@techreport{noauthor_eppi-centre_2001, address = {London, UK}, type = {Guideline tools for keywording and data extraction}, title = {{EPPI}-{Centre} {Core} {Keywording} {Strategy}}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines}, institution = {EPPI-Centre}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2317526:D6HQH6LW 2339240:E6UX7FJ5 2405685:3AI34M3C}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @techreport{noauthor_eppi-centre_2003, address = {London, UK}, type = {Guideline tools for keywording and data extraction}, title = {{EPPI}-{Centre} {Guidelines} for extracting data and quality assessing primary studies in educational research}, url = {https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines}, institution = {EPPI-Centre}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2317526:Z85E6XCN 2339240:PK3KMTTR 2405685:RKICLNXJ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, publicImportV1}, } @techreport{noauthor_making_2008, address = {United Kingdom}, title = {Making {Schools} {Inclusive}: {How} change can happen}, url = {https://www.eenet.org.uk/resources/docs/Making%20schools%20inclusive%20SCUK.pdf}, institution = {Save the Children UK}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LDSPRXL5 2405685:UE78R5FZ}, } @misc{noauthor_prisma_2009, title = {{PRISMA} 2009 flow diagram}, url = {http://www.prisma-statement.org/documents/PRISMA%202009%20flow%20diagram.doc}, publisher = {PRISMA}, year = {2009}, note = {EdTechHub.ItemAlsoKnownAs:2405685:XJQNYUPF}, } @misc{noauthor_zanzibar_2006, title = {Zanzibar {Education} {Policy}}, url = {https://www.moez.go.tz/docs/pwA4nrszmk_Zanzibar_Education_Policy.pdf}, publisher = {Ministry of Education and Vocational Training}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:74HUJH9W 2405685:P9RU84Z5}, } @article{abadzi_monitoring_2005, title = {Monitoring basic skills acquisition through rapid learning assessments: {A} case study from {Peru}}, volume = {35}, issn = {1573-9090}, shorttitle = {Monitoring basic skills acquisition through rapid learning assessments}, url = {https://doi.org/10.1007/s11125-005-1817-3}, doi = {10.1007/s11125-005-1817-3}, language = {en}, number = {2}, urldate = {2020-12-11}, journal = {PROSPECTS}, author = {Abadzi, Helen and Crouch, Luis and Echegaray, Marcela and Pasco, Consuelo and Sampe, Jessyca}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-005-1817-3 2339240:QDJBCG9B 2405685:KCL8RYGR}, pages = {137--156}, } @incollection{abbott_gender_2008, address = {New York}, title = {Gender equity in the use of educational technology}, booktitle = {Handbook for achieving gender equity through education}, publisher = {Taylor \& Francis}, author = {Abbott, G. and Benvenue, L. and Damain, S. and Kramarae, C. and Jepkemboi, G. and Strawn, C.}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RMTJVAFV}, pages = {191--212}, } @techreport{abdalla_bangladesh_2004, title = {Bangladesh educational assessment: pre-primary and primary {Madrasah} education in {Bangladesh}}, url = {https://pdf.usaid.gov/pdf_docs/Pnadu440.pdf}, urldate = {2021-10-25}, institution = {Basic Education and Policy Support (BEPS) Activity, United States Agency for International Development}, author = {Abdalla, Amr and Raisuddin, A. N. M. and Hussein, Suieiman}, month = aug, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:67Z7UAAE 2405685:BAGTSLQM}, } @techreport{abraham_opening_2008, address = {Cape Town}, title = {Opening {Access} to {Knowledge} in {Southern} {African} {Universities}}, url = {https://www.sarua.org/files/publications/OpeningAccess/Opening_Access_Knowledge_2008.pdf}, urldate = {2020-01-08}, institution = {SARUA}, author = {Abraham, L. and Burke, M. and Gray, E. and Rens, A.}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TJWVQFG7 2405685:4F5CP8EU}, } @techreport{adb_mongolia_2008, type = {Rapid {Sector} {Assessment}}, title = {Mongolia: {Education} {Sector}}, url = {https://www.oecd.org/countries/mongolia/42227981.pdf}, urldate = {2020-07-14}, institution = {Asian Development Bank}, author = {ADB}, month = aug, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RKTBLIFG 2405685:RFY5AKQK}, } @article{akerlof_identity_2002, title = {Identity and schooling: {Some} lessons for the economics of education}, volume = {XL}, url = {https://sites.duke.edu/rachelkranton/files/2016/12/identity-and-schooling-jel-akerlof-and-kranton.pdf}, doi = {10.1257/.40.4.1167}, number = {December 2002}, journal = {Journal of Economic Literature}, author = {Akerlof, G.A. and Kranton, R.E.}, year = {2002}, note = {shortDOI: 10/gd2x2h KerkoCite.ItemAlsoKnownAs: 10.1257/.40.4.1167 10/gd2x2h 2339240:K54TNP5N 2405685:3F9RZUT5}, pages = {1167--1201}, } @book{akyeampong_access_2007, title = {Access to {Basic} {Education} in {Ghana}: {The} {Evidence} and the {Issues}. {Country} {Analytic} {Report}.}, shorttitle = {Access to {Basic} {Education} in {Ghana}}, publisher = {ERIC}, author = {Akyeampong, Kwame and Djangmah, Jerome and Oduro, Abena and Seidu, Alhassan and Hunt, Frances}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3J9P3MC2 2405685:AQYBAYCI}, } @techreport{akyeampong_open_2007, title = {Open and distance learning ({ODL}) teacher education to support teacher development in {Ghana}: an evaluation report}, institution = {Ghana Education Service}, author = {Akyeampong, Kwame and Mensa, D and Abu-Yeboah}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:U7KFD662}, } @article{akyeampong_exploring_2002, series = {Researching {Teacher} {Education}: {The} {Multi} {Site} {Teacher} {Educations} {Project} ({MUSTER})}, title = {Exploring the backgrounds and shaping of beginning student teachers in {Ghana}: toward greater contextualisation of teacher education}, volume = {22}, issn = {0738-0593}, shorttitle = {Exploring the backgrounds and shaping of beginning student teachers in {Ghana}}, url = {http://www.sciencedirect.com/science/article/pii/S0738059301000645}, doi = {10.1016/S0738-0593(01)00064-5}, abstract = {Teacher education programmes are often quite similar in their framework and content but often lack sufficient reflection on the personal background and the socio-political forces that shape teachers’ roles and identity within the systems in which they operate. This paper explores this issue by using Ghana as a case study and discusses implications for its teacher education programmes and policies. Key characteristics of beginning student teachers found were: weak qualifying grades in two fundamental school subjects, mathematics and English, a waiting period of 2–5 years prior to entering teachers’ college, and apparently sharp differentials in trainees’ socio-economic background as compared to typical Ghanaian communities. They come to training with rich and varied images of teachers, teaching and the profession, but, in addition, many beginning trainees also express little desire to teach at primary school level, mainly for reasons of status and insufficient fringe benefits. These factors, we argue, should be taken into more account in the design of college programmes and the development of teacher education policies. The paper concludes with a call to teacher education systems, especially in Africa, to look more closely at, and learn from, who comes for training, what they bring with them, and how they perceive themselves in relation to teaching, training and future aspirations.}, language = {en}, number = {3}, urldate = {2020-05-25}, journal = {International Journal of Educational Development}, author = {Akyeampong, Kwame and Stephens, David}, month = apr, year = {2002}, note = {shortDOI: 10/fh448b KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(01)00064-5 10/fh448b 2405685:SHM89KC8}, keywords = {Beginning student teachers, Ghana, Teacher education, Teacher identity, Teacher images}, pages = {261--274}, } @phdthesis{alaro_study_2007, type = {Thesis}, title = {A {Study} on {The} {Implementation} of {English} {Interactive} {Radio} {Instruction} ({IRI}) in {Selected} {Government} {Primary} {Schools} in {Addis} {Ababa}}, url = {http://etd.aau.edu.et/handle/123456789/2227}, abstract = {As its central objective, this study attempts to assess the implementation of English Interactive Radio Instruction (IRI) in selected government primary schools in Addis Ababa. In line with that, the researcher has framed specific questions that address issues related to classroom management, training given to the teachers, links among different stakeholders and the suitability and clarity of the program. Students and teachers of Grade Three from Biherawi Betemengist, Edget Besira , Karalo , Lafto and Salayish Primary Schools are participants of this study .To undertake the study descriptive research design is used . Accordingly, data that is pertinent to the study is collected using different tools such as questionnaire, observation, focus group discussion, interview and document analysis. The findings of the study reveal that the implementation of the program seems to face grave challenges. These mainly emanate from loose link among stakeholders, failure of supplying basic facilities needed to promote the fruitfulness of the program and failure to arrange suitable conditions for the broadcast. Moreover, based on the opinion of the participants, results of the study highlight that in some cases contents of the program is not suitable compared to the students language proficiency .It is also noticed from the findings of the study that classroom practice is not effectively carried out as per the very goal of the program. Despite that, both students and teachers forward positive comments about the utilization of the program for the teaching of English. Based on the findings recommendations for better service and suggestions for further studies are given.}, language = {en}, urldate = {2020-09-29}, school = {Addis Ababa University}, author = {Alaro, Meseret}, month = aug, year = {2007}, note = {Accepted: 2018-06-20T09:54:22Z KerkoCite.ItemAlsoKnownAs: 2405685:P9GW7UMM}, } @article{ali_information_2005, title = {Information and communication technology ({ICT}) education in the city school, {Pakistan} - {A} success story in the large-scale introduction of the {UK} {National} {Curriculum}'s {ICT} component in {Pakistan}}, volume = {57}, issn = {0001-253X}, doi = {10.1108/00012530510589092}, abstract = {Purpose - In an age of information technology some developing countries are more vulnerable than others to international competition through failure to utilize fully the benefits of an ICT culture. The authors suggest that the strategies in response must include a radical review of attitudes and methods of delivery of ICT in schools and give as an example the recent experience of The City School, the nationwide schools' organisation in Pakistan with whom they are employed. Design/methodology/approach - The authors review the current position of ICT in schools in Pakistan and suggest as a model of development, for schools of a corresponding standing, that of The City School. They describe how The City School responded to ICT, ensuring that all its pupils would have access to the most modem of ICT courses. Discusses how the decision to implement a complete change, or revolution, in teaching ICT was brought about in a relatively short time. It discusses the nature of the programme, how it was organised, the materials required and the outcomes of its implementation including its outstanding success with pupils and their parents. Findings - The authors chronicle the historical developments within The City School that brought about radical change within a comparatively short period and identify careful planning, training, and the motivation of stakeholders, i.e. pupils, teachers and parents, as key elements in its successful implementation. Originality/value - The authors suggest that The City School experience provides a model that may be emulated by schools elsewhere in both developing and industrially developed countries.}, language = {English}, number = {2}, journal = {Aslib Proceedings}, author = {Ali, I. and Proctor, J.