@techreport{hennessy_oer4schools_2014, title = {{OER4Schools}: {Participants} {Book}}, url = {http://oer.educ.cam.ac.uk/w/images/6/61/OER4Schools_Participants_book.pdf}, urldate = {2020-08-04}, institution = {The Centre for Commonwealth Education}, author = {Hennessy, Sara and Haßler, Björn and Blair, Janet and Duggal, Nitu and Shin Leong, Wei and Makonga, Abel and Tembo, Agness}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:58TW376N 2405685:FBGNRJ43}, keywords = {dode\_eth-src-dode, dode\_eth-trf2-dode}, } @article{hasler_oer4schools_2020, title = {The {OER4Schools} professional development programme: {Outcomes} of a sustained trial in sub-{Saharan} {Africa}}, volume = {5}, issn = {2504-284X}, shorttitle = {{OER4Schools} 2010-2014}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/full}, doi = {10.3389/feduc.2020.00146}, abstract = {Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context.}, language = {English}, number = {146}, journal = {Frontiers in Education}, author = {Haßler, Björn and Hennessy, Sara and Hoffmann, R and Makonga, Abel}, year = {2020}, note = {HHH3A shortDOI: 10/ghgn5x KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.00146 10/ghgn5x 2129771:6KN48Q7A 2339240:A5GQ37WB 2339240:B8J5VSFY 2405685:BG6WTIJK 2405685:BNF58PFR 2405685:KLUBUEJY 2405685:V7S2E5AQ 2405685:VHZVRENG 2534378:M3FT5RN4}, keywords = {Author:Haßler, C: Zambia, Culturally responsive pedagogy (CRP), Design-based implementation research, Interactive Pedagogy, Learner-centred pedagogy, School leadership, Sustainable Development Goal (SDG) 4, Teacher Profesisonal Development, Zambia, \_\_\_working\_potential\_duplicate, \_yl:b, dode\_eth-src-dode, dode\_eth-trf2-dode, school improvement, sub-Saharan Africa}, }