E in developing countries. First, a short overview is provided of how ICT4E intersects with the learning outcomes and the quality of education, including contemporary perceptions of what does and does not work in ICT4E. Second, an ICT4E framework is suggested as a way to reconceptualize the parameters currently in use that will lead to more effective ICT4E design solutions. Third, ICT projects in four key education subsectors – early childhood, basic as well as secondary education, and teacher education – help to disaggregate where and how interventions have been made in recent years. Finally, a set of investment domains in ICT4E is described, along with a set of specific suggestions to advance the field. The paper concludes with the suggestion that measurable, sustainable, and scalable design solutions in ICT4E are the best way to assist in achieving the UN Sustainable Development Goals.
shortDOI: 10/ggdg92 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-67657-9_3 10/ggdg92 2339240:HXI33IQS 2339240:XDL85AWH 2339240:YJ69VD9B 2405685:DIB9X6BQ 2405685:PRNWIW8H 2405685:W82YLLHF
Keywords: Design solution; Framework; ICT4E; Learning; Technology; UN SDGs

Technology for Education in Low-Income Countries: Supporting the UN Sustainable Development Goals - Wagner, Daniel A.; Lubin, Ian (ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:8E8TKNM3 2405685:U4P4NXRK

Improving students’ independence and collaboration with blended learning - Wahyuni, Erly (Proceedings of the 5th International Conference on Community Development (AMCA 2018), 2018)
Now that web-based learning has emerged as a major trend in higher education. Many people have opportunities to develop and enhance independent or collaborative learning through a material which can be supported by technology and online learning. This study was aimed at 1) finding out how Blended Learning was implemented to improve students’ independency and collaboration in listening class, 2) finding out how Blended Learning can improve students’ independency and collaboration, 3) finding out students’ response toward the implementation of Blended Learning in listening class. The subjects of this study are an English lecturer and the second semester students of English Dept. which consists of 28 students who are taking Listening Class. The research designs used are descriptive qualitative and quantitative research. The instruments of this study are observation, interview, and open-ended questionnaire with likert scale. The techniques of data analysis for quantitative research uses a simple percentage and qualitative research is with data reduction, data presentation, and conclusion: drawing or verifying. The result of the research showed that 1) the use of blended learning in teaching listening offered ways for lecturer to be more effective in the teaching and learning process, 2) blended learning was able to improve students’ indepedency and collaboration in listening class, and 3) this study demonstrated the positive response for the students.
KerkoCite.ItemAlsoKnownAs: 2339240:ZH6B5L2Z 2405685:Z7MKIL55
Keywords: ⛔ No DOI found

Massive Open Online Courses (MOOCs) for Professional Teacher and Teacher Educator Development: A Case of TESSA MOOC in Kenya - Wambugu, Patriciah W. (Universal Journal of Educational Research, 2018)
This study intends to present a bespoke teacher professional development MOOC designed by Teacher Education for Sub-Saharan Africa (TESSA) team that allows MOOCs to become a viable means offering cost-effective, quality professional teacher development. TESSA is a network of teachers and teacher educators, working to improve classroom teaching in Africa. TESSA MOOC is an innovative approach to capacity building for teacher educators and teachers across Africa. The study presents outputs of an evaluation of TESSA MOOC course undertaken by Kenyan teachers and teacher educators. The experiences of the participants were that the TESSA MOOC was a new but interesting, appealing and flexible course. In addition, the participants were able to learn from one another and what they learnt may impact on their pedagogical skills. Key challenges identified include difficulties in downloading of materials due to lack of internet connectivity and use of ICT phobia for learning. MOOCs represent an untapped potential for teacher professional development that can be a cost and resource effective means to deliver quality education to teachers and teacher educators. Therefore, the teachers and teacher educators may need to exploit this learner based TESSA MOOC to build capacity for teaching.
Publisher: Horizon Research Publishing KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2018.060604 10/gf622k 2339240:FWBVWVA2 2405685:ARBG7E6A
Keywords: Educational Quality; Faculty Development; Foreign Countries; Information Technology; Online Courses; Teacher Education; Teacher Educators; Teacher Effectiveness

MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC - Wang, Qiong; Chen, Bodong; Fan, Yizhou; Zhang, Guogang (Peking University, 2018)
Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher-learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacher-learners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs.
Publisher: Foundation for Information Technology Education and Development, Inc.(FIT-ED) KerkoCite.ItemAlsoKnownAs: 2339240:8MN7IEZ9 2405685:3UKER6KZ 2405685:S4HRXBMD 2534378:KW6CG8KS 2534378:WIIQZEB5
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425977; __finaldtb; tpdsysrev_potential_duplicate; ⛔ No DOI found

Big hurdles thwart Jubilee’s laptops plan. Daily Nation - Wanzala, O.; Nyamai, E (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:H988GKKG 2405685:VITMHW66
Keywords: ⛔ No DOI found

Laptops lie idle in schools on lack of skilled tutors - Wanzala, Wednesday (Business Daily, 2018)
Lower primary public school teachers are not using technology in classrooms due to computer illiteracy.
KerkoCite.ItemAlsoKnownAs: 2339240:AR3KH7GJ 2405685:E4NM3PEK

Online learning performance and satisfaction: do perceptions and readiness matter? - Wei, Huei-Chuan; Chou, Chien (Distance Education, 2018)
The current study proposes a comprehensive structural model to determine whether online learning perceptions and online learning readiness affect students’ online learning performance and course satisfaction. A questionnaire was voluntarily completed by 356 undergraduate students enrolled in a cross-campus, general education, asynchronous online course in Taiwan. The structural equation modeling analyses indicated that students’ computer/Internet self-efficacy and motivation for learning exerted a direct, positive effect on their online discussion score and course satisfaction. Furthermore, it was found that students’ computer/Internet self-efficacy for online learning readiness had a mediated effect not only on online learning perceptions and online discussion score but also on online learning perceptions and course satisfaction. The findings of this research are helpful for both academics and practitioners of online learning to design online courses that particularly emphasize computer/Internet self-efficacy.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1724768 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2020.1724768 2339240:9F3Z2IQ6 2405685:DM4ETZPQ
Keywords: course satisfaction; learning readiness; online learning perceptions; student performance

Outcome Harvesting: Principles, Steps, and Evaluation Applications - Wilson-Grau, Ricardo (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:GF64D8RN

Missed Opportunities : The High Cost of Not Educating Girls - Wodon, Quentin; Montenegro, Claudio; Nguyen, Hoa; Onagoruwa, Adenike (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:W2AZ9SJ4 2405685:6PCBWPVJ

Liberia launches “getting to best in education” program - Woods Baysah, David (Global Partnership for Education, 2018)
Library Catalog: www.globalpartnership.org EdTechHub.ItemAlsoKnownAs: 2405685:URWCC77S

Balochistan : Public Expenditure and Financial Accountability (PEFA) Performance Assessment Report - World Bank (2018)
Balochistan : Public Expenditure and Financial Accountability (PEFA) Performance Assessment Report (English)
KerkoCite.ItemAlsoKnownAs: 2339240:L5A5V5EV 2405685:7W2RJKJD 4656463:YS22ZIRH

From Growth to Development: Priorities for Sustainably Reducing Poverty and Achieving Middle-Income Status by 2030 - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:49S96HEH

Government expenditure on education, total (% of GDP) - South Asia, Pakistan, Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Sri Lanka | Data - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:YTFFFUV4

IDA Project Paper on a Proposed Additional Credit to the Republic of Senegal for a Quality Improvement and Equity of Basic Education Project - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:Z7Y4HEQH

Incidence of malaria (per 1,000 population at risk) - Sierra Leone, Sub-Saharan Africa (excluding high income) | Data - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:6RCWKTSF 2405685:7HILUDQR 4556019:XR5GKQEB

Mobile cellular subscriptions (per 100 people) - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3TFRTW7N 2405685:3ANKPIAG

Mobile cellular subscriptions (per 100 people) - Sub-Saharan Africa - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:M3IPMEX2 2405685:RYM8GCX3

Nigeria: Human Capital Index Summary - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:5IMP2LCD

Pakistan@100: Shaping the Future - World Bank (World Bank Group, 2018)
Pakistan@100: Shaping the Future articulates the reforms that are necessary for Pakistan to accelerate and sustain growth, and become an upper middle-income country by 2047, when it turns 100 years old.
KerkoCite.ItemAlsoKnownAs: 2339240:Y86FGE9L 2405685:P22B2TM4

Project Appraisal document on a grant from the Global Partnership for Education to the Republic of Madagascar - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:5KKZNPWI

Pupil-teacher ratio, secondary - Tanzania | Data - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7CFGMIVQ 2405685:WLN5WDFI

World Development Report 2018: Learning to realize education’s promise - World Bank (World Bank Group, 2018)
World Development Report 2018: LEARNING to Realize Education’s Promise
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1096-1 2339240:5YCGPE5H 2339240:7URY7SPB 2339240:BFKFTEHP 2339240:HZL7FCFK 2339240:VYNPXJB6 2339240:YM6MIDK7 2405685:7JNTDBCR 2405685:8K4QNUT8 2405685:BF2ZWSJV 2405685:GAYWXIDL 2405685:HQFK65IQ 2405685:HUESCDK5 2405685:JL8R2527 2405685:PZI834WE 2534378:BKV4NR6U
Keywords: C:Low- and middle-income countries

Bangladesh - Third Primary Education Development Program (English) - World Bank Group (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XHXPR2HZ 2405685:CTXR6F8P

Universal Service and Access Funds: An Untapped Resource to Close the Gender Digital Divide - World Wide Web Foundation (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:ZCREHK9S

Sierra Leone population 2020 - WorldPop (2018)
RF-based gridded population distribution datasets produced in the framework of the Global Project - Funded by The Bill and Melinda Gates Foundation (OPP1134076)
KerkoCite.ItemAlsoKnownAs: 10.5258/SOTON/WP00645 2339240:2AJ3LMLD 2405685:92787LQS
Keywords: Population distribution; Population; Dasymetric disaggregation

On the margins or at the center? Distance learning in higher education - Xiao, J (Distance Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2018.1429213 2405685:MZ3PW9AG

XPRIZE and UNESCO - XPRIZE (XPRIZE, 2018)
Four years ago, when we first decided to conduct the field test for the Global learning XPRIZE in Tanzania, we were looking for a partner willing to take a chance on something audacious.
KerkoCite.ItemAlsoKnownAs: 2339240:UIAH9N9R 2405685:TRKYTHWI

Understanding the Potential of Digital Interventions to Support English Language Learners in Rwanda - Yoon, Semee; Kim, Hyunju; Connor, Jacqueline (Global Engagement and Empowerment (IGEE) at Yonsei University; Enuma, Inc., 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:97XT74VX

Mode of tele-communication and software used by children with hearing impairment - Zahra, Arjamand; Khan, Sikander Ghayas; Butt, Ayesha Kamal; Noreen, Hafsa; Saeed, Muhammad Imtiaz; Iftikhar, Nayab (Biomedical Research, 2018)
Objective: The study is being conducted to find out mode of tele-communication and software used by children with hearing impairment. Methodology: This cross-sectional study was done at special education centers and schools in Lahore and Sheikhupura. Data was collected from children with hearing impairment by using a questionnaire of 11 items about the modes of tele-communication and software used by children with hearing impairment. Sample size was 362 which was calculated by using online sample size calculator. The population includes male and female children with mild, moderate, severe and profound hearing impairment studying in special education schools of Lahore and Sheikhupura. All these children use hearing aid and have congenital bilateral hearing loss. Results: This study shows that almost 80% population of children with hearing impairment know about computer and mobile. They also have awareness about the use of computer, Facebook, e-mail etc. In addition, 40 to 50% children with hearing impairment use Skype, Facebook and e-mail as a communication tool. Conclusion: The conclusion from this study is that most of the children use computer and mobile on daily basis in schools and homes for communication. Mild to moderate hearing loss children benefit from these devices between the ages of 10 to 20 y.
Publisher: Biomedical Research KerkoCite.ItemAlsoKnownAs: 10.4066/biomedicalresearch.29-17-3494 2339240:7FCYX428 2339240:XZGUQ9KC 2405685:QFJGZFWK 2405685:U7CFTZ3Q

The impact of cognitive and non-cognitive feedback on students' achievement in a distance learning environment - Zeichner, Orit (Journal of Educational Technology, 2018)
This paper deals with the field of "feedback intervention" in a distance learning environment. The study examines the influences of two types of feedback: cognitive content-oriented feedback designed to meet the student's cognitive needs relating to the curriculum, and non-cognitive feedback that refers to motivational-affective aspects of the learning process, in the form of axioms relating to the student's ability, on one hand, and the effort that the student puts into the learning process, on the other. The purpose of this study was to examine the differential effect of different types of feedback on the student's coping variables (cognitive assessment), i.e. the sense of threat and challenge, self-efficacy, and achievement. The rationale for choosing feedback axioms for motivation is based on recent theoretical models which focus on students' perceptions and beliefs as elements that affect their learning motivation. The study was conducted on 171 subjects divided into three study groups. Each group received a different type of feedback: content feedback, effort feedback, or ability feedback. The findings indicate that groups which received feedback relating to more than content show improved motivation, an increased sense of challenge and improved achievement in comparison to the group which received content feedback only. Small differences were found between the ability feedback and effort feedback groups.
KerkoCite.ItemAlsoKnownAs: 10.26634/jet.14.4.13976 2339240:UEWH54QV 2405685:EH3DYMNR
Keywords: Academic Achievement; Cognitive Processes; Comparative Analysis; Distance Education; Educational Technology; Feedback (Response); High School Students; Learning Processes; Learning Strategies; Mixed Methods Research; Questionnaires; Self Efficacy; Student Attitudes; Student Motivation

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2405685:J6BE7A45 2534378:E9ZSB7L9 2534378:MCTX9ZFS
Keywords: Case Studies; College Students; Computer Mediated Communication; Critical Thinking; Data Analysis; ERIC; Current Index to Journals in Education (CIJE); Educational Benefits; Focus Groups; Foreign Countries; Group Discussion; Higher Education; Independent Study; Indonesia; Interpersonal Communication; Learner Engagement; Learning Motivation; Practicums; Preservice Teacher Education; Qualitative Research; Social Networks; Student Teacher Attitudes; Teacher Education Programs; __:import:01; __:match:final; __:matched; __:study_id:2097353; __finaldtb