}, year = {2005}, note = {Place: Bradford Publisher: Emerald Group Publishing Limited WOS:000228458000003 KerkoCite.ItemAlsoKnownAs: 10.1108/00012530510589092 2339240:5LZA5PP2 2405685:IZSECS4Z}, keywords = {Pakistan, communication technologies, design and development, schools}, pages = {123--130}, } @techreport{alidou_optimising_2006, address = {Paris}, title = {Optimising learning and education in {Africa}: {The} language factor}, url = {https://uil.unesco.org/literacy/multilingual-research/optimising-learning-education-and-publishing-africa-language-factor}, language = {English}, institution = {ADEA, UIE, GTZ}, author = {Alidou, H. and Boly, A. and Brock-Utne, B. and Diallo, Y.S. and Heugh, K. and Wolff, H.E.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DZMRMG7P 2405685:SDDDDUBW}, pages = {1 -- 186}, } @article{alves_assistive_2009, title = {Assistive technology applied to education of students with visual impairment}, volume = {26}, issn = {1020-4989, 1020-4989, 1680-5348}, url = {https://scielosp.org/article/rpsp/2009.v26n2/148-152/en/}, doi = {10.1590/S1020-49892009000800007}, abstract = {OBJECTIVES: Verify the application of assistive technology, especially information technology in the education of blind and low-vision students from the perceptions of their teachers. METHODS: Descriptive survey study in public schools in three municipalities of the state of São Paulo, Brazil. The sample comprised 134 teachers. RESULTS: According to the teachers' opinions, there are differences in the specificities and applicability of assistive technology for blind and low-vision students, for whom specific computer programs are important. Information technology enhances reading and writing skills, as well as communication with the world on an equal basis, thereby improving quality of life and facilitating the learning process. The main reason for not using information technology is the lack of planning courses. The main requirements for the use of information technology in schools are enough computers for all students, advisers to help teachers, and pedagogical support. CONCLUSIONS: Assistive technology is applied to education of students with visual impairment; however, teachers indicate the need for infrastructure and pedagogical support. Information technology is an important tool in the inclusion process and can promote independence and autonomy of students with visual impairment.}, language = {en}, urldate = {2021-03-16}, journal = {Revista Panamericana de Salud Pública}, author = {Alves, Cássia Cristiane de Freitas and Monteiro, Gelse Beatriz Martins and Rabello, Suzana and Gasparetto, Maria Elisabete Rodrigues Freire and Carvalho, Keila Monteiro de}, year = {2009}, note = {Publisher: Organización Panamericana de la Salud KerkoCite.ItemAlsoKnownAs: 10.1590/S1020-49892009000800007 2339240:XPR64H24 2405685:3NT8DKE3}, keywords = {Assistive technology, Brazil, information technology, visually impaired persons}, pages = {148--152}, } @article{ampiah_investigation_2008, title = {An {Investigation} of {Provision} of {Quality} {Basic} {Education} in {Ghana}: {A} {Case} {Study} of {Selected} {Schools} in the {Central} {Region}}, volume = {11}, number = {3}, journal = {Journal of International Cooperation in Education}, author = {Ampiah, Joseph}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NDYK3WSP}, keywords = {⛔ No DOI found}, } @inproceedings{ananny_designing_2007, address = {Bangalore, India}, title = {Designing for development: {Understanding} {One} {Laptop} {Per} {Child} in its historical context}, shorttitle = {Designing for development}, url = {https://ieeexplore.ieee.org/document/4937397}, doi = {10.1109/ICTD.2007.4937397}, abstract = {We argue that the One Laptop Per Child (OLPC) can be better understood by examining the general history of development communication and, specifically, through a historical debate between communication scholars Ithiel de Sola Pool and Herbert Schiller. Although originally conducted around broadcast media, the Pool-Schiller conversation identifies questions still relevant to contemporary information and communication for development (ICT4D) projects like the OLPC. Our analysis of their debate identifies five key questions we can apply to the OLPC or any given ICTD4D project: where does change happen? How does change happen? What obligations do designers and researchers have as change agents? What is the role of technology in change? What is the relationship between change, technology and international development? Equipped with this framework, we argue that one place to see OLPC's answers to these Pool-Schiller questions - and, thus, an understanding of OLPC development ideologies - can be found in a textual analysis of the OLPC software design guidelines. This preliminary analysis suggests that OLPC sees the child as the agent of change and the network as the mechanism of change.}, booktitle = {2007 {International} {Conference} on {Information} and {Communication} {Technologies} and {Development}}, author = {Ananny, Mike and Winters, Niall}, month = dec, year = {2007}, note = {ISSN: null shortDOI: 10/dmzbpd KerkoCite.ItemAlsoKnownAs: 10.1109/ICTD.2007.4937397 10.1109/ictd.2007.4937397 10/dmzbpd 2339240:FSC5KINY 2339240:WJKU5JYP 2405685:P4NRIXTU 2405685:UI2Y66TI}, keywords = {Broadcasting, Computer science education, Computer vision, Context, Educational technology, Guidelines, History, Information analysis, Materials science and technology, Pool-Schiller questions, Portable computers, one laptop per child, public domain software, software design, software development management, systems analysis, textual analysis}, pages = {1--12}, } @article{anderson_assessment_2002, title = {Assessment and {Development} of {Executive} {Function} ({EF}) {During} {Childhood}}, volume = {8}, issn = {0929-7049}, url = {https://doi.org/10.1076/chin.8.2.71.8724}, doi = {10.1076/chin.8.2.71.8724}, abstract = {This review paper outlines the issues associated with the assessment of executive function (EF) in children and adolescents, and describes the developmental profile of executive processes across childhood. At the outset, EF is defined, and cognitive and behavioral impairments associated with executive dysfunction (EDF) are described. A developmental model of EF is proposed incorporating four discrete but inter-related executive domains (attentional control, cognitive flexibility, goal setting, and information processing) which operate in an integrative manner to enable “executive control”. Characteristics that constitute traditional EF measures are discussed, as are the problems associated with test interpretation. The ecological validity of EF tests and neuropsychological assessment procedures are examined, and adjunct methods of measurement are presented to enable a more comprehensive and valid assessment of EF. Based on developmental and normative studies, the maturation of executive domains is mapped. Attentional control appears to emerge in infancy and develop rapidly in early childhood. In contrast, cognitive flexibility, goal setting, and information processing experience a critical period of development between 7 and 9 years of age, and are relatively mature by 12 years of age. A transitional period is thought to occur at the beginning of adolescence, and shortly after “executive control” is likely to emerge. In order to confirm our current understanding of EF development and further enhance our understanding of brain-behavior relationships, longitudinal studies incorporating structural and functional neuroimaging are required.}, number = {2}, urldate = {2019-12-09}, journal = {Child Neuropsychology}, author = {Anderson, Peter}, month = jul, year = {2002}, pmid = {12638061}, note = {shortDOI: 10/bn6vj8 KerkoCite.ItemAlsoKnownAs: 10.1076/chin.8.2.71.8724 10/bn6vj8 2339240:HIEYHPXN 2405685:5DTDUW2W}, pages = {71--82}, } @techreport{andrabi_pakistan_2008, title = {Pakistan - {Learning} and {Educational} {Achievements} in {Punjab} {Schools} ({LEAPS}): insights to inform the education policy debate}, shorttitle = {Pakistan - {Learning} and {Educational} {Achievements} in {Punjab} {Schools} ({LEAPS})}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/997531468090281061/Pakistan-Learning-and-Educational-Achievements-in-Punjab-Schools-LEAPS-insights-to-inform-the-education-policy-debate}, abstract = {This report shares the findings of first round of the Learning and Educational Achievement in Punjab Schools (LEAPS) survey carried out in all the public and private schools offering primary level education in 112 villages of the province. This survey includes learning outcomes for 12,000 children in Class III in Urdu, English, and Mathematics together with detailed information on the beliefs and behavior of schools, teachers and parents. This large and independent exercise provides critical information on every aspect of the educational marketplace, including performance of all types of schools in select districts of the province. This report presents findings from the first round of the survey in 2003 along with trends for a few key outcomes between 2003 and 2007; a further report will incorporate all other information from the four rounds collected between 2003 and 2007.}, language = {en}, urldate = {2021-02-13}, institution = {World Bank}, author = {Andrabi, Tahir and Das, Jishnu and Khwaja, A. I. and Vishwanath, T. and Zajonc, Tristan}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JNUWM4UI 2339240:TTHQC2V4 2405685:9ZDCBLKK 2405685:LKSB8HEW}, } @book{angrist_mostly_2008, title = {Mostly harmless econometrics: {An} empiricist's companion}, shorttitle = {Mostly harmless econometrics}, publisher = {Princeton university press}, author = {Angrist, Joshua D. and Pischke, Jörn-Steffen}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JDPD88JL 2405685:S3Z6NLIV}, } @misc{anonymous_project_2007, title = {Project overseas: {Teachers} helping teachers}, url = {https://www.teachers.ab.ca/News%20Room/ata%20news/Volume%2042/Number%204/Project%20Overseas/Pages/Ghana%20Celebrating%2050%20years%20of%20independence.aspx}, abstract = {Ghana\&\#58; Celebrating 50 years of independence}, language = {en-US}, urldate = {2020-03-10}, journal = {Alberta Teachers Association}, author = {Anonymous}, year = {2007}, note = {Library Catalog: www.teachers.ab.ca KerkoCite.ItemAlsoKnownAs: 2339240:VVWG5RMI 2405685:S7YVP89B}, } @techreport{anzalone_improving_2005, address = {Washington D.C.}, type = {Working {Paper}}, title = {Improving educational quality with interactive radio instruction : a toolkit for policymakers and planners}, shorttitle = {Improving educational quality with interactive radio instruction}, url = {http://documents.worldbank.org/curated/en/288791468035958279/Improving-educational-quality-with-interactive-radio-instruction-a-toolkit-for-policymakers-and-planners}, abstract = {This toolkit offers a timely compilation and analysis of recent experience of interactive radio instruction (IRI) in Africa and elsewhere. It explains the IRI concept. It guides the reader through the process of determining when IRI might be appropriate in a given context, and it describes the steps in setting up an IRI program. The authors emphasize the critical factors for success, including appropriate policy frameworks as well as planning for the necessary investment and sustainability. The report is organized as follows: Chapter 1 generally describes the IRI methodology and discusses the effectiveness, scale, and sustainability of the IRI approach. Chapter 2 then outlines steps for assessing the potential and appropriateness of IRI for improving educational quality in primary school classrooms in a given country, and chapter 3 leads the reader through a guided decision-making process for identifying the issues involved in applying the IRI methodology in particular country contexts. Two appendixes give summary data and illustrate, through brief vignettes, how IRI programs have worked in Sub-Saharan African countries. The Resources section contains further useful information, much of it available online.}, language = {en}, number = {35742}, urldate = {2020-05-13}, institution = {The World Bank}, author = {Anzalone, Stephen and Bosch, Andrea}, month = mar, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8QDN7BMS 2339240:K2FIBK5K 2339240:TLH2JJ3U 2339240:XNBYH9JL 2405685:58YH9N6Q 2405685:HYGP89Y7 2405685:RRYF7LNB 2405685:WXZ2G3I3 2405685:XN7X2G9L 2534379:8DIQB53I}, keywords = {Commitment, \_\_\_working\_potential\_duplicate, broadcasting, cost}, pages = {1--140}, } @article{arbeiter_teachers_2002, title = {Teachers' and {Pupils}' {Experiences} of {Integrated} {Education} in {Uganda}}, volume = {49}, issn = {1034-912X, 1465-346X}, url = {http://www.tandfonline.com/doi/full/10.1080/10349120120115334}, doi = {10.1080/10349120120115334}, abstract = {Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach was chosen using individual interviews, focus group discussions with teachers, pupils and head teachers, and observations in classrooms. Three primary schools in different districts of Uganda were selected as research sites. For a number of reasons data collection from the pupils proved problematic but generally the ndings con rmed the information drawn from the review of literature. In addition to the high teacher–pupil ratio, there is an alarming lack of resources in the schools and an urgent need for teacher training to meet special needs in the classroom. Despite these dif cult conditions found in schools, many teachers had positive attitudes towards integrating children with disabilities, but only a few examples from the classroom observations showed good practice for meeting a diversity of needs.}, language = {en}, number = {1}, urldate = {2020-05-16}, journal = {International Journal of Disability, Development and Education}, author = {Arbeiter, Susanne and Hartley, Sally}, month = mar, year = {2002}, note = {shortDOI: 10/frj9zc KerkoCite.ItemAlsoKnownAs: 10.1080/10349120120115334 10/frj9zc 2405685:QR783YSK}, pages = {61--78}, } @article{arocena_looking_2000, title = {Looking at {National} {Systems} of {Innovation} from the {South}}, volume = {7}, issn = {1366-2716, 1469-8390}, url = {http://www.tandfonline.com/doi/full/10.1080/713670247}, doi = {10.1080/713670247}, language = {en}, number = {1}, urldate = {2017-10-25}, journal = {Industry and Innovation}, author = {Arocena, Rodrigo and Sutz, Judith}, month = jun, year = {2000}, note = {shortDOI: 10/b49b93 KerkoCite.ItemAlsoKnownAs: 10.1080/713670247 10/b49b93 2405685:Q6SBNUJM}, pages = {55--75}, } @book{bain_what_2004, title = {What the best college teachers do}, url = {https://www.google.co.uk/books/edition/What_the_Best_College_Teachers_Do/noPWDwAAQBAJ?hl=en&gbpv=0}, abstract = {What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. In stories both humorous and touching, Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential.}, language = {en}, urldate = {2021-11-09}, publisher = {Harvard University Press}, author = {Bain, Ken}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FY2SQ77F 2405685:3MLXZDRQ}, } @incollection{banathy_systems_2003, title = {Systems inquiry and its application in education}, booktitle = {Handbook of research for educational communications and technology}, publisher = {Routledge}, author = {Banathy, Bela H. and Jenlink, Patrick M.}, year = {2003}, note = {Publisher: Lawrence Erlbaum Associates Mahwah, NJ KerkoCite.ItemAlsoKnownAs: 2339240:GTLEBVZ3 2405685:IC5RVDXF}, keywords = {⛔ No DOI found}, pages = {37--58}, } @article{bandura_self-efficacy_2001, title = {Self-efficacy beliefs as shapers of children's aspirations and career trajectories}, volume = {72}, issn = {0009-3920, 1467-8624}, url = {https://onlinelibrary.wiley.com/doi/10.1111/1467-8624.00273}, doi = {10.1111/1467-8624.00273}, language = {en}, number = {1}, urldate = {2022-03-04}, journal = {Child Development}, author = {Bandura, Albert and Barbaranelli, Claudio and Caprara, Gian Vittorio and Pastorelli, Concetta}, month = jan, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/1467-8624.00273 2339240:4UDXH9PX 2405685:4S7USBZC}, pages = {187--206}, } @article{banerjee_remedying_2007, title = {Remedying education: {Evidence} from two randomized experiments in {India}}, volume = {122}, issn = {0033-5533}, shorttitle = {Remedying {Education}}, url = {https://academic.oup.com/qje/article/122/3/1235/1879525}, doi = {10.1162/qjec.122.3.1235}, abstract = {Abstract. This paper presents the results of two randomized experiments conducted in schools in urban India. A remedial education program hired young women to}, language = {en}, number = {3}, urldate = {2020-07-18}, journal = {Quarterly Journal of Economics}, author = {Banerjee, Abhijit V. and Cole, Shawn and Duflo, Esther and Linden, Leigh}, month = aug, year = {2007}, note = {Publisher: Oxford Academic shortDOI: 10/czpd95 KerkoCite.ItemAlsoKnownAs: 10.1162/qjec.122.3.1235 10/czpd95 2339240:747NT3J4 2339240:EPHYLBXE 2339240:IKGAU9RR 2339240:NGLYN2VC 2339240:S5D4XKYR 2339240:WMMDCE36 2405685:3MGJJXVG 2405685:523DCQ9L 2405685:6BPFCDM4 2405685:AN44K8QN 2405685:BU8WS9PN 2405685:D6J5WDVQ 2405685:ENTM94YW 2405685:T9KGTUK4 2534379:PEF997EE}, keywords = {Quality: H, Relevance: M, \_\_\_working\_potential\_duplicate}, pages = {1235--1264}, } @article{banerjee_putting_2008, title = {Putting a band-aid on a corpse: {Incentives} for nurses in the {Indian} public health care system}, volume = {6}, issn = {1542-4766}, shorttitle = {Putting a {Band}-{Aid} on a {Corpse}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2826809/}, doi = {10.1162/JEEA.2008.6.2-3.487}, abstract = {The public Indian health care system is plagued by high staff absence, low effort by providers, and limited use by potential beneficiaries who prefer private alternatives. This artice reports the results of an experiment carried out with a district administration and a nongovernmental organization (NGO). The presence of government nurses in government public health facilities (subcenters and aid-posts) was recorded by the NGO, and the government took steps to punish the worst delinquents. Initially, the monitoring system was extremely effective. This shows that nurses are responsive to financial incentives. But after a few months, the local health administration appears to have undermined the scheme from the inside by letting the nurses claim an increasing number of “exempt days.” Eighteen months after its inception, the program had become completely ineffective.}, number = {2-3}, urldate = {2020-12-21}, journal = {Journal of the European Economic Association}, author = {Banerjee, Abhijit V. and Glennerster, Rachel and Duflo, Esther}, year = {2008}, pmid = {20182650}, pmcid = {PMC2826809}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/JEEA.2008.6.2-3.487 2339240:CLM2U2YT 2339240:YGTUCIRS 2405685:L4UGI8BT 2405685:MYJMRV9F 4656463:38AY7FGI 4656463:FF98U3AQ}, pages = {487--500}, } @article{barrera-osorio_use_2009, title = {The {Use} and {Misuse} of {Computers} in {Education}: {Evidence} from a {Randomized} {Controlled} {Trial} of a {Language} {Arts} {Program}}, shorttitle = {The {Use} and {Misuse} of {Computers} in {Education}}, url = {http://www.leighlinden.com/Barrera-Linden%20Computadores_2009-03-25.pdf}, abstract = {This paper presents the evaluation of the program Computers for Education. The program aims to integrate computers, donated by the private sector, into the teaching of language in public schools. The authors conduct a two-year randomized evaluation of the program using a sample of 97 schools and 5,201 children. Overall, the program seems to have had little effect on students’ test scores and other outcomes. These results are consistent across grade levels, subjects, and gender. The main reason for these results seems to be the failure to incorporate the computers into the educational process. Although the program increased the number of computers in the treatment schools and provided training to the teachers on how to use the computers in their classrooms, surveys of both teachers and students suggest that teachers did not incorporate the computers into their curriculum.}, language = {en}, author = {Barrera-Osorio, Felipe and Linden, Leigh L}, month = mar, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2B5GGTLG 2339240:9GDU893D 2405685:EJCKQUGC 2405685:PWS6BFPA}, keywords = {⛔ No DOI found}, pages = {41}, } @article{barrett_beyond_2007, title = {Beyond the polarization of pedagogy: models of classroom practice in {Tanzanian} primary schools}, volume = {43}, issn = {0305-0068, 1360-0486}, shorttitle = {Beyond the polarization of pedagogy}, url = {http://www.tandfonline.com/doi/abs/10.1080/03050060701362623}, doi = {10.1080/03050060701362623}, language = {en}, number = {2}, urldate = {2020-05-22}, journal = {Comparative Education}, author = {Barrett, Angeline M.}, month = may, year = {2007}, note = {shortDOI: 10/c9kz62 KerkoCite.ItemAlsoKnownAs: 10.1080/03050060701362623 10/c9kz62 2405685:6DFFLQG2}, pages = {273--294}, } @article{bax_systematic_2007, title = {A systematic comparison of software dedicated to meta-analysis of causal studies}, volume = {7}, doi = {10.1186/1471-2288-7-40}, language = {en}, number = {1}, journal = {BMC Medical Research Methodology}, author = {Bax, L. and Yu, L.-M. and Ikeda, N.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1471-2288-7-40 2405685:CBA7Y2HX 2486141:GZCUKBSW}, pages = {1--9}, } @book{baxter_alternative_2009, address = {Paris}, series = {Education in emergencies and reconstruction}, title = {Alternative education: filling the gap in emergency and post-conflict situations}, isbn = {978-92-803-1332-1}, shorttitle = {Alternative education}, language = {en}, publisher = {IIEP Publications, International Institute for Educational Planning, 7-9, rue Eugene-Delacroix, 75016 Paris, FRANCE}, author = {Baxter, Pamela and Bethke, Lynne}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:97HCHUV9 2405685:69679R62}, } @article{becker_whos_2000, title = {Who's {Wired} and {Who}'s {Not}: {Children}'s {Access} to and {Use} of {Computer} {Technology}}, volume = {10}, shorttitle = {Who's {Wired} and {Who}'s {Not}}, doi = {10.2307/1602689}, abstract = {As computer technology becomes increasingly prevalent throughout society, concerns have been raised about an emerging "digital divide" between those children who are benefitting and those who are being left behind. This article presents results from new analyses of national survey data describing children's differential access to computers in school and at home, and the varying conditions that affect how children experience computers. For example, responses from a nationwide survey of teachers suggest that, as of 1998, more than 75\% of students had access to computers at school. In fact, those teaching lower-income students reported weekly use of computers more often than those teaching higher-income students. But the nature of children's experiences using computers in school varied greatly by subject and teacher objectives, and the data suggest that lower-income students use computers more often for repetitive practice, whereas higher-income students use computers more often for more sophisticated, intellectually complex applications. Differences between low-income and high-income children's access to home computers were far less subtle. Survey data indicate that only about 22\% of children in families with annual incomes of less than \$20,000 had access to a home computer, compared to 91\% of those in families with annual incomes of more than \$75,000. And among children with access, those in low-income families were reported to use the computer less than those in high-income families, perhaps because most low-income families with computers lacked a connection to the Internet. The two most predictive factors of children's use of home computers were the child's age and the computer's capabilities. The author concludes that home access to computers will be a continued area of inequality in American society, and that schools must play a critical role in ensuring equal opportunity for less-advantaged children to access the benefits of the more intellectually powerful uses of computer technology.