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2339240:76QI6ABS 2405685:27N3HDGU 2534378:E9ZSB7L9 2534378:MCTX9ZFS
Keywords: Case Studies; College Students; Computer Mediated Communication; Critical Thinking; Data Analysis; ERIC; Current Index to Journals in Education (CIJE); Educational Benefits; Focus Groups; Foreign Countries; Group Discussion; Higher Education; Independent Study; Indonesia; Interpersonal Communication; Learner Engagement; Learning Motivation; Practicums; Preservice Teacher Education; Qualitative Research; Social Networks; Student Teacher Attitudes; Teacher Education Programs; __:import:01; __:match:final; __:matched; __:study_id:2097353; __finaldtb

Standards for Competence Based Digital Course Materials - Kenya Institute of Curriculum Development (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7JIAARG7 2405685:RUIF6MP8

Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India - Nedungadi, Prema; Mulki, Karunya; Raman, Raghu (Education and Information Technologies, 2018)
Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.
Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013521521?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9588-z 2129771:FUJHTZ2D 2339240:KMCH965J 2339240:P4NQHVXZ 2339240:WE6J7JIZ 2405685:6WP3TDP7 2405685:KNKBHWBG 2405685:UGF4PS66 2405685:WF9JZ9QL 2534378:9HNTLUFX 2534378:H8CJ8ZGT 2534378:V4VN2T5H 4556019:7XRZPBHX
Keywords: Absenteeism; Academic Achievement; Attendance; Attendance Patterns; Computer Oriented Programs; Computers–Information Science And Information Theory; ERIC; Current Index to Journals in Education (CIJE); Educational Opportunities; Educational Quality; Educational technology; Foreign Countries; ICT; India; Monitoring; Quality of education; Rural Areas; Rural areas; Rural education; School education; Software; Students; Teacher Effectiveness; Teacher absence; Teacher monitoring; Teachers; Tele-education; WhatsApp; __:import:01; __:match:final; __:matched; __:study_id:2097863; __finaldtb

Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India - Nedungadi, Prema; Mulki, Karunya; Raman, Raghu (Education and Information Technologies, 2018)
Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.
Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013521521?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9588-z 2339240:P4NQHVXZ 2405685:6WP3TDP7 2405685:UGF4PS66 2534378:9HNTLUFX 2534378:H8CJ8ZGT 2534378:V4VN2T5H
Keywords: Absenteeism; Academic Achievement; Attendance; Attendance Patterns; Computer Oriented Programs; Computers–Information Science And Information Theory; ERIC; Current Index to Journals in Education (CIJE); Educational Opportunities; Educational Quality; Educational technology; Foreign Countries; ICT; India; Monitoring; Quality of education; Rural Areas; Rural areas; Rural education; School education; Software; Students; Teacher Effectiveness; Teacher absence; Teacher monitoring; Teachers; Tele-education; WhatsApp; __:import:01; __:match:final; __:matched; __:study_id:2097863; __finaldtb

A quasi-experiment examining the impact of educational cartoons on Tanzanian children - Borzekowski, Dina L. G. (Journal of Applied Developmental Psychology, 2018)
Educational media can positively impact young children; however, few studies have been conducted in developing countries. Researchers investigated the impact of an animated educational series, where participants were randomized to see Akili and Me versus other popular programs. In interviews with children, researchers assessed measures before and after four weeks of exposure. From Morogoro, Tanzania, 568 children (mean age - 4.8years) participated. Controlling for the child's sex, age, and baseline skills in the assessed follow up outcome, exposure to Akili and Me significantly improved drawing skills, shape knowledge, number recognition, counting, and English skills. Young and vulnerable children can benefit from a locally-produced educational program. Media interventions should be encouraged as they effectively and efficiently alter school readiness.
shortDOI: 10/gczvxt KerkoCite.ItemAlsoKnownAs: 10.1016/j.appdev.2017.11.007 10/gczvxt 2339240:7VNNEECK 2339240:ITCSRTPS 2339240:TV3YF5VR 2405685:9KZC8YTW 2405685:G2F33XBN 2405685:I27K89G7 2405685:XVBCRWSR
Keywords: Educational media; Literacy; Numeracy; School readiness; Television

Towards an inclusive digital literacy framework for digital India - Nedungadi, Prema P.; Menon, Rajani; Gutjahr, Georg; Erickson, Lynnea; Raman, Raghu (Education + Training, 2018)
Purpose The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity. Design/methodology/approach This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules. Findings The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet-based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion. Practical Implications Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education. Originality/value This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low-literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well-being and reduce the risk of exploitation.
shortDOI: 10/ggjtpg KerkoCite.ItemAlsoKnownAs: 10.1108/et-03-2018-0061 10/ggjtpg 2339240:UKTM2QDP 2405685:BF5LTHCE
Keywords: Digital competence; Digital divide; Digital inclusion; Digital learning; Indigenous people; Information and communication technologies (ICT)

Developing and validating the International Development and Early Learning Assessment (IDELA) - Pisani, Lauren; Borisova, Ivelina; Dowd, Amy Jo (International Journal of Educational Research, 2018)
Evidence about the importance of stimulation and learning in childhood has been mounting in recent years, culminating with the inclusion of early childhood development in the 2015 Sustainable Development Goals. In following, there is a need for reliable measurement of early learning and development at local, national, and global levels. None of the existing tools designed to measure learning and development at the pre-primary level have been proven to be appropriate and feasible in diverse national contexts, as well as psychometrically rigorous. Therefore, Save the Children developed the International Development and Early Learning Assessment (IDELA) from 2011–2015. This paper presents evidence from the IDELA validation process including internal consistency, inter-rater reliability, test-retest reliability and concurrent validity.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2018.06.007 2339240:2282V67A 2405685:Y3BWXKFI
Keywords: Assessment; Early childhood development; Early childhood education; Learning

Social media use by undergraduate students of education in Nigeria: a survey - Wickramanayake, Lalith; Muhammad Jika, Saidu (The Electronic Library, 2018)
Purpose This paper aims to investigate teacher students’ perceptions, intentions, experiences, attitudes, opinions and barriers concerning social media use and impact of social media on their learning process. Design/methodology/approach A stratified sampling technique was applied to draw the sample, and 242 teacher students were selected as a sample from three higher educational institutions in Gombe State, Nigeria. A questionnaire survey method was used to collect the data. Data analysis was by means of simple and inferential statistics. Findings The students widely used mobile phones to access social media, and social media was extremely popular for education, entertainment and communication among them. Educational and informational communities were also preferred by students to other social media communities. The study further revealed that effective social media usage among students enhanced their different types of skills including learning. Unstable electricity connections, security and privacy issues, internet costs and unreliable internet connections were recorded as some barriers concerning students’ social media use. Originality/value The outcome of this study will be a unique contribution because the pertinent literature provides little evidence or research highlights concerning teacher students’ social media use. Even more, the results of the present study may be a useful resource for university administrators, education policymakers and innovative teachers in universities – especially in developing countries and particularly Nigeria – when considering integration of modern techniques and technologies with university teaching and learning.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/EL-01-2017-0023 2339240:AGAUINHT 2405685:PISZZ6ZX
Keywords: Internet-based learning; Media-based teaching; Nigeria; Social media; Teaching students; User studies

A second chance to dream: initiating ODeL in secondary school re-entry programs for young adult secondary school dropouts the case of Mumias District, Western Kenya - Musita, Richard; Ogange, Betty O.; Lugendo, Dorine (Distance Education, 2018)
The Kenyan education system has very limited re-entry options for learners who drop out before attaining secondary school certificate. It is very difficult to access training and or secure a job that requires at least secondary school education. This study examined the prospects of initiating Open and Distance e-Learning(ODeL) in re-entry programmes into high school for out of school Young Adult Secondary School Dropouts (Y.A.S.S.D). The study focused on the enablers and challenges of initiating ODeL in the secondary school re-entry programmes. An alternative flexible and sustainable community based ODeL model that potentially can address re-entry for the Y.A.S.S.D is proposed. A qualitative phenomenological design was used; focus group discussion and interviews were conducted from a purposeful sample of participants. The study revealed that the potential of ODeL in addressing re-entry into secondary school for Y.A.S.S.D great. Majority of the participants were aware of the existing secondary school re-entry options, however, ODeL appeared new. Despite there being challenges in introducing the ODeL mode of study in secondary school re-entry programmes, it is viable and requires further exploration. The enablers of this mode of study are largely in place to the extent appreciated by participants in the study.
shortDOI: 10/ggdcng KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2018.1429896 10/ggdcng 2339240:FKXTDETC 2405685:XWRSN3WD
Keywords: Re-entry; dropouts; open distance e-learning

Blended Learning for Learner Empowerment: Voices from the Middle East - Tamim, Rana M. (Journal of Research on Technology in Education, 2018)
shortDOI: 10/gg5s28 KerkoCite.ItemAlsoKnownAs: 10/gg5s28 2405685:WJST56EU

What have we learned after ten years of systematic reviews in international development? - Waddington, Hugh; Masset, Edoardo; Jimenez, Emmanuel (Journal of Development Effectiveness, 2018)
The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the ﬁrst decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis.
shortDOI: 10/gf5f7j KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2018.1441166 10/gf5f7j 2339240:NQXMMWG7 2405685:SSJWH27S UA-e9af1e1b-7cd7-4efa-a8ad-391a3c96f523
Keywords: Reviewed

Education Sector Plan, 2018-2020: Getting It Right – Service Delivery, Integrity and Learning in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:AIISD4KD 2405685:DFHS5ZVL

General Assembly Designates 7 April International Day of Reflection on 1994 Genocide against Tutsi in Rwanda, Amending Title of Annual Observance | Meetings Coverage and Press Releases - United Nations General Assembly (United Nations: Media Coverage and Press Releases, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:YYZVG5YV

6 key insights into the data and information education leaders want most - Custer, Samantha; King, Elizabeth; Atinc, Tamar; Read, Lindsay; Sethi, Tanya (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:VRE4MDHJ 2405685:9Q8HHQZY

Towards Data-Driven Education Systems. Insights into using information to measure results and manage change - Custer, Samantha; King, Elizabeth; Atinc, Tamar; Read, Lindsay; Sethi, Tanya (Center for Universal Education at Brookings, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:4LI72NDP 2405685:NN6DQVYH

Teaching approaches and strategies that work; Keeping children engaged and achieving in mathematics - New Zealand Government (2018)
KerkoCite.ItemAlsoKnownAs: 2405685:2XPLP8YB
Keywords: C:New Zealand

A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission - Teaching Service Commission (Global Partnership for Education, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:CFRE6D4Q

A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission - Wright, Dr. Cream (Global Partnership for Education; World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9VRVIUE6 2405685:UU3R28HB

Online tools supporting the conduct and reporting of systematic reviews and systematic maps: a case study on CADIMA and review of existing tools - Kohl, Christian; McIntosh, Emma J.; Unger, Stefan; Haddaway, Neal R.; Kecke, Steffen; Schiemann, Joachim; Wilhelm, Ralf (Environmental Evidence, 2018)
Systematic reviews and systematic maps represent powerful tools to identify, collect, evaluate and summarise primary research pertinent to a specific research question or topic in a highly standardised and reproducible manner. Even though they are seen as the “gold standard” when synthesising primary research, systematic reviews and maps are typically resource-intensive and complex activities. Thus, managing the conduct and reporting of such reviews can become a time consuming and challenging task. This paper introduces the open access online tool CADIMA, which was developed through a collaboration between the Julius Kühn-Institut and the Collaboration for Environmental Evidence, in order to increase the efficiency of the evidence synthesis process and facilitate reporting of all activities to maximise methodological rigour. Furthermore, we analyse how CADIMA compares with other available tools by providing a comprehensive summary of existing software designed for the purposes of systematic review management. We show that CADIMA is the only available open access tool that is designed to: (1) assist throughout the systematic review/map process; (2) be suited to reviews broader than medical sciences; (3) allow for offline data extraction; and, (4) support working as a review team.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13750-018-0115-5 2405685:7WGMZPAG 2486141:PBSSCM7N 2486141:WI9XD8XN
Keywords: Evidence synthesis; Managing systems; Rapid review; Review management; Systematic review software; Text mining; Time management; _Added-ailr-2024

Home- and center-based learning opportunities for preschoolers in low- and middle-income countries - McCoy, Dana; Salhi, Carmel; Yoshikawa, Hirokazu; Black, Maureen; Britto, Pia; Fink, Günther (Children and Youth Services Review, 2018)
Recent international development efforts have emphasized the importance of supporting early childhood development, yet little is known about the availability of early learning opportunities in low- and middle-income countries (LMICs). The present study uses nationally representative data from >163,000 three- and four-year-olds living in 63 countries to estimate the availability of in- and out-of-home early learning opportunities in LMICs. Results suggest that 71.9% of preschool-aged children experience high levels of at-home stimulation (e.g., reading, counting, drawing), 33.6% attend center-based early childhood care and education (ECCE) programming, 29.1% experience both, and 22.9% experience neither. Large geographical and socioeconomic disparities in learning opportunities were found both across and within countries, particularly for ECCE.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2018.02.021 2339240:S8TZ62IH 2405685:YJULP68B

Eyes in the room trump eyes on the screen: effects of a responsive co-viewer on toddlers’ responses to and learning from video chat - Myers, Lauren; Crawford, Emily; Murphy, Claire; Aka-Ezoua, Edoukou; Felix, Christopher (Journal of Children and Media, 2018)
Scaffolding may be important for children to overcome puzzling aspects of video chat. We examined whether live co-viewer behavior (responsive or unresponsive), video chat partner’s eye gaze (aligned or misaligned), and object similarity (similar or dissimilar) impacted 24- to 30-month-old children’s responsiveness to (and short-term learning from) video chat. Co-viewer behavior was the primary factor influencing children’s responsiveness and learning; the on-screen Partner’s eye gaze was only influential in the presence of a responsive co-viewer; and object similarity did not impact the outcomes measured. Co-viewing provides essential support for children to respond to and learn from video chat interactions because it demonstrates the relevance and usefulness of the on-screen information. Findings suggest that children depend primarily on their live social partners to make sense of their media experiences.
KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2018.1425889 2339240:REKQPIXQ 2405685:2JA6V5L4