}, journal = {The Future of children / Center for the Future of Children, the David and Lucile Packard Foundation}, author = {Becker, Henry}, month = sep, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 10.2307/1602689 2339240:HUG6LAQF 2405685:WE485ZZB}, pages = {44--75}, } @article{beckner_language_2009, title = {Language {Is} a {Complex} {Adaptive} {System}: {Position} {Paper}}, volume = {59}, issn = {00238333, 14679922}, shorttitle = {Language {Is} a {Complex} {Adaptive} {System}}, url = {http://doi.wiley.com/10.1111/j.1467-9922.2009.00533.x}, doi = {10.1111/j.1467-9922.2009.00533.x}, language = {en}, urldate = {2021-01-06}, journal = {Language Learning}, author = {Beckner, Clay and Blythe, Richard and Bybee, Joan and Christiansen, Morten H. and Croft, William and Ellis, Nick C. and Holland, John and Ke, Jinyun and Larsen-Freeman, Diane and Schoenemann, Tom}, month = dec, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-9922.2009.00533.x 2339240:C9W3P6YU 2405685:RWN7ZYWK}, pages = {1--26}, } @techreport{becta_review_2004, title = {A review of the research literature on barriers to the uptake of {ICT} by teachers}, url = {https://dera.ioe.ac.uk//1603/}, language = {en}, author = {{Becta}}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:I3WIHBV9 2534378:K8RQ2MGT}, } @book{beebe_rapid_2001, title = {Rapid {Assessment} {Process}: {An} {Introduction}}, isbn = {978-0-7591-0012-1}, shorttitle = {Rapid {Assessment} {Process}}, abstract = {A newer edition of this book is available at the following address: https: //rowman.com/ISBN/9780759123212 Rapid Assessment Process (RAP) has gone under many names but invariably uses the techniques of fieldwork and ethnography in a telescoped manner to provide solid, field-based research findings for use by policymakers and program planners. It uses an emic perspective, a team of researchers, triangulation of research findings, and iterative process to produce high-quality research in a fraction of the time taken by traditional ethnography. Long used for third world projects, RAP is now being used to inform policy in many different settings. This volume is the first introduction to this group of methods, explaining to researchers and to students how to do RAP research well. The author, an international development professional who has been doing RAP studies for over two decades, clearly outlines the process, promise and pitfalls of RAP in this brief volume. Included are many examples of successful RAP studies and clear guidance to readers on how to embark on their own RAP research}, language = {en}, publisher = {Rowman Altamira}, author = {Beebe, James}, year = {2001}, note = {Google-Books-ID: NkSJ3aaaUDIC KerkoCite.ItemAlsoKnownAs: 2339240:3PYH2IQZ 2405685:SCCPZFK6}, keywords = {Social Science / Anthropology / General, Social Science / Methodology, Social Science / Research}, } @techreport{benavot_growth_2007, title = {The growth of national learning assessments in the world, 1995–2006}, institution = {In: Education for All by 2015: will we make it? EFA global monitoring report 2008.Paris: UNESCO, pp. 1–17.}, author = {Benavot, A. and Tanner, E.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TQJS4DFZ 2405685:IXHXN9RS}, } @techreport{bennell_teacher_2007, title = {Teacher {Motivation} in {Sub}-{Saharan} {Africa} and {South} {Asia}}, url = {https://assets.publishing.service.gov.uk/media/57a08be640f0b652dd000f9a/ResearchingtheIssuesNo71.pdf}, abstract = {This is one of a series of Education Papers issued by the Central Research Department of the Department For International Development. Each paper represents a study or piece of commissioned research on some aspect of education and training in developing countries. Most of the studies were undertaken in order to provide informed judgements from which policy decisions could be drawn, but in each case it has become apparent that the material produced would be of interest to a wider audience, particularly those whose work focuses on developing countries.This report synthesises the main findings and recommendations of an international research project on teacher motivation and incentives in sub-Sahara Africa and South Asia. The study has addressed the following four main questions: • To what extent is there a problem of poor motivation among teachers in sub-Saharan Africa and South Asia? Does this amount to a ‘crisis’, as has been suggested by some observers? • If so, what are the main reasons for poor teacher motivation? • How do poor motivation and incentives affect teacher performance and the overall effectiveness of national education systems? • What should be done to ensure that teachers are adequately motivated?}, language = {en}, institution = {DFID}, author = {Bennell, Paul and Akyeampong, Kwame}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5XS5KY3U 2339240:4YDHY6PL 2405685:25GLFYDL 2405685:WPFEWHNL 4556019:J65GX7JX}, keywords = {C:sub-Saharan Africa and South Asia, ⛔ No DOI found}, pages = {114}, } @techreport{beteille_absenteeism_2009, address = {Stanford, California}, title = {Absenteeism, transfers and patronage: the political economy of labor markets in {India}}, url = {https://searchworks.stanford.edu/view/8496945}, institution = {School of Education, University of Stanford}, author = {Béteille, Tara}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RC4AWY4B 2405685:E9S2AD53}, } @techreport{bethke_alternative_2009, title = {Alternative education: filling the gap in emergency and post-conflict situations}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000184938/PDF/184938eng.pdf.multi}, urldate = {2022-08-25}, author = {Bethke, Lynne}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VFT8G57N 2405685:2BNDFIF2}, } @techreport{binns_teacher_2006, title = {Teacher {Education} at a {Distance}: {Impact} on {Development} in the {Community}}, language = {en}, institution = {DFID}, author = {Binns, Felicity and Wrightson, Tony}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3IPM5K7Y}, keywords = {C:Low- and middle-income countries, ⛔ No DOI found}, pages = {74}, } @techreport{bird_promoting_2009, title = {Promoting resilience: developing capacity within education systems affected by conflict}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000191302/PDF/191302eng.pdf.multi}, institution = {UNESCO}, author = {Bird, Lyndsay}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N63YGE4H 2405685:3WF43YA8}, } @book{birger_abolishing_2009, title = {Abolishing {School} {Fees} in {Africa}: {Lessons} {Learned} in {Ethiopia}, {Ghana}, {Kenya} and {Mozambique}}, isbn = {978-0-8213-7540-2 978-0-8213-7541-9}, shorttitle = {Abolishing {School} {Fees} in {Africa}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-7540-2}, language = {en}, urldate = {2023-07-21}, publisher = {The World Bank}, editor = {Birger, Fredriksen and Craissati, Di}, month = apr, year = {2009}, doi = {10.1596/978-0-8213-7540-2}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7540-2 2405685:I7PGXI5E}, } @article{bishop_individual_2001, title = {Individual {Differences} in {Cognitive} {Planning} on the {Tower} of {Hanoi} {Task}: {Neuropsychological} {Maturity} or {Measurement} {Error}?}, volume = {42}, issn = {1469-7610, 0021-9630}, shorttitle = {Individual {Differences} in {Cognitive} {Planning} on the {Tower} of {Hanoi} {Task}}, url = {https://www.cambridge.org/core/journals/journal-of-child-psychology-and-psychiatry-and-allied-disciplines/article/individual-differences-in-cognitive-planning-on-the-tower-of-hanoi-task-neuropsychological-maturity-or-measurement-error/F54ECC24F3DA295A394253FB1CB3FDB5}, doi = {10.1017/s0021963001007247}, abstract = {The Tower of Hanoi (ToH) task was given to 238 children aged from 7 to 15 years, and 20 adults. Individual variation within an age band was substantial. ToH score did not correlate significantly with Verbal IQ, nor with ability to inhibit a prepotent response. We readministered the ToH to 45 children after 30 to 40 days. The test-retest correlation of ·5 is low in relation to accepted psychometric standards, though at least as high as reliability of the related Tower of London (ToL) in adults. The reasons for low reliability remain unclear; task novelty did not seem to be involved, as children did not improve on retest. We conclude that it is not safe to use this test to index integrity or maturation of underlying neurological systems in children. We compared our results with three published studies using the ToL with children, and found similar levels of performance on problems involving the same number of moves. Another study using automated ToL obtained much poorer scores, suggesting that computerised presentation may impair children's performance.}, language = {en}, number = {4}, urldate = {2019-12-10}, journal = {The Journal of Child Psychology and Psychiatry and Allied Disciplines}, author = {Bishop, D. V. M. and Aamodt-Leeper, G. and Creswell, C. and McGurk, R. and Skuse, D. H.}, month = may, year = {2001}, note = {shortDOI: 10/dz5fcg KerkoCite.ItemAlsoKnownAs: 10.1017/s0021963001007247 10/dz5fcg 2339240:3GLJZX6N 2405685:NMH536YD}, keywords = {Assessment, executive function, psychometrics}, pages = {551--556}, } @article{blumenfeld_creating_2000, title = {Creating usable innovations in systemic reform: {Scaling} up technology-embedded project-based science in urban schools}, volume = {35}, shorttitle = {Creating usable innovations in systemic reform}, doi = {10.1207/S15326985EP3503_2}, number = {3}, journal = {Educational psychologist}, author = {Blumenfeld, Phyllis and Fishman, Barry J. and Krajcik, Joseph and Marx, Ronald W. and Soloway, Elliot}, year = {2000}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1207/S15326985EP3503\_2 2339240:JKGUWPCD 2405685:568GDAGW}, pages = {149--164}, } @article{bof_distance_2004, title = {Distance {Learning} for {Teacher} {Training} in {Brazil}}, volume = {5}, doi = {10.19173/irrodl.v5i1.172}, language = {EN}, number = {1}, journal = {International Review of Research in Open and Distance Learning}, author = {Bof, Alvana}, year = {2004}, note = {shortDOI: 10/ggx3rc KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v5i1.172 10/ggx3rc 2405685:7N6P78H9}, keywords = {C:Brazil}, } @article{boitshwarelo_exploring_2009, title = {Exploring {Blended} {Learning} for {Science} {Teacher} {Professional} {Development} in an {African} {Context}}, volume = {10}, issn = {1492-3831}, url = {http://www.irrodl.org/index.php/irrodl/article/view/687}, doi = {10.19173/irrodl.v10i4.687}, abstract = {This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.}, language = {en}, number = {4}, urldate = {2020-05-16}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Boitshwarelo, Bopelo}, month = sep, year = {2009}, note = {shortDOI: 10/gfv5xv KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.687 10/gfv5xv 2339240:7YYFFQ4U 2405685:DBG2GKJP 2405685:RP3KMTVU 2405685:THJLBADH 2534378:5C3ILQ5H 2534378:LSG5BCAP 2534378:PTQCJYNQ}, keywords = {C:Botswana, ICTs, Pedagogy, Professional Development, Teacher Training, \_\_\_working\_potential\_duplicate}, pages = {1--19}, } @article{borg_assistive_2009, title = {Assistive technology in developing countries: national and international responsibilities to implement the {Convention} on the {Rights} of {Persons} with {Disabilities}}, volume = {374}, issn = {0140-6736, 1474-547X}, shorttitle = {Assistive technology in developing countries}, url = {https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(09)61872-9/abstract}, doi = {10.1016/S0140-6736(09)61872-9}, abstract = {In developing countries, disability is often associated with poverty caused by reduced participation in education, work, and community life.1–4 Education and employment contributes to reduction of poverty, improvement of health, and increased participation in society.2,5,6 According to findings from studies in high-income countries, assistive technology can have a positive socioeconomic effect on the lives of people with disabilities by improving access to education and increasing achievement.7,8 The use of assistive technology is a successful strategy to help participation in work,9,10 and maintenance of health.}, language = {English}, number = {9704}, urldate = {2020-04-03}, journal = {The Lancet}, author = {Borg, Johan and Lindström, Anna and Larsson, Stig}, month = nov, year = {2009}, pmid = {19944867}, note = {Publisher: Elsevier shortDOI: 10/cfn5gp KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(09)61872-9 10/cfn5gp 2339240:W45H7KRY 2405685:YQJM4J5B}, pages = {1863--1865}, } @article{borgatti_network_2009, title = {Network {Analysis} in the {Social} {Sciences}}, volume = {323}, issn = {0036-8075, 1095-9203}, url = {https://www.sciencemag.org/lookup/doi/10.1126/science.1165821}, doi = {10.1126/science.1165821}, abstract = {Over the past decade, there has been an explosion of interest in network research across the physical and social sciences. For social scientists, the theory of networks has been a gold mine, yielding explanations for social phenomena in a wide variety of disciplines from psychology to economics. Here, we review the kinds of things that social scientists have tried to explain using social network analysis and provide a nutshell description of the basic assumptions, goals, and explanatory mechanisms prevalent in the field. We hope to contribute to a dialogue among researchers from across the physical and social sciences who share a common interest in understanding the antecedents and consequences of network phenomena.}, language = {en}, number = {5916}, journal = {Science (New York, N.Y.)}, author = {Borgatti, Stephen and Mehra, Ajay and Brass, Daniel and Labianca, Giuseppe}, month = mar, year = {2009}, note = {zotzenLib.CopiedFrom: 2339240:JQA9PRDZ KerkoCite.ItemAlsoKnownAs: 10.1126/science.1165821 2339240:JQA9PRDZ 2339240:Q5CZNBGL 2339240:U9MVWGVE 2405685:CKE79F7A 2405685:I3FUN5JU 2405685:W7TMXCNH}, pages = {892--5}, } @article{borko_video_2008, title = {Video as a tool for fostering productive discussions in mathematics professional development}, volume = {24}, issn = {0742-051X}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X0600179X}, doi = {10.1016/j.tate.2006.11.012}, abstract = {This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.}, language = {en}, number = {2}, urldate = {2020-08-05}, journal = {Teaching and Teacher Education}, author = {Borko, Hilda and Jacobs, Jennifer and Eiteljorg, Eric and Pittman, Mary Ellen}, month = feb, year = {2008}, note = {shortDOI: 10/d9k7g8 KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2006.11.012 10/d9k7g8 2339240:HJGRG585 2405685:BWHR8RIX 2405685:TJYWA229 2534378:E4Z5FI4E}, keywords = {C:United States, Mathematics education, Mathematics teachers, Professional development, Teacher learning, Video}, pages = {417--436}, } @incollection{united_nations_educational_sustainability_2004, address = {Place of publication not identified}, title = {Sustainability and interactive radio instruction: why some projects last}, isbn = {978-92-803-1255-3}, url = {https://www.researchgate.net/profile/Mohammed_Al-Nofli/post/What_changes_in_education_policy_related_to_technology_do_you_think_are_necessary_to_fully_embrace_its_potential_for_learning/attachment/59d61f3679197b807797da72/AS:283633035300864@1444634793269/download/Adapting+technology+for+school+improvement.pdf#page=149}, abstract = {This book presents a compilation of articles based on the premise that the move to advanced technology use in primary and secondary schools offers great hope for improving the access, quality, and efficiency of basic education. The aim of the book is to identify and examine how information technologies can be, and are being, used to strengthen the quality of primary and secondary education. The articles take a global focus, drawing on examples from a wide range of countries. The book analyzes the challenges that teachers and educational planners face as they make this move, and shares how those challenges are being met in some of the countries now engaged in this effort. Several major themes are explored: the role of technology in school improvement, top-down versus bottom-up approaches, interactive radio instruction in schools, computers in the classroom, technology in teacher education, and adopting and implementing technology. The conclusions of the book examine strategies such as the cross-national sharing of curriculum development and instructional materials, and the training and support of teachers and administrators. The need for new partnerships, such as public-private and central-local, to make continued developments in technology sustainable, are also examined. The book divides into 14 chapters: (1) The Role of Technology in School Improvement (David W. Chapman, Amy Garrett, and Lars O. Mahlck); (2) Are New Technologies Better Technologies? For Whom? (Claudio de Moura Castro); (3) International Uses of Education Technology Threats and Opportunities (Stephen P. Heyneman and Katherine Taylor Haynes); (4) Using Instructional Technology as a Bridge to the Future: Palau's Story (Gregory C. Sales and Masa-Aki N. Emesiochl); (5) The Introduction of Computers in Secondary Schools in Jamaica: A Case of Bottom-Up Reform (Errol Miller); (6) Distance Education in Ethiopia (Teshome Nekatibeb and Thomas Tilson); (7) Sustainability and Interactive Radio Instruction: Why Some Projects Last (Andrea Bosch); (8) Is Constructivism Universal? In Search of Meaningful Technology in Morocco and Namibia (Jeffrey Coupe, Jeffrey Goveia, Houcine El Haichour, and Alfred Ilukena); (9) Technology and Educational Change at the Local Level: The Case of the Campana Schools Network in Argentina (Cecilia Braslavsky and Laura Fumagalli); (10) The Pedagogical Uses of Web-Based Chat: The Brazilian Experience (Vera Atsuko Suguri, Maria de Lourdes Matos, Noara M. de Resende e Castro, Rosal va Ieda V. Guimaraes de Castro, Lurdes Marilene da Silva Jung, and Eric Rusten); (11) Utilizing Technology in a Rural Teacher Certification Programme in Iceland (Ingolfur Asgeir Johannesson and Anna Thora Baldursdottir); (12) Integrating Technology into Education: The Czech Approach (Bozena Mannova); (13) The School Online Initiative in German Schools: Empirical Results and Recommendations to Improve School Development (Renate Schulz-Zander); and (14) Effective Use of Technology to Improve Education: Lessons for Planners (Lars O. Mahlck and David W. Chapman). This book is intended for educational policymakers, administrators, planners, and curriculum development specialists concerned with how technology can be used to extend access and raise the quality of education in their countries. It is also intended for international organizations, development assistance agencies and NGOs that are often most responsible for advocating the use of technology as a solution to education problems in low and middle-income countries. (Individual chapters contain references.).}, language = {English}, booktitle = {Adapting {Technology} for {School} {Improvement} {A} {Global} {Perspective}}, publisher = {Distributed by ERIC Clearinghouse}, author = {Bosch, Andrea}, editor = {United Nations Educational, {and} Cultural Organization, Paris (France). International Inst. for Educational Planning, Scientific and Chapman, David W and Mahlck, Lars O and {United Nations Educational Scientific, and Cultural Organization} and {International Institue for Educational Planning}}, year = {2004}, note = {OCLC: 1064923325 KerkoCite.ItemAlsoKnownAs: 2339240:83PCK5YZ 2405685:KKI68BXJ}, keywords = {Commitment, Cost, content}, pages = {149--173}, } @techreport{bosch_interactive_2002, title = {Interactive {Radio} {Instruction}: {An} {Update} from the {Field}}, url = {https://www.eccnetwork.net/sites/default/files/media/file/09.pdf}, abstract = {Interactive radio instruction (IRI), a methodology developed to turn a typically one-way technology into a tool for active learning in and outside the classroom, continues to be an attractive educational strategy in developing countries after almost 30 years. The original model for IRI math, created in Nicaragua by a team from Stanford University in the early 1970s, sought to combine the low cost and high reach of the radio medium and a clear understanding of how people learn. Since that time, 20 countries around the world have developed IRI programs for a variety of subjects, audiences, and learning environments, many of which have been sustained for up to 10 years and counting. The methodology has been expanded and adapted to include different levels of math, science, health, English, Spanish and Portuguese, environmental education, early childhood development, and adult basic education for learners of all ages. In each case, the series has been designed specifically by local specialists to be engaging and to meet learning objectives in that country. After three decades, interest in IRI does not seem to be waning. (See the Annex at the end of this chapter for a list of IRI projects and their current status.) This chapter updates earlier information about interactive radio instruction over the past five years, and introduces two cases where IRI has had an impact in Africa in two ways not captured in the past.1 In Guinea, IRI has gone to scale on an unprecedented level in West Africa to reach students and teachers on a national level. The Guinean IRI series is integrated with teacher development initiatives and is used in almost all primary schools across the nation, with 880,000 students. In Zambia, a new IRI series is being developed that reaches out to students who otherwise would be without schools, and have become increasingly vulnerable due to poverty and the HIV/AIDs. This example shows how IRI can be used effectively to overcome obstacles of access in Africa and to increase the chances that students can receive an education. These examples show how IRI retains its core elements, yet continues to evolve to meet new educational and social challenges.}, institution = {Education Development Center}, author = {Bosch, Andrea and Rhodes, Rebecca and Kariuki, Sera}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NJJTZUJS 2405685:PNRBAXJM}, } @article{boyd_explaining_2005, title = {Explaining the {Short} {Careers} of {High}-{Achieving} {Teachers} in {Schools} with {Low}-{Performing} {Students}}, volume = {95}, issn = {0002-8282}, url = {https://www.aeaweb.org/articles?id=10.1257/000282805774669628}, doi = {10.1257/000282805774669628}, language = {en}, number = {2}, urldate = {2022-05-16}, journal = {American Economic Review}, author = {Boyd, Donald and Lankford, Hamilton and Loeb, Susanna and Wyckoff, James}, month = may, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/000282805774669628 2339240:TKPW4YRL 2405685:H96ELS6C}, keywords = {Analysis of Education, Public Sector Labor Markets}, pages = {166--171}, } @article{braun_using_2006, title = {Using thematic analysis in psychology}, volume = {3}, doi = {10.1191/1478088706qp063oa}, abstract = {Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.}, number = {2}, journal = {Qualitative Research in Psychology}, author = {Braun, Virginia and Clarke, Victoria}, month = jan, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1191/1478088706qp063oa 2339240:ZG2T2YCR 2405685:K6VHKKI9}, keywords = {epistemology, flexibility, patterns, qualitative psychology, thematic analysis}, pages = {77--101}, } @article{britten_using_2002, title = {Using meta ethnography to synthesise qualitative research: {A} worked example}, volume = {7}, doi = {10.1258/135581902320432732}, abstract = {Objectives: To demonstrate the benefits of applying meta ethnography to the synthesis of qualitative research, by means of a worked example. Methods:. Four papers about lay meanings of medicines were arbitrarily chosen. Noblit and Hare's seven-step process for conducting a meta ethnography was employed: getting started; deciding what is relevant to the initial interest; reading the studies; determining how the studies are related; translating the studies into one another; synthesising translations; and expressing the synthesis. Results: Six key concepts were identified: adherence/compliance; self-regulation; aversion; alternative coping strategies; sanctions; and selective disclosure. Four second-order interpretations (derived from the chosen papers) were identified, on the basis of which four third-order interpretations (based on the key concepts and second-order interpretations) were constructed. These were all linked together in a line of argument that accounts for patients' medicine-taking behaviour and communication with health professionals in different settings. Third-order interpretations were developed which were not only consistent with the original results but also extended beyond them. Conclusions: It is possible to use meta ethnography to synthesise the results of qualitative research. The worked example has produced middle-range theories in the form of hypotheses that could be tested by other researchers. © The Royal Society of Medicine Press Ltd 2002.