The Role of Language in the Teaching and Learning of Early Grade Mathematics: An 11-year Account of Research in Kenya, Malawi and South Africa - Essien, Anthony (African Journal of Research in Mathematics, Science and Technology Education, 2018)
The purpose of this study was to provide a systematic review of research that has been carried out between 2006 and 2016 on the role of language in early grade (Grades 1–4) mathematics teaching and learning in three countries—Kenya, Malawi and South Africa. These countries were selected because they have similar characteristics: teaching and learning occur in a multilingual context; their language in education policies are similar; transition from mother tongue to English happens during the early grades; and most of the learners learn mathematics in English—a language which for most is not their first/home language. Research outputs between 2006 and 2016 from the three countries were sourced from peer-reviewed mathematics and general education journals, monitoring and evaluation reports, and book chapters. Findings from the study revealed that there is a lack of longitudinal studies that investigate the impact of language on the teaching and learning of mathematics and that there are few studies on how teachers are and should be trained to teach mathematics in the early grades. The study also found that the implementation of the language in education policies in the three different focus countries is fraught with difficulties owing to a number of factors, amongst them the fact that the indigenous languages are not yet fully developed as academic languages. Finally, existing literature highlights the importance of the use of code switching and the provision of materials in the home language(s) of early graders. Recommendations regarding policy/curriculum, teacher education and pedagogic practices are made.
KerkoCite.ItemAlsoKnownAs: 10.1080/18117295.2018.1434453 2405685:IWGA86UZ 4042040:U3N3KGSI

The status of early childhood education in Pakistan: Inside stories - Khan, Afzal (Contemporary Issues in Early Childhood, 2018)
This article analyses the status of early childhood education in Pakistan. The education systems in place in Pakistan are mainly framed within a didactic approach to teaching and learning, which addresses certain areas of education but does not teach the child as a whole. Domains of children’s holistic development such as social, ethical, cultural, intellectual, emotional and physical well-being, and some other key academic skills, are not fully covered. In this kind of education, students are taught to follow rules without question and do as instructed, which corresponds to an autocratic view of learning. In the context of early childhood education in Pakistan, teachers occupy dominant roles, which positions them as the imparters and sources of knowledge and children as dependent and the receivers of knowledge, rather than considering them as potential, curious and powerful learners with unlimited capabilities. The literature indicates that this approach to teaching and learning does not privilege the holistic development and well-being of children. In contrast, many developed countries use research-based contemporary approaches to children’s education and development, giving children a more central role in their learning to ensure that every child has the opportunity to develop to their full potential. This kind of approach reminds teachers to view all children not as needy or deficient individuals.
KerkoCite.ItemAlsoKnownAs: 10.1177/1463949118757049 2339240:EGKJGMSG 2405685:CTRU98H8

MOOCs for Teacher Professional Development: Reflections and Suggested Actions - Misra, Pradeep Kumar (Open Praxis, 2018)
Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, this concept paper which is based on reviews of different reports, documents and research papers - discusses the challenges of TPD, reflects upon promises of using MOOCs for TPD; details initiatives and experiences of using MOOCs for TPD; and suggests actions for promoting the use of MOOCs for TPD.
KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.10.1.780 2339240:27J8DKI6 2405685:AYFYMSM8

Teachers’ attitudes towards the utility of computers in education in Kenya - Buliva, Newton (African Educational Research Journal, 2018)
KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.61.18.004 10.30918/aerj.61.18.004 10/gj37d7 2339240:7GZZFLDB 2405685:UDGTWCSZ

Nigeria’s disappointing investment in education - The Nation (Nigeria) (2018)
For as far as most Nigerians can remember, this country has been proudly referred to as the Giant of Africa. The appellation was earned by virtue of Nigeria’s intimidating size and population. However, the country is fast losing the respect, not only in Africa but across the globe. The factors responsible for this are not […]
KerkoCite.ItemAlsoKnownAs: 2405685:UQVFDECB

Using online peer assessment in an instructional technology and material design course through social media - Demir, Mehmet (Higher Education: The International Journal of Higher Education Research, 2018)
This study was designed to investigate the student teachers perceptions about and benefits and challenges of using Facebook as an online peer assessment tool for the student teachers' works. The study group included 24 student teachers in science education department of a state university located in the southeast region of Turkey. A case study approach of the qualitative method was employed in the research. Semi-structured interviews were conducted to collect the data. The interviews were audio recorded, and records of all the interviews were transcribed into full text in Turkish. Collected data were analyzed using an emergent coding approach. Codes, then, were categorized to constitute themes and subthemes. The findings indicated that the student teachers were able to give objective feedback on their peers' work and engaged more actively in class after participating in online peer assessment. Additionally, the students found it exciting and productive to use Facebook as a peer assessment tool in their learning.
Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013524252?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s10734-017-0146-9 2339240:I42X9GJR 2405685:9QLMMRGN 2534378:G3WM932R 2534378:Q94E3FCI 2534378:YRDI45P7
Keywords: Case Studies; Case studies; Coding; College students; Computer Uses in Education; ERIC; Current Index to Journals in Education (CIJE); Education–Higher Education; Educational Technology; Educational technology; Feedback; Feedback (Response); Foreign Countries; Higher Education; Higher education; Instructional Technology and Material Design; Internet; Interviews; Learner Engagement; Learning; Mass media; Peer Evaluation; Peer assessment; Peers; Preservice Teachers; Qualitative Research; Qualitative research; Science education; Semi Structured Interviews; Social Media; Social classes; Social media; Social networks; Structured interviews; Student Attitudes; Student teachers; Students; Teachers; Technology; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2097831; __finaldtb

A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning - Sun, Zhong; Lin, Chin-Hsi; Wu, Minhua; Zhou, Jianshe; Luo, Liming (British Journal of Educational Technology, 2018)
Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.
Publisher: Wiley-Blackwell, 350 Main Street, Malden, MA 02148 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013524047?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12571 2339240:PKJIVPW8 2405685:EPP6N37E 2405685:IARRK6UB 2534378:L8X5Q62N 2534378:UH8EAVTI 2534378:UIYLRWUW
Keywords: Applications programs; China; Collaborative learning; Collaborative virtual environments; Communication; Computer Mediated Communication; Computer Software; Computer assisted instruction–CAI; Content Analysis; Content analysis; Cooperative Learning; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational technology; Foreign Countries; Handheld Devices; Higher Education; Learning; Network Analysis; Network analysis; Preferences; Preservice Teachers; Social Networks; Social factors; Student Attitudes; Student Surveys; Synchronous Communication; Telecommunications; Tools; Undergraduate Students; __:import:01; __:match:final; __:matched; __:study_id:2096807; __finaldtb

Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English) - World Bank (2018)
Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English)
KerkoCite.ItemAlsoKnownAs: 2339240:GMW5LP2I 2405685:555EASFK

What else can your payment card do? Multifunctionality of payment modes can reduce payment transparency - Gafeeva, Rufina; Hoelzl, Erik; Roschk, Holger (Marketing Letters, 2018)
Payment modes (e.g., cash vs. credit card) vary in the transparency of the outflow of money. Smartcards (multifunctional cards), which bundle payment with non-payment functions (e.g., loyalty programs, identification, and other information functions), have become an increasingly popular payment mode. This shift toward multifunctionality in payment modes is assumed to reduce payment transparency and consequently to decrease consumers’ recall accuracy of past expenditures. We employ a field study to examine recall accuracy for recent purchases with cash, a single-function card, and a multifunctional card. We find that recall accuracy is lower when using a single- or a multifunction card than cash. We also find that it is not the multifunctionality of the card that results in a higher recall error but the individual usage patterns: A higher usage frequency of the non-payment functions results in a higher recall error.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11002-017-9445-2 2339240:DMG9PCAU 2405685:LPYS8JCS
Keywords: Digital payment modes; Money; Multifunctionality; Payment distinctiveness; Recall error; Transparency

Resolving the “Cost-Effective but Unaffordable” Paradox: Estimating the Health Opportunity Costs of Nonmarginal Budget Impacts - Lomas, James; Claxton, Karl; Martin, Stephen; Soares, Marta (Value in Health, 2018)
Considering whether or not a proposed investment (an intervention, technology, or program of care) is affordable is really asking whether the benefits it offers are greater than its opportunity cost. To say that an investment is cost-effective but not affordable must mean that the (implicit or explicit) “threshold” used to judge cost-effectiveness does not reflect the scale and value of the opportunity costs. Existing empirical estimates of health opportunity costs are based on cross-sectional variation in expenditure and mortality outcomes by program budget categories (PBCs) and do not reflect the likely effect of nonmarginal budget impacts on health opportunity costs. The UK Department of Health regularly updates the needs-based target allocation of resources to local areas of the National Health Service (NHS), creating two subgroups of local areas (those under target allocation and those over). These data provide the opportunity to explore how the effects of changes in health care expenditure differ with available resources. We use 2008–2009 data to evaluate two econometric approaches to estimation and explore a range of criteria for accepting subgroup specific effects for differences in expenditure and outcome elasticities across the 23 PBCs. Our results indicate that health opportunity costs arising from an investment imposing net increases in expenditure are underestimated unless account is taken of likely nonmarginal effects. They also indicate the benefits (reduced health opportunity costs or increased value-based price of a technology) of being able to “smooth” these nonmarginal budget impacts by health care systems borrowing against future budgets or from manufacturers offering “mortgage” type arrangements.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jval.2017.10.006 2339240:LGRL2L6H 2405685:XZML4VWY

ODK - Open Data Kit (ODK, 2018)
The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments.
Library Catalog: getodk.org KerkoCite.ItemAlsoKnownAs: 2405685:9CTM6SC2

ODK - Open Data Kit; Kit, Open Data (ODK, 2018)
The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments.
KerkoCite.ItemAlsoKnownAs: 2405685:32TBDFZT 2486141:CKAU3BCK

An overview of e-learning in China: History, challenges and opportunities - Wang, Yan; Liu, Xuan; Zhang, Zhenhong (Research in Comparative and International Education, 2018)
The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/1745499918763421 2405685:5RZFNBJU 2534378:WASU4R5U
Keywords: Challenges; China; ICT in education; e-learning; professional development; successes

9 Amazing Benefits of Technology in the Classroom (+18 Best Ways to Incorporate Technology) - Miller, Jen (Jen Reviews, 2018)
Library Catalog: www.jenreviews.com KerkoCite.ItemAlsoKnownAs: 2405685:X9JHWLI3

Global Public Goods: Example document for licensing and publishing documents - Haßler, Björn (2018)
This is an example document to illustrate licensing and publishing, including upload to Zenodo.
EdTechHub.Source: 2129771:NCQCUJ4Z shortDOI: 10/ggkzrv KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1201612 10/ggkzrv 2129771:NCQCUJ4Z 2339240:NKJDCS7P 2405685:34B85SEP 2405685:8FBS8XA8
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

Synergies Between the Principles for Digital Development and Four Case Studies - Haßler, Björn; Broadbent, E.; Cunningham, A.; Chimombo, J.; Jamil, B. R.; Kauthria, R.; Lake, L.; Rose, P.; Sarfraz, S.; Szekely, M. (Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge, 2018)
This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education & Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom), Andrew Cunningham (Aga Khan Foundation, Switzerland), Joseph Chimombo (Ministry of Education, Malawi), Rashmi Kauthria (Global Teacher Prize Finalist 2017, India), Lucy Lake (Camfed, United Kingdom), Shajia Sarfraz (Independent Researcher, Pakistan) and Miguel Szekely (Center for Education and Social Studies, Mexico).
shortDOI: 10/ghgngb KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1196830 10.5281/zenodo.1219919 10/ghgnf9 10/ghgngb 1867969:MS4YEFUV 2129771:3HPEHK45 2339240:6UEQFTXM 2339240:HYX3RTJZ 2339240:WNVALD7D 2405685:A8G2S2ZT 2405685:FUKJ5SE8 2405685:IGGQMIXI 2405685:PWCIYQJM
Keywords: _DOILIVE; ___working_potential_duplicate; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Synergies Between the Principles for Digital Development and Four Case Studies - Haßler, Björn; Broadbent, E.; Cunningham, A.; Chimombo, J.; Jamil, B. R.; Kauthria, R.; Lake, L.; Rose, P.; Sarfraz, S.; Szekely, M. (Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge, 2018)
This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education & Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom), Andrew Cunningham (Aga Khan Foundation, Switzerland), Joseph Chimombo (Ministry of Education, Malawi), Rashmi Kauthria (Global Teacher Prize Finalist 2017, India), Lucy Lake (Camfed, United Kingdom), Shajia Sarfraz (Independent Researcher, Pakistan) and Miguel Szekely (Center for Education and Social Studies, Mexico).
Keywords: _DOILIVE; ___working_potential_duplicate; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Synergies Between the Principles for Digital Development and Four Case Studies - Haßler, Björn; Broadbent, E.; Cunningham, A.; Chimombo, J.; Jamil, B. R.; Kauthria, R.; Lake, L.; Rose, P.; Sarfraz, S.; Szekely, M. (Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:IG2SDM9M 2486141:SKVSDTSW

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Save the Children (Resource Centre, 2018)
Globally, according to UNESCO (2017), 264 million children of primary and secondary school age are out school. UNESCO also estimates that worldwide roughly 100 million young people are fully illiterate. While data on attendance, enrolment, and literacy can be difficult to gather in fragile and conflict-affected settings, estimates suggest that children in these settings are roughly three times more likely to be out of school than children living in stable, but low-income countries.
Library Catalog: resourcecentre.savethechildren.net KerkoCite.ItemAlsoKnownAs: 2339240:ISB9H8CV 2405685:R6FFWHM5 4803016:VD3EZWEN

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Bjoern; Hennessy, Sara; Hofmann, Riikka (Journal of Learning for Development, 2018)
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v5i1.264 2339240:P65I7MGU 2405685:T2I86FZT
Keywords: Open Educational Resources; Sustainable Development Goal 4; Teacher Professional Development; peer-facilitation; school-based active learning; sub-Saharan Africa

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Björn; Hennessy, Sara; Hofmann, Riikka (Journal of Learning for Development, 2018)
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives.
00000 EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:AAT7FR3H 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2249382:CS9PALG8 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:C7CKIPL7 2339240:D83N6FTA 2339240:HGHAYJ5G 2339240:HR2YGWX3 2405685:7X2D9JDG 2405685:CUHYHFLV 2405685:NKSYKNQN 2405685:NVEVT9HX 2405685:NZ3GKZCR 2405685:ZFJ79LQS 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI
Keywords: Active Learning; Africa; Author:Haßler; C:sub-Saharan Africa; Developing Nations; Educational Technology; Elementary Secondary Education; Faculty Development; Foreign Countries; Handheld Devices; Inservice Teacher Education; Low Income Groups; Motivation; Open Educational Resources; Peer Teaching; Resource Allocation; Rural Schools; Scaffolding (Teaching Technique); Scheduling; Shared Resources and Services; Sustainable Development; Sustainable Development Goal 4; Teacher Professional Development; Technology Uses in Education; Telecommunications; ___working_potential_duplicate; dode_eth-src-dode; dode_eth-trf2-dode; peer-facilitation; school-based active learning; sub-Saharan Africa; ⛔ No DOI found

Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1) - Haßler, Björn; Brugha, Meaghan; Muyoya, Chisenga; Mitchell, Joel; Hollow, David; Jackson, Alan (Jigsaw and Open Develoment & Education, 2018)
Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1) Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf
EdTechHub.Source: 2129771:I2CG3TP3 shortDOI: 10/ghgk6z KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1204703 10/ghgk6z 2129771:I2CG3TP3 2129771:SI7RBL6P 2405685:46SDL9HI
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Assessing social and emotional learning in Tanzania: an interview with Matthew Jukes - RTI International (Medium, 2018)
Social emotional learning is likely to be strongly influenced by culture, but global variation has yet to be captured because much of the…
KerkoCite.ItemAlsoKnownAs: 2339240:5FZ522XC 2405685:RHBSN9NZ

Using Technology to Provide Higher Education for Refugees - Boškić, Natasha; Sork, Thomas J.; Irwin, Rita; Nashon, Samson; Nicol, Cynthia; Meyer, Karen; Hu, Sharon (Transnational Perspectives on Innovation in Teaching and Learning Technologies, 2018)
"Using Technology to Provide Higher Education for Refugees" published on 24 Mar 2018 by Brill | Sense.
Publisher: Brill Sense Section: Transnational Perspectives on Innovation in Teaching and Learning Technologies shortDOI: 10/ggtwpr KerkoCite.ItemAlsoKnownAs: 10.1163/9789004366077_014 10/ggtwpr 2339240:LAN4C6SI 2405685:RK8N5ERM

The Kio Kit: a digital learning solution engineered in Africa for the world - ITU (ITU News, 2018)
To mark Mobile Learning Week 2018, ITU News caught up with Nivi Sharma, the Managing Director of BRCK (brck.com), whose mission is to connect Africa to the internet, through providing a WiFi infrastructure to allow anyone with a smartphone to have free and open access to the internet.
Section: Emerging Trends KerkoCite.ItemAlsoKnownAs: 2339240:QQLRK37W 2405685:Z52V3UNZ

Pocket Book on Bangladesh Education Statistics 2017 - BANBEIS (Bangladesh Bureau of Education Information and Statistics, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:ZHXMREZX 2405685:7BICVCRT

Mathematical modelling in teacher education: dealing with institutional constraints - Barquero, Berta; Bosch, Marianna; Romo, Avenilde (ZDM: The International Journal on Mathematics Education, 2018)
Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem–the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity–and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints–most of them beyond the scope of action of teachers and students and not approached by previous research–hindering the integration of mathematical modelling in current secondary schools.
Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101593199?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-017-0907-z 2339240:4YXECT54 2405685:2GGB99HT 2405685:6B4BREQ8 2534378:8BWRCH2S 2534378:RTGC7399
Keywords: Anthropological theory of the didactic; Barriers; Case Studies; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Ecological Factors; Ecology; Foreign Countries; Functions; Inservice Teacher Education; Institutional constraints; Instructional Design; Mathematical Models; Mathematical modelling; Mathematics Teachers; Mexico; Online Courses; Prediction; Regression (Statistics); Social Media; Study and research path; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2095891; __finaldtb

The Influence of Interactive Learning Materials on Self-Regulated Learning and Learning Satisfaction of Primary School Teachers in Mongolia - Li, Shengru; Yamaguchi, Shinobu; Takada, Jun-ichi (Sustainability, 2018)
The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1) teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2) teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers.
Number: 4 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su10041093 2339240:K7VEMP7J 2405685:EKITST4W
Keywords: ICT in education; country-specific developments; in-service teacher training; interactive learning environments; self-regulated learning

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Brok, Perry Den (Journal of Technology and Teacher Education, 2018)
While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and...
Publisher: Society for Information Technology & Teacher Education KerkoCite.ItemAlsoKnownAs: 2339240:2DX9UEXA 2405685:XK4TIVSF
Keywords: ⛔ No DOI found

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Den Brok, Perry (Journal of Technology and Teacher Education, 2018)
While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions.
Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 KerkoCite.ItemAlsoKnownAs: 2405685:DBMD28PC 2534378:5IAKXKPQ 2534378:INDI72PC 2534378:W5INGKSD 2534378:ZPX4ANVW
Keywords: Active Learning; Behavior Change; Cambodia; Cultural Context; ERIC; Current Index to Journals in Education (CIJE); Education–Computer Applications; Faculty Development; Foreign Countries; Instructional Effectiveness; Knowledge Base for Teaching; Learning; Mixed Methods Research; Questionnaires; Student Centered Learning; Studies; Teacher Attitudes; Teacher Behavior; Teacher education; Teachers; Teaching; Teaching Methods; Training; Video; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2095890; __finaldtb; ⛔ No DOI found

Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan - Ministry of Education, Science and Technology (Government of Sierra Leone; UNICEF, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:843DCCS6 2405685:HZ89SJYF

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
http://oro.open.ac.uk/54964/ KerkoCite.ItemAlsoKnownAs: 2339240:6I3C4XC6 2405685:UFXME9DD
Keywords: THEME: Curriculum and resources; THEME: Education management; THEME: Open systems; THEME: School management; THEME: Teacher Professional Development; _Source:Intuitive; ___working_potential_duplicate

Impact of Internet Access on Student Learning in Peruvian Schools - Kho, Kevin; Lakdawala, Leah; Nakasone, Eduardo (Michigan State University, Department of Economics, 2018)
We investigate the impacts of school-based internet access on pupil achievement in Peru, using a large panel of 5,903 public primary schools that gained internet connections during 2007-2014. We employ an event study approach and a trend break analysis that exploit variation in the timing of internet roll-out up to 5 years after installation. We find that internet access has a moderate, positive short-run impact on school-average standardized math scores, but importantly that this effect grows over time. We provide evidence that schools require time to adapt to internet access by hiring teachers with computer training and that this process is not immediate. These dynamics highlight the need for complementary investments to fully exploit new technological inputs and underscores the importance of using an extended evaluation window to allow the effects of school-based internet on learning to materialize.
Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:7URC6DBK 2405685:SHDUYVBY
Keywords: Education; ICT; Internet; Schooling

A computational literature review of the field of System Dynamics from 1974 to 2017 - Kunc, Martin; Mortenson, Michael J.; Vidgen, Richard (Journal of Simulation, 2018)
System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/17477778.2018.1468950 KerkoCite.ItemAlsoKnownAs: 10.1080/17477778.2018.1468950 2405685:KNZA7VQE 2486141:2X7SQ6MJ 2486141:Y3KUR5CN
Keywords: System Dynamics; computational literature review; healthcare; methodology; supply chain

Developing Adaptive E-Learning Environment Using Cognitive and Noncognitive Parameters: - Siddique, Ansar; Durrani, Qaiser S.; Naqvi, Husnain A. (Journal of Educational Computing Research, 2018)
The falling learning outcome is one of the major challenges faced by most of the educational systems. Adaptive educational systems (AESs) are viewed as catalyst...
Publisher: SAGE PublicationsSage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0735633118769433 2339240:9LEPY9XD 2405685:BF7H6LZK

9 avantages la technologie en classe & 18 façons de l’intégrer dans ses cours - Duquesnoy, Maxime (PortailEduc, 2018)
Le site Jen Reviews propose un article intéressant sur les apports et l’intégration de la technologie dans ses enseignements. L’article (en anglais) est disponible via le lien Cet artic…
Library Catalog: portaileduc.net EdTechHub.ItemAlsoKnownAs: 2405685:N33JHTS7

The achievement gap phenomenon: a practical application of modeling & simulation - Johnson, John J.; Padilla, Jose; Diallo, Saikou Y. (Proceedings of the Annual Simulation Symposium, 2018)
The academic achievement gap is a persistent phenomenon in U.S. education system despite a long history of efforts and billions of dollars spent to correct it. Literature abounds with theories about why the gap exist, such as: student self-perception, parent involvement, teacher quality, and others. Model based approaches have been used to understand various aspects of the phenomenon. However, no models were identified that consider a comprehensive set of theories, and is specifically designed to investigate potential policies and strategies for reducing the gap. We build such a model using a methodology that includes: a) Modeling and Simulation-System Development Framework (MS-SDF); b) Systems Modeling Language (SysML); and c) a Systems Dynamics approach. Preliminary findings indicate that concepts from prevailing theories about the achievement gap can be accurately represented in a single system dynamics model. We also identify key stakeholders, functions, and variables affecting the achievement gap.
KerkoCite.ItemAlsoKnownAs: 2405685:7RAEZQ9S 2405685:IN6SRBXL
Keywords: M&S system development framework (MS-SDF); achievement gap; modeling and simulation; system dynamics; systems modeling language (SysML)

Understanding the EdTech Product Landscape - Singh, Ashmeet (Medium, 2018)
EdTech is expanding. Today you can find an app to learn almost anything. This is causing EdTech landscape to evolve & diversify.
KerkoCite.ItemAlsoKnownAs: 2339240:WEWQUGFR 2405685:K8FCGJW3

Reducing student absences at scale by targeting parents’ misbeliefs - Rogers, Todd; Feller, Avi (Nature Human Behaviour, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-018-0328-1 2339240:X3BLNPAB 2405685:7HVGZF7V

Bias in Online Classes: Evidence from a Field Experiment - Baker, Rachel; Dee, Thomas S.; Brent, Evans; John, June (Stanford Center for Education Policy Analysis, 2018)
The anonymity of online discussion forums does not deter instructors from exhibiting bias in favor of white males.
KerkoCite.ItemAlsoKnownAs: 2339240:V9WT2SZW 2405685:J42K6V4I

Better Than Most: Teacher Beliefs about Effort and Ability in Uganda - Sabarwal, Shwetlena; Kacker, Kanishka; Habyarimana, James (World Bank, 2018)
Do teachers have accurate beliefs about their effort and ability? This paper explores this through a survey experiment in public-private partnership schools in Uganda, wherein teacher self-beliefs are contrasted with their beliefs about other teachers in the same school. The study finds that, on average, teachers tend to rate ability, effort, and job satisfaction more positively for themselves than for other teachers. This tendency is called high relative self-regard. The study finds no systematic evidence of high relative self-regard around perceptions of student engagement quality and available support structures. More experienced teachers are less likely to exhibit high relative self-regard, while teachers showing low effort are more likely to exhibit it. This is analogous to the Dunning-Kruger effect in psychology, except respondents rate themselves as better than most (not better than average) and variation is explored over effort (not cognitive ability). High relative self-regard is less pronounced in owner-managed public-private partnership schools, suggesting that when principle-agent problems are less severe, schools find ways to correct for inaccurate teacher self-beliefs. These results provide suggestive evidence of cognitive biases that help teachers rationalize suboptimal effort in the classroom. This in turn points to the importance of providing objective feedback to teachers about their effort and performance as one potential way to improve their performance. Teacher self-beliefs are important areas of intervention because they are likely to affect how teachers optimize their effort and training investments. Self-beliefs are also likely to affect how teachers respond to changes in incentive and accountability regimes.
Accepted: 2018-05-16T20:43:41Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8440 2339240:JKYKI677 2405685:K7ZQLSVC 4656463:N4JI739Y
Keywords: Absenteeism; Accountability; Education; Incentives; Public-Private Partnerships; Self-Belief; Self-Regard; Subjective Assessment; Teacher Effectiveness; Teaching Effort

Gender Responsive Communication for Development: Guidance, Tools and Resources - UNICEF ROSA (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:A9LXC4RW 2405685:EU6MP9JM

Boosting Prosperity, Improving Equity in North and North Eastern Kenya - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9V2IVCR2 2405685:4Y9H2JHW

Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization - Piper, Benjamin; Sitabkhan, Yasmin; Mejia, Jessica; Betts, Kellie (RTI Press, 2018)
This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
shortDOI: 10/ggjrfk KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.op.0053.1805 10/ggjrfk 2339240:G6QUKYB2 2405685:8N3DSXF9 2405685:BX25H7CF 2405685:NLYSQ2ZG 2534378:AJ5Q28IL

Linguistic imperialism and language decolonisation in Africa through documentation and preservation - Agyekum, Kofi (African linguistics on the prairie, 2018)
This paper addresses the politics of language use in African nations and societies. It highlights the role of power and economics in the choice of language. It discusses linguistic imperialism and language shift, and how they lead to language endangerment. The paper also discusses linguistic decolonization whereby societies resist linguistic domination and endangerment and embark on language maintenance. It touches on the methods employed in language decolonisation, namely language revitalisation, resistance, maintenance, documentation and preservation. Attention will be on lexicology, terminology and the role of radio and TV. We argue that as a society tries to redeem itself from linguistic imperialism through decolonisation, certain stronger politico-economic factors push it back into linguistic imperialism. We will find out that some of the indigenous people themselves kick against language decolonisation. The paper hinges on the theoretical base of language endangerment. Examples are taken from African and Ghanaian languages with emphasis on Akan.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1251718 2405685:DKKX2Q3F 4042040:5IUAYIB2

Impact of Online Computer Assisted Learning on Education: Evidence from a Randomized Controlled Trial in China - Bai, Yu; Tang, Bin; Wang, Boya; Auden, Emma; Mandell, Blake (2018)
Education of poor and disadvantaged populations has been a long-standing challenge for education systems in both developed and developing countries. In China, millions of students in rural areas and migrant communities lag far behind their urban counterparts in terms of academic achievement. When they fall behind, they often have no way to catch up. Many of their parents have neither the skills nor the money to provide remedial tutoring; rural teachers often do not have time to give students the individual attention they need. Given this, there is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, traditional software-based CAL programs are difficult and costly to implement. An online version of CAL (OCAL), however, may be able to bypass many of offline CAL’s implementation problems and enhance the remedial tutoring experience. Unfortunately, there is little empirical evidence on whether OCAL programs can be effective in improving the quality of rural primary school education in developing countries. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL’s impact. Importantly, we also aim to assess the cost effectiveness of the new OCAL program versus traditional CAL interventions. To achieve these objectives, we carried out a randomized controlled trial (RCT) involving over 1650 fifth grade students in 44 schools in rural areas and migrant communities across China. Students in the 22 treatment schools attended two 40minute OCAL sessions during their computer class each week for one semester; the students in the other 22 schools were in the control group and did not receive any intervention. According to our findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.56 standard deviations. This impact is large when compared with offline CAL programs. We found that OCAL also led to a positive change in the attitudes of students towards English learning and towards student aspirations for their future education level. We found three possible explanations for OCAL’s impact. After rejecting the possibility of the Hawthorne Effect or self-efficacy-induced changes, we believe interest-oriented stimulation is the main source of improvement among students. The chance for comparison and competition with peers, as well as customized remedial question banks tailored to each student’s individual needs, likely contributed to the measured increases in academic performance among students in our sample. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, a comparison which is significant for policymakers as it indicates high potential for OCAL program expansion.
KerkoCite.ItemAlsoKnownAs: 2339240:UVG9KSAI 2405685:HM587PSY
Keywords: ⛔ No DOI found