}, number = {4}, journal = {Journal of Health Services Research and Policy}, author = {Britten, Nicky and Campbell, Rona and Pope, Catherine and Donovan, Jenny and Morgan, Myfanwy and Pill, Roisin}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1258/135581902320432732 2405685:KJ4GKUEA}, pages = {209--215}, } @book{brookhart_exploring_2009, title = {Exploring formative assessment}, isbn = {978-1-4166-0826-4}, url = {https://books.google.co.uk/books/about/Exploring_Formative_Assessment.html?id=Jsc6PgAACAAJ&redir_esc=y}, abstract = {About the PLC series: Welcome to an adventure! If you are a teacher who is interested in developing a professional learning community to develop your classroom repertoire and increase your students achievement and motivation, you are in for a treat. A professional learning community (PLC) is a small group of teachers or administrators that meets regularly and works between meetings to accomplish shared goals. PLCs are vehicles for connecting teacher practice and student outcomes, improving both. About this book: Exploring Formative Assessment is your guide to creating a PLC to help further your understanding of how to use formative assessment in your school or classroom. You ll find everything you need to organize and run your PLC, including agendas, handouts, worksheets, and the background reading for each of seven sessions. You ll get the chance to try out new techniques and to collaborate with your colleagues as you deepen your understanding of formative assessment.}, language = {en}, publisher = {ASCD}, author = {Brookhart, Susan M.}, year = {2009}, note = {Google-Books-ID: Jsc6PgAACAAJ KerkoCite.ItemAlsoKnownAs: 2339240:BGD3K778 2405685:N5DDGE6D}, keywords = {Education / Professional Development, Education / Testing \& Measurement}, } @article{brugha_stakeholder_2000, title = {Stakeholder analysis: a review}, volume = {15}, issn = {14602237}, shorttitle = {Stakeholder analysis}, url = {https://academic.oup.com/heapol/article-lookup/doi/10.1093/heapol/15.3.239}, doi = {10.1093/heapol/15.3.239}, language = {en}, number = {3}, urldate = {2020-12-01}, journal = {Health Policy and Planning}, author = {Brugha, Ruairi and Varvarovszky, Zsuzsa}, month = sep, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/15.3.239 2339240:FTN7XZFZ 2339240:JUBJUTEN 2405685:RN9JUZML 2405685:YMK5IVES}, pages = {239--246}, } @article{bryman_paradigm_2006, title = {Paradigm {Peace} and the {Implications} for {Quality}}, volume = {9}, issn = {1364-5579}, url = {https://doi.org/10.1080/13645570600595280}, doi = {10.1080/13645570600595280}, abstract = {In this article it is shown that the paradigm wars that raged concerning the incompatibility of quantitative and qualitative research have largely subsided. In the process, discussions of epistemological and ontological issues have become less prominent. The peace that has broken out has proved to be more favourable to research combining quantitative and qualitative research than was the case during the paradigm wars. Drawing on interviews with social researchers who employ a mixed‐methods approach and on the literature, it is shown that a spirit of pragmatism with regard to combining quantitative and qualitative research prevails which encourages researchers to consider using mixed‐methods research when the research question is suited to it. However, the issue of which quality criteria should be employed in investigations combining quantitative and qualitative research has not been given a great deal of consideration. The author argues for a contingency approach, in which issues to do with quality are decided in relation to the nature of the study.}, number = {2}, urldate = {2019-11-05}, journal = {International Journal of Social Research Methodology}, author = {Bryman, Alan}, month = apr, year = {2006}, note = {shortDOI: 10/b8wtt2 KerkoCite.ItemAlsoKnownAs: 10.1080/13645570600595280 10/b8wtt2 2339240:T3KNAFUP 2405685:RKS7ELJH}, pages = {111--126}, } @techreport{buhmann_mother_2008, title = {Mother tongue matters: local language as a key to effective learning}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000161121/PDF/161121eng.pdf.multi}, urldate = {2023-02-10}, author = {Bühmann, Dörthe and Trudell, Barbara}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HFA8ZXYQ 4042040:NTU58H84}, } @book{bukhsh_empowerment_2007, title = {Empowerment of {Women} through {Distance} {Education} in {Pakistan}}, volume = {8}, url = {https://eric.ed.gov/?id=ED499353}, abstract = {The present study was undertaken to highlight the gender disparities of Pakistan as well as at regional and international level. The study, measured the comparative outcome of formal and non-formal system of education in Pakistan. To achieve the desired goal, documentary analysis was considered appropriate. The number of schools and enrollment during the years 2001 to 2004 of the formal system for primary, middle and high level was considered and enrollment during the year 198-1999 and 2004 for Secondary School Certificate to Ph.D level of non-formal system was considered. Data was analyzed in term of percentage and average. It was found that enrollment of female is less than male in formal system while enrollment of female is higher than male in non-formal system of education in Pakistan. (Contains 16 tables.)}, language = {en}, urldate = {2020-12-01}, author = {Bukhsh, Qadir}, month = oct, year = {2007}, note = {Issue: 4 Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:GH4W93KG 2405685:HC78WJKZ}, keywords = {Access to Education, Computer Uses in Education, Distance Education, Elementary Secondary Education, Empowerment, Enrollment Trends, Females, Foreign Countries, Gender Differences, Nonformal Education, Postsecondary Education, Womens Education}, } @article{burnham_scopus_2006, title = {Scopus database: {A} review}, volume = {3}, doi = {10.1186/1742-5581-3-1}, abstract = {The Scopus database provides access to STM journal articles and the references included in those articles, allowing the searcher to search both forward and backward in time. The database can be used for collection development as well as for research. This review provides information on the key points of the database and compares it to Web of Science. Neither database is inclusive, but complements each other. If a library can only afford one, choice must be based in institutional needs.}, language = {English}, journal = {National Library of Medicine}, author = {Burnham, Judy F.}, month = mar, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/1742-5581-3-1 2339240:6RMWD3XC 2405685:U9CFT7QG}, } @article{burns_improving_2006, title = {Improving teaching quality in {Guinea} with interactive radio instruction}, volume = {Working paper}, url = {https://www.infodev.org/infodev-files/resource/InfodevDocuments_500.pdf}, abstract = {Guinea's Sous le Fromager project is an excellent example of radio as an effective delivery system for enhancing teachers’ basic content skills and for helping teachers with little or no instructional skills acquire those skills.}, language = {en}, number = {2}, author = {Burns, Mary}, month = feb, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IB9MSTJD 2405685:EB5MX5GI}, pages = {15}, } @book{burt_brokerage_2005, title = {Brokerage and closure: {An} introduction to social capital}, shorttitle = {Brokerage and closure}, publisher = {Oxford university press}, author = {Burt, Ronald S.}, year = {2005}, note = {zotzenLib.CopiedFrom: 2339240:QUGVRQJY KerkoCite.ItemAlsoKnownAs: 2339240:QUGVRQJY 2405685:GFXDZ5XQ}, } @article{butler_collaboration_2004, title = {Collaboration and self-regulation in teachers’ professional development}, volume = {20}, issn = {0742051X}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0742051X04000526}, doi = {10.1016/j.tate.2004.04.003}, language = {en}, number = {5}, urldate = {2020-06-30}, journal = {Teaching and Teacher Education}, author = {Butler, Deborah L and Lauscher, Helen Novak and Jarvis-Selinger, Sandra and Beckingham, Beverly}, month = jul, year = {2004}, note = {shortDOI: 10/cchbhg KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2004.04.003 10/cchbhg 2405685:YD5BRNVY}, pages = {435--455}, } @book{carden_knowledge_2009, address = {Los Angeles : Ottawa}, title = {Knowledge to policy: making the most of development research}, isbn = {978-81-7829-930-3}, shorttitle = {Knowledge to policy}, url = {https://www.idrc.ca/en/book/knowledge-policy-making-most-development-research}, language = {en}, publisher = {SAGE ; International Development Research Centre}, author = {Carden, F.}, year = {2009}, note = {OCLC: ocn310715459 KerkoCite.ItemAlsoKnownAs: 2339240:DXBA9N7R 2405685:UCMNA8EW}, keywords = {Economic development, Economic policy, Evaluation, Research Evaluation}, } @book{carl_teacher_2009, title = {Teacher {Empowerment} {Through} {Curriculum} {Development}: {Theory} {Into} {Practice}}, isbn = {978-0-7021-7751-4}, shorttitle = {Teacher {Empowerment} {Through} {Curriculum} {Development}}, url = {https://books.google.co.th/books/about/Teacher_Empowerment_Through_Curriculum_D.html?id=KHck3QIyu0kC&redir_esc=y}, abstract = {Treating curriculum studies as an educational field in its own right, this critical resource gives teachers the power to control the focus and direction their classes take by revealing the variety of benefits gained from rigorous curriculum planning. Stressing the importance of a teacher’s own involvement in the creation of curriculum, the guide shows teachers how to deal with the constant changes they face. For educators looking to contribute responsibly and dynamically to the content of their classes, this valuable and updated tool reveals new techniques that will empower educators and the significance behind involved curriculum development.}, language = {en}, publisher = {Juta and Company Ltd}, author = {Carl, Arend E.}, year = {2009}, note = {Google-Books-ID: KHck3QIyu0kC KerkoCite.ItemAlsoKnownAs: 2339240:TYRB2LRT 2405685:IKG6DI9I}, keywords = {Education / Curricula, Education / Professional Development}, } @article{carlson_individual_2004, title = {Individual differences in executive functioning and theory of mind: {An} investigation of inhibitory control and planning ability}, volume = {87}, issn = {0022-0965}, shorttitle = {Individual differences in executive functioning and theory of mind}, url = {http://www.sciencedirect.com/science/article/pii/S0022096504000116}, doi = {10.1016/j.jecp.2004.01.002}, abstract = {This research examined the relative contributions of two aspects of executive function—inhibitory control and planning ability—to theory of mind in 49 3- and 4-year-olds. Children were given two standard theory of mind measures (Appearance–Reality and False Belief), three inhibitory control tasks (Bear/Dragon, Whisper, and Gift Delay), three planning tasks (Tower of Hanoi, Truck Loading, and Kitten Delivery), and a receptive vocabulary test (Peabody Picture Vocabulary Test [PPVT-3]). Multiple regression analyses indicated that two inhibition tasks (Bear/Dragon and Whisper) were significantly related to theory of mind after accounting for age, receptive vocabulary, and planning. In contrast, the planning tasks did not share unique variance with theory of mind. These results increase our understanding of the specific nature of executive function–theory of mind relations during early childhood.}, language = {en}, number = {4}, urldate = {2019-11-04}, journal = {Journal of Experimental Child Psychology}, author = {Carlson, Stephanie M and Moses, Louis J and Claxton, Laura J}, month = apr, year = {2004}, note = {shortDOI: 10/d2r85m KerkoCite.ItemAlsoKnownAs: 10.1016/j.jecp.2004.01.002 10/d2r85m 2339240:HTTVK72C 2405685:XYCJRAS2}, keywords = {Executive function, Inhibition, Planning, Theory of mind}, pages = {299--319}, } @techreport{cassidy_education_2006, address = {Washington, D.C.}, title = {Education {Management} {Information} {Systems} ({EMIS}) in {Latin} {America} and the {Caribbean}: lessons and challenges}, url = {https://publications.iadb.org/en/publication/education-management-information-systems-emis-latin-america-and-caribbean-lessons-and}, urldate = {2021-08-03}, institution = {Inter-American Development Bank}, author = {Cassidy, T}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8BQ9STIT 2339240:T6Y5INQI 2339240:UJBGNXBA 2405685:4AA66EFV 2405685:4LG5ZKEP 2405685:FE5G8PH4 4656463:G2RQ9X5X}, keywords = {⛔ No DOI found}, } @article{chatry-komarek_langue_2005, title = {Langue et éducation en {Afrique}: enseigner à lire et écrire en langue maternelle}, shorttitle = {Langue et éducation en {Afrique}}, journal = {Langue et éducation en Afrique}, author = {Chatry-Komarek, Marie}, year = {2005}, note = {Publisher: l'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:M5ZTSLAA 4042040:6UY5XZVI}, keywords = {⛔ No DOI found}, pages = {1--232}, } @incollection{chromy_sampling_2002, title = {Sampling issues in design, conduct, and interpretation of international comparative studies of school achievement}, booktitle = {In {A}.