Misperceived social norms: female labor force participation in Saudi Arabia - Bursztyn, Leonardo; Gonzalez, Alessandra L; Yanagizawa-Drott, David (2018)
Through the custom of guardianship, husbands typically have the ﬁnal word on their wives’ labor supply decisions in Saudi Arabia, a country with very low female labor force participation (FLFP). We provide incentivized evidence (both from an experimental sample in Riyadh and from a national sample) that the vast majority of young married men in Saudi Arabia privately support FLFP outside of home from a normative perspective, while they substantially underestimate the level of support for FLFP by other similar men – even men from their same social setting, such as their neighbors. We then show that randomly correcting these beliefs about others increases married men’s willingness to let their wives join the labor force (as measured by their costly sign-up for a job-matching service for their wives). Finally, we ﬁnd that this decision maps onto real outcomes: four months after the main intervention, the wives of men in our original sample whose beliefs about acceptability of FLFP were corrected are more likely to have applied and interviewed for a job outside of home. Together, our evidence indicates a potentially important source of labor market frictions, where job search is underprovided due to misperceived social norms.
KerkoCite.ItemAlsoKnownAs: 2339240:NPL67IC4 2405685:Q5LSEXBV

Acceptable Use Policy - Hollingworth, Jimmy (Longhill High School, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:BJ2YR528 2405685:DF5L4MNY

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - Law, N.; Woo, David; Wong, Gary (UNESCO, 2018)
The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”. To achieve this objective, we have built on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework.
EdTechHub.ItemAlsoKnownAs: 2405685:QB69UIDS

Using instructional video to improve awareness of scientific approach in science classroom - Susantini, Endang; Faizah, Ulfi; Yonata, Bertha; Kurniasari, Ika; Suryanti (Asia-Pacific Forum on Science Learning and Teaching, 2018)
Instructional videos have been developed to engage pre-service teachers to learn how to teach scientific approach in science classroom. This study aimed to improve preservice teachers' awareness of scientific approach in science classroom through instructional video along with their responses. Thirty two pre-service science teachers from Universitas Negeri Surabaya, Surabaya, Indonesia, participated in this study and observed two different instructional videos using video-analysis worksheet supplemented by the supervisor. In response to the instructional video, results showed that pre-service teachers noticed well about application of scientific approach in inquiry-based teaching and cooperative learning models. Pre-service teachers also showed positive views about the instructional videos and became a reflection for their own future teaching actions and practices. Supplementation of the video-analysis worksheet during the implementation and peer-discussion among preservice teachers can be used to improve pre-service teachers' awareness as well as to provide clear exemplary about how to integrate scientific approach at each phase of inquiry-based teaching and cooperative learning models. This study implies that the present instructional videos and followed-up video-analysis task are adequate to facilitate pre-service teachers to understand what to do in actual classroom in terms of applying scientific approach as envisioned by Indonesia curriculum reform.
Publisher: Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong KerkoCite.ItemAlsoKnownAs: 2339240:BN9QC37H 2339240:LBY74V36 2405685:DVSNFSAI 2405685:S42A5QRW 2534378:JX3N56UR 2534378:JZI7NCMR 2534378:WYRLILRV
Keywords: Active Learning; Biology; Chemistry; Classrooms; Cooperative Learning; Cooperative learning; Curricula; ERIC; Current Index to Journals in Education (CIJE); Educational technology; Foreign Countries; Higher Education; Hypotheses; Indonesia; Inquiry; Inquiry method; Instructional Material Evaluation; Mathematics; Models; Pedagogy; Preservice Teacher Education; Preservice Teachers; Professional development; Science Instruction; Science Teachers; Science education; Sciences: Comprehensive Works; Scientific Methodology; Student Attitudes; Students; Teacher education; Teaching Methods; Teaching methods; Video Technology; Video recordings; __:import:01; __:match:final; __:matched; __:study_id:2097317; __finaldtb; ⚠️ Invalid DOI; ⛔ No DOI found

Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis - Basma, Badriah; Savage, Robert (Educational Psychology Review, 2018)
This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.
shortDOI: 10/ghgn5t KerkoCite.ItemAlsoKnownAs: 10.1007/s10648-017-9416-4 10/ghgn5t 2405685:9XT28XJI
Keywords: C: International

Through the looking glass: can classroom observation and coaching improve teacher performance in Brazil? - Bruns, Barbara; Costa, Leandro; Cunha, Nina (Economics of Education Review, 2018)
We conducted a randomized evaluation of a program in Brazil that provided secondary schools with classroom observation feedback and access to expert coaching. Coaching content was based on Teach Like A Champion, by Douglas Lemov, which imparts practical strategies to increase teachers’ effectiveness by maximizing time on instruction and student engagement. In treatment schools, the program raised the skills of pedagogical coordinators tasked with supporting teachers to improve instruction, increased teachers’ time on instruction, raised student engagement and produced statistically significant student learning gains. Program schools performed 0.05–0.09 SD higher in 10th grade math and Portuguese on a state test and 0.06 SD higher in Portuguese on a national high school leaving test (12th grade). High quality coaching delivered to the coordinators via Skype kept costs at $2.40 per student, making the program a cost-effective and promising strategy for school-based efforts to raise teachers’ classroom effectiveness. (I21, I25, I28, J18, O15)
Extra URL: http://www.sciencedirect.com/science/article/pii/S0272775717303576 KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.003 10/ggft3x 2129771:PXEQ493U 2339240:EJ9DHWVT 2339240:TJCEV7VS 2405685:27VSFIJU 2405685:7A2ZCMGH 2405685:PH86GT2T 2534378:CH4WAJDT 2534378:FM4VRQ7G 2534378:X3NNFD6B
Keywords: Classroom observation; Economic development; Economic impact; Educational economics; Randomization; Teacher coaching; __:import:01; __:match:final; __:matched; __:study_id:2425900; ___working_potential_duplicate; __finaldtb

Nudging in education - Damgaard, Mette Trier; Nielsen, Helena Skyt (Economics of Education Review, 2018)
Can we nudge children, adolescents and their parents to make better decisions on education? And can we nudge teachers to support and encourage better decision making? Education decisions are taken at young ages and involve immediate costs and potential, future benefits. In such settings behavioural barriers (e.g. lack of self-control, limited attention and social norms) likely influence choices and this may motivate the use of low cost ‘nudges’ to gently push behaviour in the desired direction. Our review of nudging interventions shows that while nudging often has positive effects, the greatest effects often arise for individuals affected most by the behavioural barrier targeted by the intervention. Hence understanding underlying behavioural mechanisms is crucial. Negative effects may arise in situations where nudges potentially crowd-out intrinsic motivation, if nudges pressurise individuals, or in situations where the choice architect has an insufficient understanding of behavioural mechanisms.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.008 2339240:YBXW7W6Z 2405685:TFBCJC4T
Keywords: Behavioural bias; Boost policies; Human capital investment

Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides - Piper, Benjamin; Simmons Zuilkowski, Stephanie; Dubeck, Margaret; Jepkemei, Evelyn; King, Simon J. (World Development, 2018)
Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or technology are required for program impact. The Kenya Primary Math and Reading Initiative was a randomized controlled trial that compared three treatment groups with speciﬁc ingredients and a control group. Using literacy and numeracy outcome measures for grades 1 and 2, we evaluated the beneﬁts of the following ingredients: (1) teacher PD and teacher instructional support and coaching; (2) revised student books in literacy and numeracy, at a 1:1 ratio, added to PD and instructional support; and (3) structured teacher lesson plans added to student books, PD, and instructional support. We found that two of the three combinations of ingredients had statistically signiﬁcant positive impacts on learning outcomes. The results showed that the third combination—PD, teacher instructional support and coaching, 1:1 student books, and structured teacher lesson plans—was most effective. A cost-effectiveness analysis on the ingredients showed that the option of PD and instructional support, 1:1 revised books, and teachers’ guides was the most expensive, but that the additional impact on learning made this the most cost-effective intervention. This study rigorously analyzes which ingredients for literacy and numeracy improvement would be most effective for overall impact, and suggests to policy makers that careful decisions regarding program ingredients will lead to more effectively designed and implemented interventions to improve learning in developing countries.
EdTechHub.Copy: 2129771:3IIW96ZB shortDOI: 10/gftrqf KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2018.01.018 10/gftrqf 2129771:3IIW96ZB 2339240:AUEREUTT 2339240:NNWXI67C 2339240:QWI89XDJ 2339240:X37484JK 2405685:37II7RPP 2405685:4PBTS4CP 2405685:5LADY8ET 2405685:L36BGXMK 2405685:PT6BTPEC
Keywords: Africa; C:Kenya; Literacy; Numeracy; Program Evaluation; Program evaluation; Quantitative; Randomized controlled trial; Reading; Teacher Professional Development; ___working_potential_duplicate; numeracy; randomized control trial

Literature search protocol for the African Education Research Database - Mitchell; Rose (Zenodo, 2018)
This methodological note provides an overview of the ‘Mapping education research in sub-Saharan Africa’ project. It presents the protocols for the literature search, data extraction, and development of the African Education Research Database.
shortDOI: 10/ghgnfp KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1245521 10/ghgnfp 2339240:3WYP59B9 2405685:CK2VGGRV
Keywords: Reviewed; _not_EdTechHub; _zenodoOTHER; education research; sub-Saharan Africa

Meet the Rwandan innovation for One-Laptop-Per-Child - Bizimungu, Julius (The New Times, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:U6CFZ9UP 2405685:R2ZWT8EX

Web Content Accessibility Guidelines (WCAG) 2.1 - Kirkpatrick, Andrew; O Connor, Joshue; Campbell, Alastair; Cooper, Michael (W3C, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:8TX6IQZM

In which countries do the most highly qualified and experienced teachers teach in the most difficult schools? - Avvisati, Francesco (OECD, 2018)
Teachers are the most important school resource. In every country, teachers’ salaries and training represent the greatest share of expenditure on education; and this investment in teachers can have significant returns. Research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. But not all students are equal when it comes to access to high-quality teaching. In fact, PISA data show that there are inequities in access to experienced and qualified teachers in many countries, and that they are related to the gap in learning outcomes between advantaged and disadvantaged students.
KerkoCite.ItemAlsoKnownAs: 10.1787/3ef99aba-en 2405685:98ZJG6VS 4042040:UKW2VQZ3

Knowledge, Politics and Policymaking in Indonesia - Pellini, Arnaldo; Prasetiamartati, Budiati; Nugroho, Kharisma Priyo; Jackson, Elisabeth; Carden, Fred (Springer, 2018)
This edited volume examines key questions about evidence-informed policymaking in Indonesia. It draws on insights and evidence acquired through the implementation of the Knowledge Sector Initiative, a donor-funded programme that aims to increase the demand for and use of evidence in policymaking in Indonesia. Featuring contributions from academics, policy researchers, policymakers and development practitioners, the volume will deepen readers’ understanding of how knowledge and politics shape the policymaking process in Indonesia. As such, it will be of interest to Indonesian and international researchers, academics, students, practitioners and policymakers concerned with various aspects of evidence-informed policymaking research and processes. In particular, regional and international development practitioners and development partners interested in learning from Indonesia’s efforts to improve how evidence is used to address key development challenges will find this volume valuable.
Google-Books-ID: jSVhDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:LFFYGQRP 2405685:G6K9FGDK
Keywords: Political Science / Political Process / General; Political Science / Public Affairs & Administration; Political Science / Public Policy / General; Social Science / Developing & Emerging Countries; Social Science / Sociology / General

Support to children’s education in the urban slums of Nairobi: community and parents’ perceptions with an expanded phase of an education intervention program - Abuya, Benta A.; Wekulo, Patricia; Muhia, Nelson (Qualitative Research in Education, 2018)
The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children’s education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through in-depth interviews, key informant interviews and focus group discussions. Results demonstrated that community elders internalized their role as the face of government in their respective communities, and enforced the implementation of education policies on behalf of all children. The community leaders also saw as part of their role the need to encourage parents to be active participants in their children’s education. Female parents with boys in the program perceived that parental monitoring and follow-up was important to ensure that their children attended school, and completed work assigned by the teachers, more so in Korogocho. Overall, parents recognized the importance of the role they played in their children’s education. This is a good entry point as parental support will ensure the success and sustainability of the intervention to improve educational outcomes for children, which in turn will help their children navigate the challenging period that adolescence presents.
Number: 2 KerkoCite.ItemAlsoKnownAs: 10.17583/qre.2018.3240 2339240:RWE4QDVW 2405685:UBUMJHXV
Keywords: teachers

Too little or too much? Actionable advice in an early-childhood text messaging experiment - Cortes, Kalena; Fricke, Hans; Loeb, Susanna; Song, David (National Bureau of Economic Research, 2018)
Text-message based parenting programs have proven successful in improving parental engagement and preschoolers’ literacy development. The tested programs have provided a combination of (a) general information about important literacy skills, (b) actionable advice (i.e.,specific examples of such activities), and (c) encouragement. The regularity of the texts – each week throughout the school year – also provided nudges to focus parents’ attention on their children. This study seeks to identify mechanisms of the overall effect of such programs. It investigates whether the actionable advice alone drives previous study’s results and whether additional texts of actionable advice improve program effectiveness. The findings provide evidence that text messaging programs can supply too little or too much information. A single text per week is not as effective at improving parenting practices as a set of three texts that also include information and encouragement, but a set of five texts with additional actionable advice is also not as effective as the three-text approach. The results on children’s literacy development depend strongly on the child’s pre-intervention literacy skills. For children in the lowest quarter of the pre-treatment literacy assessments, only providing one example of an activity decreases literacy scores by 0.15 standard deviations relative to the original intervention. Literacy scores of children in higher quarters are marginally higher with only one tip per week. We find no positive effects of increasing to five texts per week.
KerkoCite.ItemAlsoKnownAs: 10.3386/w24827 2339240:9CSWFM66 2405685:6R2T8MU5 2405685:76A6BBRX
Keywords: ___working_potential_duplicate

Technology for Inclusive Education (TFIE) Pilot Report - Digital Literacy Trust (2018)
EdTechHub.ItemAlsoKnownAs: 2405685:SH5FCHUZ

Apping and resilience: How smartphones help Syrian refugees in Lebanon negotiate the precarity of displacement - Göransson, Markus (Clingendael Netherlands Institute of International Relations, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XWGZ2UPM 2405685:U9DIK4S6

WRAHA: We Refugees Also Have Ambitions! - research design for an unsuccessful eCubed application - Haßler, Björn (Open Development & Education, 2018)
EdTechHub.Source: 2129771:XH2ESLDR KerkoCite.ItemAlsoKnownAs: 2129771:XH2ESLDR 2339240:X22MW4SZ 2405685:6PAFL5VC
Keywords: dode_eth-src-dode; dode_eth-trf2-dode

Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania - Mbiti, Isaac; Muralidharan, Karthik; Romero, Mauricio; Schipper, Youdi; Manda, Constantine; Rajani, Rakesh (National Bureau of Economic Research, 2018)
We present results from a large-scale randomized experiment across 350 schools in Tanzania that studied the impact of providing schools with (a) unconditional grants, (b) teacher incentives based on student performance, and (c) both of the above. After two years, we find (a) no impact on student test scores from providing school grants, (b) some evidence of positive effects from teacher incentives, and (c) significant positive effects from providing both programs. Most importantly, we find strong evidence of complementarities between the two programs, with the effect of joint provision being significantly greater than the sum of the individual effects. Our results suggest that combining spending on school inputs (which is the default policy) with improved teacher incentives could substantially increase the cost-effectiveness of public spending on education.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w24876 2339240:6KRPH6ZG 2405685:N3H3SZ7C 4656463:DX4NAZF7

Education sector development plan 2016/17–2020/21: Tanzania mainland - Ministry of Education, Science and Technology (The United Republic of Tanzania, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:P9N9FWTP 2405685:EJXB68SF

Students Awareness and Utilization of Educational Broadcasts to Learn in Ogbomoso, Oyo State Nigeria - Olumorin, Charles Olubode; Aderoju, Musiliu Adekola; Onojah, Amos Ochayi (Turkish Online Journal of Distance Education, 2018)
Radio and Television are broadcast media meant to disseminate audio and video signal, messages, information or programs to wide range of audience. Radio and television are already playing a role in educating the populace non-formally through various educational channels and programs, but there is significant potential to capitalize on their ability to enhance development and learning curriculum content among secondary school students. This study: 1) Find out the awareness of educational radio and television programs by secondary school students in Ogbomoso 2) Investigate secondary school students access to educational radio and television programs in Ogbomoso and 3) Investigate problems militating against students' use of educational radio and television programs for learning. Questionnaire was used as instrument to elicit responses from 100 secondary school students on their awareness-on and access to seven educational radio and television programs. The findings revealed that the students were not aware of the educational radio and television programs even though they have access to it. The study recommends that teachers in secondary schools should include educational broadcasts as forms of stimulus variation that they could apply to their classes and educational programs producers on both radio and television should create enough awareness about the programs to enable students follow the programs at appropriate time.
Publisher: Anadolu University KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.445122 2339240:UNNNDHTX 2405685:FDFUW8VP
Keywords: Access to Education; Audiovisual Instruction; Barriers; Distance Education; Educational Radio; Educational Television; Familiarity; Foreign Countries; Questionnaires; Secondary School Students; Student Surveys

A Process for Co-Designing Educational Technology Systems for Refugee Children - Alain, George; Coughlan, Tim; Adams, Anne; Yanacopulos, Helen (2018)
There is a growing interest in the potential for technology to facilitate emergency education of refugee children. However, designing in this space requires knowledge of the displaced population and the contextual dynamics surrounding it. Design should therefore be informed by both existing research across relevant disciplines, and from the practical experience of those who are on the ground facing the problem in real life. This paper describes a process for designing appropriate technology for these settings. The process draws on literature from emergency education, student engagement and motivation, educational technology, and participatory design. We emphasise a thorough understanding of the problem definition, the nature of the emergency, and of socio-cultural aspects that can inform the design process. We describe how this process was implemented leading to the design of a digital learning space for children living in a refugee camp in Greece. This drew on involving different groups of participants such as social-workers, parents, and children.
Publisher: BCS Learning & Development shortDOI: 10/ggtdgq shortDOI: 10/ggtdgq shortDOI: 10/ggtdgq shortDOI: 10/ggtdgq KerkoCite.ItemAlsoKnownAs: 10.14236/ewic/hci2018.162 10/ggtdgq 2339240:IXBXQ9QF 2405685:V3KX4V3W
Keywords: Google Scholar/ "refugee education" ICT; NOTdocs.opendeved.net; RER theme_pedagogies and modalities

The trials of evidence-based practice in education: a systematic review of randomised controlled trials in education research 1980–2016 - Connolly, Paul; Keenan, Ciara; Urbanska, Karolina (Educational Research, 2018)
Background: The use of randomised controlled trials (RCTs) in education has increased significantly over the last 15 years. However, their use has also been subject to sustained and rather trenchant criticism from significant sections of the education research community. Key criticisms have included the claims that: it is not possible to undertake RCTs in education; RCTs are blunt research designs that ignore context and experience; RCTs tend to generate simplistic universal laws of ‘cause and effect’; and that they are inherently descriptive and contribute little to theory.Purpose: This article seeks to assess the above four criticisms of RCTs by considering the actual evidence in relation to the use of RCTs in education in practice.Design and methods: The article is based upon a systematic review that has sought to identify and describe all RCTs conducted in educational settings and including a focus on educational outcomes between 1980 and 2016. The search is limited to articles and reports published in English.Results: The systematic review found a total of 1017 unique RCTs that have been completed and reported between 1980 and 2016. Just over three quarters of these have been produced over the last 10 years, reflecting the significant increase in the use of RCTs in recent years. Overall, just over half of all RCTs identified were conducted in North America and a little under a third in Europe. The RCTs cover a wide range of educational settings and focus on an equally wide range of educational interventions and outcomes. The findings not only disprove the claim that it is not possible to do RCTs in education but also provide some supporting evidence to challenge the other three key criticisms outlined earlier.Conclusions: While providing evidence to counter the four criticisms outlined earlier, the article suggests that there remains significant progress to be made. The article concludes by outlining some key challenges for researchers undertaking RCTs in education.
Publisher: Routledge _eprint: https://doi.org/10.1080/00131881.2018.1493353 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2018.1493353 2339240:IGPCB9G7 2405685:2CVG8HCS
Keywords: Correction; RCT; Systematic reviews; context; education; educational settings; theory

Randomised controlled trials (RCTs) in education research – methodological debates, questions, challenges - Styles, Ben; Torgerson, Carole (Educational Research, 2018)
Publisher: Routledge _eprint: https://doi.org/10.1080/00131881.2018.1500194 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2018.1500194 2339240:RAXWGWMW 2405685:VW9BMID8

10 Important Facts About Girls' Education in Somalia - Cline, Matthew (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:GWI7YLXI 2405685:EI2YAW8S

Power, knowledge and the politics of gender in the Global South - Medie, Peace A.; Kang, Alice J. (European Journal of Politics and Gender, 2018)
Critical feminists have argued that research on women and gender is not sufficiently 'global' in its representation of scholars and perspectives. We draw on these works to argue that the scholarship on women, gender and politics does not sufficiently consider the effects of the global order in the Global South. We propose the adoption of a 'global lens' to address this gap. We further examine the representation of South-based scholars by analysing leading women, gender and politics journals, and find that they are severely under-represented as authors. We propose steps to address this underrepresentation and to decolonise the scholarship.
KerkoCite.ItemAlsoKnownAs: 10.1332/251510818X15272520831157 2339240:UEFV7NJV 2405685:3IN84AU4
Keywords: GENDER; GLOBAL INEQUALITY; GLOBAL SOUTH; JOURNALS; POLITICAL; PUBLICATIONS; SCIENCE

Research with, not about, communities — Ethical guidance towards empowerment in collaborative research, a report for the TRUST Project - Chatfield, Kate; Biernacki, Olivia; Schroeder, Doris; Cavallaro, Francesca; Cook, Julie; N’Diaye, Dieynaba; Bompart, Francois; Chennells, Roger; Toohey, Jacintha; Wynberg, Rachel; van Niekirk, Jaci; Ait, Myriam (TRUST, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:YSSRQE2V 2405685:VLUSM32C

Brain drain in higher education: Critical voices on teacher education in Yemen - Muthanna, Abdulghani; Sang, Guoyuan (London Review of Education, 2018)
Brain drain is a context-based issue and has direct impact on the quality of higher education for institutions where a significant number of instructors migrate to take up work in other countries. This is a critical problem in Yemen where higher teacher education programmes still lack teachers. Interpretive analysis of in-depth interviews with two university administrators and ten teacher educators revealed four key factors affecting the occurrence of brain drain: ineffective application of sabbatical leave regulations; failure to equalize returning teachers’ salaries with those of their colleagues; lack of resources to support research; and the presence of internal and external conflicts. The study also provides insights for decreasing brain drain in Yemen.
shortDOI: 10/gg26fm KerkoCite.ItemAlsoKnownAs: 10.18546/LRE.16.2.09 10/gg26fm 2339240:J5J9SRGC 2405685:W26R6J94 4803016:IVSBZHVR

MyUnisa Digi-Band - unicourses (University Courses, 2018)
The my Unisa Digi-band is a device that allows students to store an offline, yet updatable , copy of their myUnisa group site on a flash drive
Section: MyUNISA KerkoCite.ItemAlsoKnownAs: 2405685:8YQA3IFU

Upping the Ante: The Equilibrium Effects of Unconditional Grants to Private Schools - Andrabi, Tahir; Das, Jishnu; Khwaja, Asim I.; Ozyurt, Selcuk; Singh, Niharika (World Bank, 2018)
This paper tests for financial constraints as a market failure in education in a low-income country. In an experimental setup, unconditional cash grants are allocated to one private school or all private schools in a village. Enrollment increases in both treatments, accompanied by infrastructure investments. However, test scores and fees only increase in the setting of all private schools along with higher teacher wages. This differential impact follows from a canonical oligopoly model with capacity constraints and endogenous quality: greater financial saturation crowds-in quality investments. The findings of higher social surplus in the setting of all private schools, but greater private returns in the setting of one private school underscore the importance of leveraging market structure in designing educational subsidies.
Accepted: 2018-08-23T17:19:28Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8563 2339240:6Y2Q8MG7 2405685:DA7JLW8K 4656463:K4ANUEBW
Keywords: Education Markets; Financial Innovation; Private Education; Return to Capital; SMEs; Small and Medium Enterprises; Student Achievement; Unconditional Cash Transfers

Teacher Professional Development around the World: The Gap between Evidence and Practice - Popova, Anna; Evans, David K.; Breeding, Mary E.; Arancibia, Violeta (World Bank, 2018)
shortDOI: 10/ghgngf KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8572 10/ghgngf 2339240:XS7TPHW4 2405685:RJX4M8AM 2405685:SQ5CWK8Q 2486141:U6AFHNPF
Keywords: C:Low- and middle-income countries

First 50Mb/s Internet connection put online - Rasbey, Samer (BusinessNews.com.lb, 2018)
460,000 users to be connected to fiber optics in one year
KerkoCite.ItemAlsoKnownAs: 2339240:KCV97U56 2405685:APNEZW26

Scaling up successfully: Lessons from Kenya’s Tusome national literacy program - Piper, Benjamin; Destefano, Joseph; Kinyanjui, Esther M.; Ong’ele, Salome (Journal of Educational Change, 2018)
Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.
shortDOI: 10/gf6298 KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 10/gf6298 2339240:HUMPM4BM 2339240:LT7INWTK 2339240:PM36I7JC 2339240:S7I52VEN 2339240:YTWJW5GH 2405685:2YJ8XQDL 2405685:NC6R6NWC 2405685:TFDLRYCG 2405685:UXBBCZIX 2405685:VERKPHLS 2405685:X7T5JCV4
Keywords: ___working_potential_duplicate

Scaling up successfully: Lessons from Kenya’s Tusome national literacy program - Piper, Benjamin; Destefano, Joseph; Kinyanjui, Esther M.; Ong’ele, Salome (Journal of Educational Change, 2018)
Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 10/gf6298 2339240:3W37ZTWQ 2405685:ME5VHAM9
Keywords: ___working_potential_duplicate

Scaling up successfully: Lessons from Kenya’s Tusome national literacy program - Piper, Benjamin; Destefano, Joseph; Kinyanjui, Esther M.; Ong’ele, Salome (Journal of Educational Change, 2018)
Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 2339240:X8L2E7PR 2405685:TQU6RKR4
Keywords: Evaluation; Implementation; Literacy; National; Reading; Reform; Systems

The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research - Stockard, Jean; Wood, Timothy W.; Coughlin, Cristy; Rasplica Khoury, Caitlin (Review of Educational Research, 2018)
Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students.
Publisher: American Educational Research Association shortDOI: 10/gftkwf KerkoCite.ItemAlsoKnownAs: 10.3102/0034654317751919 10/gftkwf 2405685:N5D4AFRF

Investigating the self-reported professional development activities of school leaders in Ghanaian rural basic schools - Sofo, Francesco; Abonyi, Usman Kojo (Professional Development in Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2017.1359795 2339240:HNS48A2C 2405685:I9W5G33L

Inclusive and special education approaches in developing countries - Price, Roz (Institute of Development Studies, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:7AUCVAJC 2405685:ICKQU7NT
Keywords: ⛔ No DOI found

Keynote Address by His Excellency President Julius Maada Bio on the theme of: "Education for Development" at the launch of the Free Quality School Education Programme - Maada Bio, Julius (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:5TSMLUKK 2405685:FW7MT9FE