{C}. {Porter}, \& {A}. {Gamoran} ({Eds}.), {Methodological} advances in cross-national surveys of educational achievement (pps. 80- 116).}, author = {Chromy, J.R.}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SQ9NT8SW 2405685:9UYVDGIK}, } @article{clarke_design_2009, title = {Design for scalability: {A} case study of the {River} {City} curriculum}, volume = {18}, shorttitle = {Design for scalability}, doi = {10.1007/s10956-009-9156-4}, number = {4}, journal = {Journal of Science Education and Technology}, author = {Clarke, Jody and Dede, Chris}, year = {2009}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10956-009-9156-4 2339240:QUPKNCUZ 2405685:KM59HIC2}, pages = {353--365}, } @article{clarke_culture_2003, title = {Culture and {Classroom} {Reform}: {The} case of the {District} {Primary} {Education} {Project}, {India}}, volume = {39}, issn = {0305-0068, 1360-0486}, shorttitle = {Culture and {Classroom} {Reform}}, url = {http://www.tandfonline.com/doi/abs/10.1080/03050060302562}, doi = {10.1080/03050060302562}, abstract = {Reform in teaching and learning forms one of the basic dimensions of educational reform. This study explores the impact of the reform process on teacher thinking and classroom practice in the multi-donor supported District Primary Education Project in Karnataka, India. Using both qualitative and quantitative methodologies, a variety of aspects dealing with teaching and learning are examined in order to understand the extent to which changes are taking place in the classroom. The study analyses the impact of four cultural constructs, which frame teaching and learning in India: holism as a shared worldview that encourages openness to regulation; the hierarchical structure as a regulative social framework; knowledge as discovered and attested collectively; and the ‘sense of duty’ that defines the role of the teacher (and student). The conclusion of the study is that while there are observable changes in the classroom in the use of instructional aids and activities during instruction, the essential characteristics of traditional practice, namely rote and repetition has not changed. Both teachers’ openness and resistance to reform are portrayed as embedded in the cultural construction of teaching and learning.}, language = {en}, number = {1}, urldate = {2020-05-16}, journal = {Comparative Education}, author = {Clarke, Prema}, month = feb, year = {2003}, note = {shortDOI: 10/dj6jdc KerkoCite.ItemAlsoKnownAs: 10.1080/03050060302562 10/dj6jdc 2405685:J2IPL98G}, pages = {27--44}, } @article{coburn_rethinking_2003, title = {Rethinking {Scale}: {Moving} {Beyond} {Numbers} to {Deep} and {Lasting} {Change}}, volume = {32}, issn = {0013-189X, 1935-102X}, shorttitle = {Rethinking {Scale}}, url = {http://journals.sagepub.com/doi/10.3102/0013189X032006003}, doi = {10.3102/0013189X032006003}, language = {en}, number = {6}, urldate = {2020-12-23}, journal = {Educational Researcher}, author = {Coburn, Cynthia E.}, month = aug, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X032006003 2339240:382WD9EF 2339240:5296RLEM 2339240:59YIPM9A 2339240:IDX7DZPW 2405685:HDJ7G3V8}, pages = {3--12}, } @article{cole_student_2004, title = {Student learning motivation and psychological hardiness: interactive effects on students' reactions to a management class}, volume = {3}, issn = {1537-260X}, shorttitle = {Student learning motivation and psychological hardiness}, url = {https://journals.aom.org/doi/10.5465/amle.2004.12436819}, doi = {10.5465/amle.2004.12436819}, abstract = {We propose here that simultaneously considering the combined effects of students' learning motivation and psychological hardiness can increase understanding of the learning experience and its impact on important learning outcomes. Specifically, we hypothesized that the relationship between learning motivation and learning outcomes would be moderated by individuals' psychological hardiness. We collected data in two studies. The first established the psychometric properties of a newly developed scale, the second tested related research hypotheses. After controlling for socially desirable responding and dispositional learning orientations, our hypothesized interaction between participants' initial motivation to learn and their psychological hardiness explained differences in participants' postlearning motivation, depressive symptomatology, and reactions to their classroom experience assessed 2 months later. The study's findings have particular relevance for anyone who has ever taught or been involved in teaching. At times, for example, students can feel overwhelmed by the numerous responsibilities associated with being a college student. As a result, some will suffer a loss in motivation to perform and, even worse, a few will experience a severe state of depressed mood. Consequently, in this study we address these concerns and offer specific recommendations that could be implemented by universities and instructors to circumvent these detrimental outcomes.}, number = {1}, urldate = {2022-05-09}, journal = {Academy of Management Learning \& Education}, author = {Cole, Michael S. and Feild, Hubert S. and Harris, Stanley G.}, month = mar, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.5465/amle.2004.12436819 2339240:HBM8K8GB 2405685:PYAW9368}, keywords = {EDUCATION, LEARNING, MOTIVATION (Psychology), PSYCHOMETRICS, STUDENTS, UNIVERSITIES \& colleges}, pages = {64--85}, } @incollection{colman_cognitive_2009, title = {Cognitive psychology}, isbn = {978-0-19-953406-7}, url = {https://www.oxfordreference.com/view/10.1093/acref/9780199534067.001.0001/acref-9780199534067-e-1617}, abstract = {The branch of psychology concerned with all forms of cognition, including attention, perception, learning (1,}, language = {en}, urldate = {2019-12-05}, booktitle = {A {Dictionary} of {Psychology}}, publisher = {Oxford University Press}, author = {Colman, Andrew M.}, month = jan, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H3P6ET45 2405685:GTRTVE6D}, } @article{conole_using_2008, title = {Using learning design as a framework for supporting the design and reuse of {OER}}, volume = {2008}, copyright = {Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access ). All third-party images reproduced on this journal are shared under Educational Fair Use. For more information on Educational Fair Use , please see this useful checklist prepared by Columbia University Libraries . All copyright of third-party content posted here for research purposes belongs to its original owners. Unless otherwise stated all references to characters and comic art presented on this journal are ©, ® or ™ of their respective owners. No challenge to any owner’s rights is intended or should be inferred.}, issn = {1365-893X}, url = {http://jime.open.ac.uk/articles/10.5334/2008-5/}, doi = {10.5334/2008-5}, abstract = {The paper will argue that adopting a learning design methodology may provide a vehicle for enabling better design and reuse of Open Educational Resources (OERs). It will describe a learning design methodology, which is being developed and implemented at the Open University in the UK. The aim is to develop a 'pick and mix' learning design toolbox of different resources and tools to help designers/teachers make informed decisions about creating new or adapting existing learning activities. The methodology is applicable for designers/teachers designing in a traditional context – such as creation of materials as part of a formal curriculum, but also has value for those wanting to create OERs or adapt and repurpose existing OERs. With the increasing range of OERs now available through initiatives as part of the Open Courseware movement, we believe that methodologies, such as the one we describe in this paper, which can help guide reuse and adaptation will become increasingly important and arguably are an important aspect of ensuring longer term sustainability and uptake of OERs. Our approach adopts an empirically based approach to understanding and representing the design process. This includes a range of evaluation studies (capturing of case studies, interviews with designers/teachers, in-depth course evaluation and focus groups/workshops), which are helping to develop our understanding of how designers/teachers go about creating new learning activities. Alongside this we are collating an extensive set of tools and resources to support the design process, as well as developing a new Learning Design tool that helps teachers articulate and represent their design ideas. The paper will describe how we have adapted a mind mapping and argumentation tool, Compendium, for this purpose and how it is being used to help designers and teachers create and share learning activities. It will consider how initial evaluation of the use of the tool for learning design has been positive; users report that the tool is easy to use and helps them organise and articulate their learning designs. Importantly the tool also enables them to share and discuss their thinking about the design process. However it is also clear that visualising the design process is only one aspect of design, which is complex and multi-faceted. Editors: Alexandra Okada (Open University, UK). Reviewers: Teresa Conolly (Open University, UK), Rose Luckin (Institute of Education, UK), and Alexandra Okada (Open University, UK)}, language = {en}, number = {1}, urldate = {2019-11-25}, journal = {Journal of Interactive Media in Education}, author = {Conole, Gráinne and Weller, Martin}, month = may, year = {2008}, note = {shortDOI: 10/ghgn54 KerkoCite.ItemAlsoKnownAs: 10/ghgn54 2405685:PTSWVK6M}, keywords = {IMS learning design, Learning Design, e-learning, mind mapping}, pages = {Art. 5}, } @article{contreras_refuerzo_2007, title = {Refuerzo escolar para niños pobres: ¿funciona?}, volume = {74}, issn = {2448-718X}, shorttitle = {http}, url = {http://www.scielo.org.mx/scielo.php?script=sci_abstract&pid=S2448-718X2007000100123&lng=es&nrm=iso&tlng=es}, doi = {10.20430/ete.v74i293.360}, number = {293}, urldate = {2021-08-13}, journal = {El trimestre económico}, author = {Contreras, Dante and Herrera, Rodrigo}, month = mar, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.20430/ete.v74i293.360 2339240:V2Z4TKYF 2405685:L2YSACUE}, pages = {123--159}, } @techreport{cordingley_what_2007, address = {London}, title = {What do specialists do in {CPD} programmes for which there is evidence of positive outcomes for pupils and teachers?