Designing learning opportunities for the hardest to reach - Game-based mathematics learning for out-of-school children in Sudan - Stubbé, Hester (2018)
Worldwide, 61 million children are not in school. Despite many campaigns and initiatives, this number has not decreased over the last 10 years. There is a growing recognition that especially the most marginalised children will not be reached by simply expanding the current education system. Innovative education technology, coupled with a context specific approach, could provide opportunities. This thesis describes a project that attempts to provide education for hard to reach children. To support children to learn, without additional instruction from teachers, it was decided to design and develop a mathematics game, targeting children in Sudan with no ready access to education (in remote areas, nomadic or Internally Displaced People). The overall question of this thesis is: How can children in remote villages in Sudan learn mathematics from playing a mathematics game without additional instruction from teachers? As there was no existing curriculum-based, Arabic mathematics game, a new game had to be designed. Following a research-based approach, a set of requirements for a mathematics game that could reach these children was identified. Then the mathematics game was designed, developed and evaluated. To study whether children in remote villages in Sudan can learn mathematics from playing the game autonomously, two pilots were carried out. Pilot I focused on the question whether out-of-school children in remote villages in Sudan can learn mathematics from playing the game at all. Following positive results, sustained learning was studied in pilot II; a longer pilot, including more children and more, diverse, learning objectives. The question whether children can learn can be answered with a wholehearted ’yes’. Children who played the game have learned as much as, and probably more than, children in the control groups (no education in the same period; informal education in the same period). The set of requirements that was identified and the careful game design have resulted in a mathematics game that is engaging and motivating for the target population, leading to significant learning results. Unintentionally, even the flexibility of the game-based learning approach was proven: children only played an average 2-3 days a week instead of the planned five days a week and still increased their test scores significantly. This shows that skipping a few days a week, or even a whole week once in a while, does not get in the way of learning. Finally, the influence of child-related and context factors on learning effect was studied. The distance to the nearest primary school, self-esteem and self-efficacy showed positive correlations with test results, with a medium effect. At the same time, self-esteem has increased during the pilot. For the Sudan game, this does not mean immediate changes are necessary. When taking the game to a school context, changes should be made. At the same time, the design process and the game components can and have been used to adapt the game. The mathematics game has been adapted for Lebanon and Jordan, with Syrian refugees in mind. In addition, a literacy game for Sudan and Jordan was designed and developed.
Accepted: 2018-09-21T16:26:53Z ISBN: 9789039370070 Publisher: Utrecht University Volume: 98? KerkoCite.ItemAlsoKnownAs: 2339240:BZ4B3PJS 2405685:UM3SWTHU

World Librarians: A Peer-to-Peer Commons for Closing the Global Digital Divide - Schweik, Charlie; Smith, Jeremy; Meyer, Carl (Journal of Librarianship and Scholarly Communication, 2018)
The Journal of Librarianship and Scholarly Communication seeks to share useful innovations, both in thought and in practice, with the aim of encouraging scholarly exchange and the subsequent benefits that are borne of scrutiny, experimentation and debate. As modes of scholarly communication, the technologies and economics of publishing and the roles of libraries evolve, it is our hope that the work shared in the journal will inform practices that strengthen librarianship and that increase access to the "common Stock of Knowledge."JLSC is particularly interested in the intersection of librarianship and publishing and the resulting role of libraries in both content dissemination and content creation. Related areas of interest include new methods for the dissemination of information and information exchange; the theory and practice of the organization, use and curation of information; and issues related to the review, credentialing, reputation and impact of scholarly work.
Number: 2 Publisher: Pacific University Libraries KerkoCite.ItemAlsoKnownAs: 2405685:SNL2WFXW
Keywords: ⚠️ Invalid DOI

Facing Forward: Schooling for Learning in Africa - Bashir, Sajitha; Lockheed, Marlaine; Ninan, Elizabeth; Tan, Jee-Peng (World Bank, 2018)
This book lays out a range of policy and implementation actions that are needed for countries in sub-Saharan Africa to meet the challenge of improving learning while expanding access and completion of basic education for all. It underscores the importance of aligning the education system to be relentlessly focused on learning outcomes and to ensuring that all children have access to good schools, good learning materials, and good teachers. It is unique in characterizing countries according to the challenges they faced in the 1990s and the educational progress they have made over the past 25 years. The authors review the global literature and contribute their extensive new analyses of multiple datasets from over three dozen countries in the region. They integrate findings about what affects children's learning, access to schooling, and progress through basic education. The book examines four areas to help countries better align their systems to improve learning: completing the unfinished agenda of reaching universal basic education with quality; ensuring effective management and support of teachers; targeting spending priorities and budget processes on improving quality; and closing the institutional capacity gap. It concludes with an assessment of how future educational progress may be affected by projected fertility rates and economic growth. The primary audience for this book are policy makers in Africa, practitioners, and partners concerned about building the knowledge capital of sub-Saharan Africa.
Accepted: 2018-02-27T16:15:42Z KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1260-6 2339240:Y9QPSZXG 2405685:VYN2EFHC 4656463:NVHXUYRY
Keywords: Education Management; Education Spending; Human Capital; Institutional Capacity; Knowledge Capital; Service Delivery; Teacher Effectiveness; Universal Basic Education

Tangerine Pilot: Report on pilot implementation - Leh Wi Lan (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:FAHXZEH4 2405685:9RZWXU6Y

Interaction in a discussion list: an exploration of cognitive, social, and teaching presence in teachers’ online collaborations - Nami, Fatemeh; Marandi, S Susan; Sotoudehnama, Elaheh (ReCALL: the Journal of EUROCALL, 2018)
Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education.
Place: Cambridge Publisher: Cambridge University Press Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2084810389?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1017/S0958344017000349 2405685:WM42S327 2534378:59HFNMGI 2534378:A5Y5932K 2534378:EEFLCSXC 2534378:G3TW72LP
Keywords: Asynchronous Communication; Blended Learning; CALL teacher education; CASE studies; COMPUTER assisted language instruction; Cognitive processes; Collaborative learning; Colleges & universities; Computer Mediated Communication; Computer assisted instruction–CAI; Computer assisted language learning; Critical thinking; Curriculum development; Data analysis; Discourse Analysis; Distance learning; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Educational technology; English (Second Language); English as a second language instruction; Faculty Development; Foreign Countries; Foreign languages; Group Discussion; Higher Education; Higher education; Hybrid computers; Interactive learning; Iran; LANGUAGE & languages; Language Teachers; Linguistics–Computer Applications; PROFESSIONAL education; Professional development; School environment; Second Language Instruction; Second language teachers; Social factors; TEACHERS; Teacher Education Programs; Teacher education; Teachers; Teaching; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2095858; __finaldtb; asynchronous interaction; cognitive presence; online collaboration; social presence; teaching presence

Classroom dialogue and digital technologies: A scoping review - Major, L.; Warwick, P.; Rasmussen, I.; Ludvigsen, S.; Cook, V. (Education and Information Technologies, 2018)
This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.
shortDOI: 10/gdm2tx KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9701-y 10/gdm2tx 2339240:X7R88KV5 2405685:QLMSBRPI 2405685:T6GR54KG
Keywords: Classroom dialogue; Collaboration; Digital technology; Edtech; Talk; _THEME: Teacher Professional Development

Ensuring excellence new standards for graduate teachers | NSW Government (2018)
Last Modified: 2020-03-04 Library Catalog: www.nsw.gov.au Publisher: NSW Government KerkoCite.ItemAlsoKnownAs: 2405685:9CIXBW5M 2405685:YKQSUC5H

Technocentrism and social fields in the Indian EdTech movement: formation, reproduction and resistance - Burch, Patricia; Miglani, Neha (Journal of Education Policy, 2018)
All over the globe, educational technology (EdTech) is being sold to schools as a central mechanism for improving access to quality learning for high poverty populations. There is a growing scholarship that interrogates the institutional drivers of the ‘EdTech craze’. Building on this work, this paper examines how technocentrism as a specific strain of neoliberalism is reflected at both the organizational and institutional levels, both by private and public sectors in the case of school education in India. We argue that using institutional theory to explain complex multi-layered reforms means looking in tandem at macro principles defined through interactions in the organizational field and the re-experiencing and transformation of those processes at the micro level.
KerkoCite.ItemAlsoKnownAs: 10.1080/02680939.2018.1435909 2339240:5ZMGP38H 2339240:MRFCBMCJ 2339240:WHH9EURE 2405685:HEHKWVQS

Returns to investment in education: a decennial review of the global literature - Psacharopoulos, George; Patrinos, Harry Anthony (Education Economics, 2018)
In the 60-plus year history of returns to investment in education estimates, there have been several compilations in the literature. This paper updates Psacharopoulos and Patrinos and reviews the latest trends and patterns based on 1120 estimates in 139 countries from 1950 to 2014. The private average global return to a year of schooling is 9% a year. Private returns to higher education increased, raising issues of financing and equity. Social returns to schooling remain high. Women continue to experience higher average returns to schooling, showing that girls’ education remains a priority.
Publisher: Routledge _eprint: https://doi.org/10.1080/09645292.2018.1484426 KerkoCite.ItemAlsoKnownAs: 10.1080/09645292.2018.1484426 2339240:A766YX3S 2405685:8W6KPXBB
Keywords: C13; J31; Returns to schooling; investments in education

Transparency in literature reviews: an assessment of reporting practices across review types and genres in top IS journals - Templier, Mathieu; Paré, Guy (European Journal of Information Systems, 2018)
The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/0960085X.2017.1398880 KerkoCite.ItemAlsoKnownAs: 10.1080/0960085X.2017.1398880 2405685:Q276HLE3 2486141:87GPNG7X 2486141:NU76JNZC 2486141:RWR6BN8D 2486141:YMRZDEHX
Keywords: Literature reviews; assessment; reporting; transparency; trustworthiness

Education, poverty and "purity" in the context of adolescent girls' secondary school retention and dropout: A qualitative study from Karnataka, southern India - Ramanaik, Satyanarayana; Collumbien, Martine; Prakash, Ravi; Howard-Merrill, Lottie; Thalinja, Raghavendra; Javalkar, Prakash; Murthy, Srikanta; Cislaghi, Ben; Beattie, Tara; Isac, Shajy; Moses, Stephen; Heise, Lori; et al. (PLoS ONE, 2018)
Background Gender-related norms and poverty remain important structural barriers to secondary school attendance among adolescent girls in southern India. We analyse how gender norms interact with family deprivation and dynamics to result in girls dropping out of school; we identify the main facilitators of school retention and changes to gender socialisation. Methods Longitudinal qualitative case studies with 36 girls were nested within a cluster randomized trial to evaluate the Samata intervention targeting adolescent girls in Bagalkote and Vijayapura districts in northern Karnataka. We used two rounds of in-depth interviews, conducted in 2014 at a time when respondents were in 8th standard at the age of 13 to 14 and sixteen months later. We combined thematic and narrative analyses. Results Our study found that poverty and socioeconomic realities at the household level strongly affect conformity with discriminatory gender practices such as restricting girls’ mobility. The value placed on education by parents clearly differentiates the regular school goers from those frequently absent and others who dropped out. With active encouragement of the girls’ educational and career aspirations, parents engendered the girl’s agency to communicate openly both at home and at school, allowing subtle changes to gender performance while resisting the pressure of social sanctions. In contrast, where educational aspirations were weak, parents invested more intensely in enforcing correct performance of gender, prioritising her well-being by aiming to secure her future in a good marriage. Among poorer families, girls’ domestic duties came at the cost of schooling with concerns about protecting her sexual purity predominating. Conclusions In contexts where a strong gender ideology of virginity before marriage rules, subtle shifts in harmful gender practices are possible. Interventions aiming to improve education need to target the most deprived families, focussing on trust building through open communication.
shortDOI: 10/gd6jwg KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0202470 10/gd6jwg 2405685:Z8HRZP6T

How Geospatial Technology Changed over Time - Rees, Eric van (Soar, 2018)
Geospatial technology has changed significantly over the years. It started in a scientific environment and has gotten a wider adoption over…
KerkoCite.ItemAlsoKnownAs: 2405685:787ZSFLE 4042040:Y968VLN5

How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching - Cilliers, Jacobus; Fleisch, Brahm; Prinsloo, Cas; Taylor, Stephen (Research on Improving Systems of Education (RISE), 2018)
We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the ofﬁcial literacy curriculum. Pupils exposed to two years of the program improved their reading proﬁciency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proﬁciency.
shortDOI: 10/ghgnff KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2018/024 10/ghgnff 2405685:WYIY3SSM
Keywords: C: South Africa

Rwanda Revenue Authority becomes ICDL Accredited Test Centre - ICDL (ICDL Africa, 2018)
The Rwanda Revenue Authority (RRA) is a government revenue collection agency established by the Parliament of Rwanda. The RRA is charged with enforcing, assessing, collecting, and accounting for the various taxes imposed in Rwanda. As part of its work to support digitalisation and improve service delivery, the RRA is training and certifying its staff to …
EdTechHub.ItemAlsoKnownAs: 2405685:S6FPJA85

Revised Special Needs and Inclusive Education Policy - Ministry of Education (Republic of Rwanda, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:FIC7SLRH

Internet Connectivity Seen as Having Positive Impact on Life in Sub-Saharan Africa - Silver, Laura; Johnson, Courtney (Pew Research Center, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:BRQSIYV5
Keywords: ___working_potential_duplicate

Research on deep learning techniques in breaking text-based Captchas and designing image-based Captcha - Tang, Mengyun; Gao, Haichang; Zhang, Yang; Liu, Yi; Zhang, Ping; Wang, Ping (IEEE Transactions on Information Forensics and Security, 2018)
The ability of hackers to infiltrate computer systems using computer attack programs and bots led to the development of Captchas or Completely Automated Public Turing Tests to Tell Computers and Humans Apart. The text Captcha is the most popular Captcha scheme given its ease of construction and user friendliness. However, the next generation of hackers and programmers has decreased the expected security of these mechanisms, leaving websites open to attack. Text Captchas are still widely used, because it is believed that the attack speeds are slow, typically two to five seconds per image, and this is not seen as a critical threat. In this paper, we introduce a simple, generic, and fast attack on text Captchas that effectively challenges that supposition. With deep learning techniques, our attack demonstrates a high success rate in breaking the Roman-character-based text Captchas deployed by the top 50 most popular international websites and three Chinese Captchas that use a larger character set. These targeted schemes cover almost all existing resistance mechanisms, demonstrating that our attack techniques are also applicable to other existing Captchas. Does this work then spell the beginning of the end for text-based Captcha? We believe so. A novel image-based Captcha named Style Area Captcha (SACaptcha) is proposed in this paper, which is based on semantic information understanding, pixel-level segmentation, and deep learning techniques. Having demonstrated that text Captchas are no longer secure, we hope that our proposal shows promise in the development of image-based Captchas using deep learning techniques.
Conference Name: IEEE Transactions on Information Forensics and Security KerkoCite.ItemAlsoKnownAs: 10.1109/TIFS.2018.2821096 2339240:HKNAN37V 2405685:4GMXQAMG
Keywords: CAPTCHAs; Captcha; Character recognition; Computer security; Image segmentation; Machine learning; Resistance; convolutional neural network; deep learning; image-based; security; text-based

Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course - Zengin, Yilmaz (International Journal of Mathematical Education in Science and Technology, 2018)
The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.
Place: London Publisher: Taylor & Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2081325301?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2018.1431850 2405685:3B8PG5WG 2534378:4Q558XJM 2534378:5DFZ3ICN 2534378:IACQXPAX
Keywords: Colleges & universities; Computer Software; Content analysis; Data acquisition; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; GeoGebra; Geometry; Higher Education; History; History of mathematics; Mathematical Concepts; Mathematical Logic; Mathematical analysis; Mathematics; Mathematics Instruction; Mathematics Teachers; Preservice Teachers; Qualitative analysis; Qualitative research; Software; Student Attitudes; Teachers; Turkey; Validity; __:import:01; __:match:final; __:matched; __:study_id:2098800; __finaldtb; dynamic mathematics software; pre-service teachers' views

Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course - Zengin, Yilmaz (International Journal of Mathematical Education in Science and Technology, 2018)
The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.
Place: London Publisher: Taylor & Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2081325301?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2018.1431850 2339240:D3GVXCKA 2405685:MPZV6K2F 2534378:4Q558XJM 2534378:5DFZ3ICN 2534378:IACQXPAX
Keywords: Colleges & universities; Computer Software; Content analysis; Data acquisition; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; GeoGebra; Geometry; Higher Education; History; History of mathematics; Mathematical Concepts; Mathematical Logic; Mathematical analysis; Mathematics; Mathematics Instruction; Mathematics Teachers; Preservice Teachers; Qualitative analysis; Qualitative research; Software; Student Attitudes; Teachers; Turkey; Validity; __:import:01; __:match:final; __:matched; __:study_id:2098800; __finaldtb; dynamic mathematics software; pre-service teachers' views

Technology functions for personalized learning in learner-centered schools - Lee, Dabae; Huh, Yeol; Lin, Chun-Yi; Reigeluth, Charles M. (Educational Technology Research and Development, 2018)
Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in learner-centered schools in the U.S based on the conceptual framework of the Personalized Integrated Education System (PIES). PIES specifies four major functions: recordkeeping, planning, instruction, and assessment. A total of 308 learner-centered schools were identified that met at least three of the five criteria of PL: (1) personalized learning plans, (2) competency-based student progress, (3) criterion-referenced assessment, (4) problem- or project-based learning, and (5) multi-year mentoring. Survey responses of 245 teachers from 41 schools were analyzed. Results indicate that only 12% of teachers responded that they had a technology system that integrated the four major functions. Among the rest, 21% reported that they had no such systems. Technology was most widely used for planning and instruction but not for recordkeeping and assessment.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-018-9615-9 2339240:GUNE7QI3 2405685:YKDTT2EJ

The discourse on ICT teacher professional development needs: The case of a South African teachers’ union - Dlamini, Reuben; Mbatha, Khanyisile (International Journal of Education and Development using ICT, 2018)
The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school...
Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:JX8TEHVV 2405685:UB39IXQK
Keywords: ⛔ No DOI found

Characteristics of effective teacher professional development: what we know, what we don’t, how we can find out - Sims, Sam; Fletcher-Wood, Harry (2018)
Several influential reviews and one meta-review have converged on the position that teacher professional development (PD) is more effective when it is: sustained, collaborative, subject-specific, draws on external expertise, has buy-in from teachers and is practice-based. This consensus view has now been incorporated in government policy and official guidance in several countries. Despite this, several recent PD programmes incorporating these characteristics have failed to have any detectable impact on pupil attainment. This article reviews the evidence underpinning the consensus, arguing that the reviews on which it based are methodologically flawed because they employ inappropriate exclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. Researchers would make more progress on identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously-evaluated PD interventions.
KerkoCite.ItemAlsoKnownAs: 2339240:2VB6UKTN 2405685:75VHL4AH 2405685:UH59JRDH
Keywords: C:International; CitedIn:OER4Schools-HHH3-A; ⛔ No DOI found

Basic mobile phones more common than smartphones in sub-Saharan Africa - Laura Silver; Johnson, Courtney (Pew Research Center's Global Attitudes Project, 2018)
Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a
EdTechHub.ItemAlsoKnownAs: 2405685:XKY5WMET

Mathematics from the beginning: Evaluating the Tayari preprimary program’s impact on early mathematics skills - Piper, Benjamin; Sitabkhan, Yasmin; Nderu, Evangeline (Global Education Review, 2018)
Given the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program. Tayari is a preprimary intervention in Kenya (2014–2019) that prepares children aged four and five for entry into primary school through materials for students, training for teachers, and continuous in-classroom support. Evidence points to the long-term benefits of developing an early foundation in mathematics. The few preprimary mathematics studies in sub-Saharan Africa have not described the instructional methodology in enough detail to add to our knowledge of best practices. The Tayari methodology was built on the Kenyan government’s preprimary syllabus to produce instruction that was developmentally sequenced, linked to out-of-school experiences, and supportive of children’s number sense. Tayari is evaluated using a randomized controlled trial (RCT) and collection of longitudinal data from 2,957 children in treatment and control schools at three time points. Pupil assessment items were drawn from a growing body of research on preprimary numeracy in developing contexts, plus instruments and techniques from the Measuring Early Learning and Quality Outcomes (MELQO) program (UNESCO, UNICEF, Brookings Institution, & World Bank Group, 2017). The endline impact evaluation of the longitudinal RCT results showed statistically significant effects in the numeracy tasks of producing sets, identifying numbers, and naming shapes, while revealing no initial effects in the areas of oral and mental addition. We present recommendations for Tayari’s improvement in terms of mathematics instruction, as well as preprimary policy implications for Kenya and similar contexts.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2339240:NZYMKPRM 2405685:FE8S3EHI
Keywords: Sub-Saharan Africa; ⛔ No DOI found

Internet connectivity seen as having positive impact on life in sub-Saharan Africa - Silver, Laura; Johnson, Courtney (Pew Research Center's Global Attitudes Project, 2018)
Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a
EdTechHub.ItemAlsoKnownAs: 2405685:H282TBDA
Keywords: ___working_potential_duplicate

Can technology enable effective teacher coaching at scale? - Evans, David (2018)
Teachers are important. And many teachers in low- and middle-income countries would benefit from support to improve their pedagogical skills. But how to do it? Again and again, evidence suggests that short teacher trainings – usually held in a central location – don’t do much of anything to improve teacher ...
KerkoCite.ItemAlsoKnownAs: 2339240:7HET7C9K 2405685:XCWVRPKM

GirlForce: Skills, education and training for girls now - UNICEF (UNICEF DATA, 2018)
A generation of girls risk being left outside the labour force or trapped in vulnerable or low quality employment, due to a lack of skills, absence of quality jobs, and gendered expectations of their roles as caregivers. The brochure uses the most recent data to call attention to the fact that despite significant investment by the global community in the education of girls, girls are not moving into the workforce in high numbers.
KerkoCite.ItemAlsoKnownAs: 2339240:SKDPTTBR 2405685:4MV2C9LG

Poverty and shared prosperity 2018: piecing together the poverty puzzle - World Bank (World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1330-6 2339240:D7ILVMJG 2405685:HH839XBS

PARENTAL INVOLVEMENT IN PRIMARY SCHOOLS IN KENYA AS A MAJOR STRATEGY FOR ACADEMIC SUCCESS - Muigai, Jecinta W. (European Journal of Education Studies, 2018)
The new Kenyan curriculum emphasizes the role of parents as essential to their children’s education and in the success of curriculum implementation. The development requires a change in how parents and the community interact with schools and education. The perception in Kenya has always been that education is the sole responsibility of the school and the teacher. And so, parental involvement in Kenya has mainly been limited to financial contributions and teacher-parent meetings. With the introduction of new curriculum, the role of parent is crucial for the academic success of the child. A literature study investigated the extent of parental involvement in primary schools in Kenya. The data is obtained from a variety of library articles addressing parental involvement in Primary schools in different counties in Kenya. The current study found that majority of parents are involved in their children’s education, however, more awareness of the parental involvement is needed and more strategies on parental involvement needs to be employed for the success of the new curriculum. Article visualizations:
Number: 0 KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.2011 2405685:H59Q6NHX
Keywords: academic achievement; parental involvement; primary schools; ⚠️ Invalid DOI

Parental Involvement in Primary Schools in Kenya as a Major Strategy for Academic Success - Muigai, Jecinta W. (European Journal of Education Studies, 2018)
KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.2011 2339240:DIGA96IK 2405685:YUHYVPSU
Keywords: ⚠️ Invalid DOI

In Bringing a Literacy Project to Scale, has Kenya Found a Holy Grail? - Bruns, Barbara (Center For Global Development, 2018)
An article of faith among development economists is that “evidence-based policy” holds the promise of faster progress. Barbara Bruns set out to find a rigorously evaluated pilot whose evidence had led to a program at scale. It wasn’t easy.
KerkoCite.ItemAlsoKnownAs: 2129771:2D7IEEZ6 2339240:GIKWZG8S 2405685:IUEBJUAM

Data Privacy in Bangladesh A Review of Three Key Stakeholders Perspectives - Hossain, Kamal; Alam, Khabirul; Khan, Umme Saara (Seventh International Conference on Advances in Social Science, Economics and Management Study - SEM 2018, 2018)
KerkoCite.ItemAlsoKnownAs: 10.15224/978-1-63248-164-1-32 2339240:KCTEUWP5 2405685:B99HJAAP

Innovation in Mixed Methods Research: A Practical Guide to Integrative Thinking with Complexity - Poth, Cheryl N. (SAGE Publications Limited, 2018)
Explaining both why and how to use mixed methods for discovering solutions to complex research problems, this guide gives readers the tools to adapt approaches to suit their own research conditions. Written in a warm, encouraging tone and packed with helpful diagrams and visual organizers, it provides an easy-to-follow map to the mixed methods process, covering everything from ‘what is mixed methods research?’ to framing, integrating, and describing a complexity-sensitive mixed methods approach. Features include: Key questions to navigate the important concepts of each chapter Practice alerts to provide practical tips on working in the field Chapter check-ins to assess development of key skills Further reading to expand and deepen knowledge of mixed methods practices An annotated glossary to get to grips with foundational terms and revise for exams Supported throughout by real-world examples and advice from the author and other mixed methods experts, this book helps readers succeed in their projects and think innovatively about the methods they use.
Google-Books-ID: 661vDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:4UFUNNYC 2339240:LGF86DD7 2405685:GYD8JF6F
Keywords: Reference / Research; Social Science / Methodology

Lean Impact: How to Innovate for Radically Greater Social Good - Chang, Ann Mei (Wiley, 2018)
Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices popularized by bestseller The Lean Startup that have fueled technology breakthroughs touching every aspect of our lives, LEAN IMPACT turns our attention to a new goal–achieving radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the needs. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a Silicon Valley executive to her most recent experience as Chief Innovation Officer at USAID. She brings the book to life with inspiring stories from interviews spanning more than 200 organizations across the U.S. and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.
KerkoCite.ItemAlsoKnownAs: 2339240:PEQKDJHC 2339240:XNBA9I6L 2405685:6L9G8KMG 2405685:CDVCSBVT

Peer Tutoring - Education Endowment Foundation (Education Endowment Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:XUX39MF7 2405685:TVRIGR3Z

Preparing the next generation: Ugandans’ experiences and opinions on education - Twaweza.org (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:A3KL8UY3 2405685:CRTF5LT7 2405685:RGKCA3G7
Keywords: ⛔ No DOI found

Mongolia: Systematic Country Diagnostic - World Bank (World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:L72JN738 2405685:PBVZ8CDR

The heterogeneous effect of information on student performance: Evidence from a randomized control trial in Mexico - Avitabile, Ciro; de Hoyos, Rafael (Journal of Development Economics, 2018)
We use data from the randomized control trial of the Percepciones pilot to study whether providing 10th grade students with information about the average earnings associated with different educational attainments, life expectancy, and obtaining funding for higher education can contribute to improving student outcomes. We find that the intervention had no effects on a proxy for on-time high school completion, but a positive and significant impact on standardized test scores and self-reported measures of effort. The effects on standardized test scores are larger for girls and for students from households with relatively high incomes. We also find positive, but not statistically significant effects, on the probability of taking a university entry exam and of obtaining a high score in the exam.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2018.07.008 2339240:92INVKXW 2405685:LTY77SXQ
Keywords: Gender; Information; School performance; Subjective expectations

Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching - Bonner, Patricia J.; Warren, Susan R.; Jiang, Ying H. (Education and Urban Society, 2018)
This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0013124517713820 2339240:FNKUDWZC 2405685:JUZUBP8C
Keywords: multicultural education; social justice; students; teachers; urban education

How well do discrete choice experiments predict health choices? A systematic review and meta-analysis of external validity - Quaife, Matthew; Terris-Prestholt, Fern; Di Tanna, Gian Luca; Vickerman, Peter (The European Journal of Health Economics, 2018)
Discrete choice experiments (DCEs) are economic tools that elicit the stated preferences of respondents. Because of their increasing importance in informing the design of health products and services, it is critical to understand the extent to which DCEs give reliable predictions outside of the experimental context. We systematically reviewed the literature of published DCE studies comparing predictions to choices made in reality; we extracted individual-level data to estimate a bivariate mixed-effects model of pooled sensitivity and specificity. Eight studies met the inclusion criteria, and six of these gave sufficient data for inclusion in a meta-analysis. Pooled sensitivity and specificity estimates were 88% (95% CI 81, 92%) and 34% (95% CI 23, 46%), respectively, and the area under the SROC curve (AUC) was 0.60 (95% CI 0.55, 0.64). Results indicate that DCEs can produce reasonable predictions of health-related behaviors. There is a great need for future research on the external validity of DCEs, particularly empirical studies assessing predicted and revealed preferences of a representative sample of participants.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10198-018-0954-6 2405685:6UTTG9K5

An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere - Bozkurt, Aras; Koseoglu, Suzan; Singh, Lenandlar (Australasian Journal of Educational Technology, 2018)
Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.
shortDOI: 10/gf5f7n KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.4252 10/gf5f7n 2339240:8XL5IRCU 2405685:KCMI3HXH
Keywords: Open Education; Open Educational Practices (OEPs); Open Educational Resources (OERs); Open Learning; Openness; Reviewed

The True Cost of Freemium - Ferry, Anna (CPO Magazine, 2018)
Section: Data Privacy KerkoCite.ItemAlsoKnownAs: 2339240:IUSPGZNA 2405685:RR5WASM6