}, url = {https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/CPD4%20Report%20-%20SCREEN.pdf?ver=2007-09-28-142054-167}, abstract = {What do we want to know? This review aims to explore and describe the role of the specialist in CPD programmes that provide evidence of positive outcomes for pupils as well as teachers within a broad range of indicators, including (for pupils) achievement, attainment, motivation and attitudes; and (for teachers) behaviours, knowledge, understanding and a range of affective outcomes, such as beliefs, attitudes and motivation. Who wants to know and why? The issue of how best to support teachers in their CPD is of interest to teachers, professional associations and agencies responsible for the quality and provision of teacher training. What did we find? • We only found studies where the ‘results’ indicated a positive impact of CPD. Most of the ‘evaluations’ were designed and conducted by the specialists themselves using research approaches with limited capacity to control for the potential biases arising from such a situation. • Pupil impact data was reported in the areas of learning and achievement, and affective development, including attitudes to learning and self-esteem. • Changes in teacher practice resulted from teachers learning more about teaching strategies, learning theories, the use of technology, educational policy and subject knowledge. • Specialists supported teachers through modelling, workshops, observation, feedback, coaching, and planned and informal meetings for discussion. Nearly all specialist support took place on school premises. More than half the CPD involved the specialists in observing teachers and providing feedback and debriefing. They discussed pupil needs, examined test results, reviewed the results of interviews conducted with and by pupils, and observed pupil interaction in the classroom. The quantity of formal ‘input’ was extensive and sustained. • Peer support was a consistent feature. • Specialists encouraged teachers to take on a degree of leadership in their CPD. What are the implications? The limitations of the evidence reviewed mean that we are cautious about putting forward any definitive interpretation of the implications of this review for the practices of specialist CPD. It is clear that we need more rigorous independent evaluation of CPD initiatives. The review evidence highlighted an intensive pattern of support in terms of the variety of skills specialists brought with them, and the amount of time they spent on input and support. This suggests we need to develop a more sophisticated approach to identifying, developing and drawing on the knowledge and skills both of professionals within school, and across networks, so that capacity can be built based on existing resources. More specifically, the review suggests the need for professional development for lead practitioners and CPD leaders to develop specific, specialist knowledge, understanding and skills related to adult professional learning. How did we get these results? The Review Group screened over 3,000 titles and abstracts, from which 239 studies reporting the impact and processes of CPD which involved specialists were identified. Scrutiny of the full reports led to a final sample of 22 studies for in-depth review. All these studies contained teacher and pupil data. Nineteen studies with overall medium or high weight of evidence were used to create a synthesis of findings.}, number = {1504R}, urldate = {2021-06-01}, institution = {EPPI-Centre, Social Science Research Unit, Institute of Education, University of London}, author = {Cordingley, Philippa and Bell, Miranda and Isham, Colin and Evans, Donald and Firth, Antonia}, month = sep, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:37QKUMKA 2405685:DCHP4J9A}, } @techreport{court_bridging_2004, title = {Bridging {Research} and {Policy} in {International} {Development}: {An} {Analytical} and {Practical} {Framework}}, shorttitle = {Bridging {Research} and {Policy} in {International} {Development}}, url = {https://www.odi.org/publications/159-bridging-research-and-policy-international-development-analytical-and-practical-framework}, abstract = {This paper outlines some of the theory behind, and practical application of the RAPID Analytical and Practical Framework.}, language = {en}, urldate = {2020-09-24}, institution = {Overseas Development Institute}, author = {Court, J. and Young, J.}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3LK7C9AL 2405685:K3VKB3X8}, } @techreport{craig_developing_2008, address = {London}, title = {Developing and evaluating complex interventions: new guidance}, institution = {Medical Research Council}, author = {Craig, Peter and Dieppe, Paul and Macintyre, Sally and Michie, Susan and Nazareth, Irwin and Petticrew, Mark}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:K93PM7IL 2405685:7UXMTNYV}, } @misc{crandall_digital_2001, title = {The {Digital} {Divide}: {Bridging} the {Divide} {Naturally}}, shorttitle = {The {Digital} {Divide}}, url = {https://www.brookings.edu/articles/the-digital-divide-bridging-the-divide-naturally/}, abstract = {Brookings Review article by Robert W. Crandall (Winter 2001)}, language = {en-US}, urldate = {2022-08-13}, journal = {Brookings}, author = {Crandall, Robert W.}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XX3MQUXZ 2405685:GMPNSL2I}, } @book{cuban_oversold_2009, title = {Oversold and underused}, publisher = {Harvard university press}, author = {Cuban, Larry}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HNRE54DM 2405685:BC5BDIB2}, } @article{dcruze_use_2009, title = {The {Use} of {Information} and {Communications} {Technology} ({ICT}) {To} {Improve} {Access} to {In}-{Service} {Teacher} {Education} {Programmes} {For} {Educational} {Development} in {Pakistan}}, volume = {10}, abstract = {The use of ICT and distance education in the delivery of professional developmentprogrammers for in-service teachers to improve access to educational opportunitiesis explored in this article. Further, the link between teacher development and thedevelopment of human capital to aid educational and national development isdiscussed. The role of ICT and distance education is highlighted in enabling thisventure which eventually leads to overall educational and national development.}, journal = {The Turkish Online Journal of Distance Education}, author = {D‘CRUZE, Melaine}, month = apr, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8HUGUZKS 2405685:ZSFVUL79}, keywords = {⛔ No DOI found}, } @inproceedings{daniel_application_2006, title = {Application of a {Systems} {Approach} to {Distance} {Education}}, booktitle = {Proceedings of the 50th {Annual} {Meeting} of the {ISSS}-2006, {Sonoma}, {CA}, {USA}}, author = {Daniel, Teresa A.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VERZ4VBV 2339240:ZEQWKAD9 2339240:ZRRNGZP7 2405685:C9JUSLSE}, keywords = {⛔ No DOI found}, } @techreport{das_teacher_2005, title = {Teacher shocks and student learning : evidence from {Zambia}}, shorttitle = {Teacher shocks and student learning}, url = {https://ideas.repec.org/p/wbk/wbrwps/3602.html}, abstract = {A large literature examines the link between shocks to households and the educational attainment of children. The authors use new data to estimate the impact of shocks to teachers on student learning in mathematics and English. Using absenteeism in the 30 days preceding the survey as a measure of these shocks they find large impacts: A 5 percent increase in the teacher's absence rate reduces learning by 4 to 8 percent of average gains over the year. This reduction in learning achievement likely reflects both the direct effect of increased absenteeism and the indirect effects of less lesson preparation and lower teaching quality when in class. The authors document that health problems-primarily teachers'own illness and the illnesses of their family members-account for more than 60 percent of teacher absences; not surprising in a country struggling with an HIV/AIDS epidemic. The relationship between shocks to teachers and student learning suggests that households are unable to substitute adequately for teaching inputs. Excess teaching capacity that allows for the greater use of substitute teachers could lead to larger gains in student learning.}, language = {en}, number = {3602}, urldate = {2022-06-06}, institution = {The World Bank}, author = {Das, Jishnu and Dercon, Stefan and Habyarimana, James and Krishnan, Pramila}, month = apr, year = {2005}, note = {Publication Title: Policy Research Working Paper Series KerkoCite.ItemAlsoKnownAs: 2339240:GFIFRUFA 2405685:RVFXTBTX 4656463:N3N5LCL3}, keywords = {Educational Sciences, Gender and Education, Girls Education, Primary Education, Teaching and Learning}, } @misc{datta_mobile_2008, title = {Mobile phone-based cash transfers: lessons from the {Kenya} emergency response}, url = {https://odihpn.org/magazine/mobile-phone-based-cash-transfers-lessons-from-the-kenya-emergency-response/}, journal = {Humanitarian Practice Network}, author = {Datta, Dipankar and Ejakait, Anne and Odak, Monica}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CRBDY6VP 2405685:8ELURAYZ}, } @article{davis_complexity_2008, title = {Complexity as a theory of education}, volume = {5}, number = {2}, journal = {TCI (Transnational Curriculum Inquiry)}, author = {Davis, Brent and Sumara, Dennis}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:39X6GJAR 2339240:86ZMTCZH 2339240:SAZSBSR8 2405685:EIIWSFNX}, keywords = {⛔ No DOI found}, pages = {33--44}, } @article{davis_training_2009, title = {Training teachers to use new technologies impacts multiple ecologies: {Evidence} from a national initiative}, volume = {40}, copyright = {© 2008 The Authors. Journal compilation © 2008 British Educational Communications and Technology Agency}, issn = {1467-8535}, shorttitle = {Training teachers to use new technologies impacts multiple ecologies}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8535.2008.00875.x}, doi = {10.1111/j.1467-8535.2008.00875.x}, abstract = {A pair of papers re-examined the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. The first paper confirmed that multilevel evaluation of professional development was robust for ICT teacher training. This second paper contrasts the highest and lowest rated designs for ICT teacher training: an ‘organic’ approach that provided training in schools was highly rated, whereas a centralised computer-assisted learning approach with online access to trainers was the lowest rated design. The study supports an ecological view of the diffusion of ICT innovations in education and recommends that ICT teacher training be designed to support evolution of each teacher's classroom, school and region, as well as the training of the ICT teacher trainers.}, language = {en}, number = {5}, urldate = {2020-01-07}, journal = {British Journal of Educational Technology}, author = {Davis, Niki and Preston, Christina and Sahin, Ismail}, year = {2009}, note = {shortDOI: 10/fhvbvz KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2008.00875.x 10/fhvbvz 2339240:DKEUNWLW 2339240:T72DR3LB 2405685:7P3XSK9S 2405685:ULQ4J6GL}, pages = {861--878}, } @article{de_bot_dynamic_2007, title = {A {Dynamic} {Systems} {Theory} approach to second language acquisition}, volume = {10}, issn = {1366-7289, 1469-1841}, url = {http://www.journals.cambridge.org/abstract_S1366728906002732}, doi = {10.1017/S1366728906002732}, language = {en}, number = {01}, urldate = {2021-01-06}, journal = {Bilingualism: Language and Cognition}, author = {De Bot, Kees and Lowie, Wander and Verspoor, Marjolijn}, month = apr, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1017/S1366728906002732 2339240:3NSRK3MN 2405685:L7F3YIU4}, pages = {7}, } @techreport{de_guzman_evaluation_2000, title = {Evaluation {Report} for the {Teacher} {Upgrading} {Program}: {Lao} {PR}}, url = {https://www.unicef.org/evaldatabase/files/2000_Laos_Teacher_rec_357803.pdf}, urldate = {2020-05-15}, institution = {UNICEF}, author = {de Guzman, Estafania and Karaan, Alice and Klesch, Maree and Thorburn, Andrew and Mahaffey, LeeAnne and Watt, Ron}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZDARVGTN}, } @article{de_moya-anegon_coverage_2007, title = {Coverage analysis of {Scopus}: {A} journal metric approach}, volume = {73}, issn = {1588-2861}, shorttitle = {Coverage analysis of {Scopus}}, url = {https://doi.org/10.1007/s11192-007-1681-4}, doi = {10.1007/s11192-007-1681-4}, abstract = {Our aim is to compare the coverage of the Scopus database with that of Ulrich, to determine just how homogenous it is in the academic world. The variables taken into account were subject distribution, geographical distribution, distribution by publishers and the language of publication. The analysis of the coverage of a product of this nature should be done in relation to an accepted model, the optimal choice being Ulrich’s Directory, considered the international point of reference for the most comprehensive information on journals published throughout the world. The results described here allow us to draw a profile of Scopus in terms of its coverage by areas — geographic and thematic — and the significance of peer-review in its publications. Both these aspects are highly pragmatic considerations for information retrieval, the evaluation of research, and the design of policies for the use of scientific databases in scientific promotion.}, language = {en}, number = {1}, urldate = {2019-11-27}, journal = {Scientometrics}, author = {de Moya-Anegón, Félix and Chinchilla-Rodríguez, Zaida and Vargas-Quesada, Benjamín and Corera-Álvarez, Elena and Muñoz-Fernández, Francisco José and González-Molina, Antonio and Herrero-Solana, Victor}, month = oct, year = {2007}, note = {shortDOI: 10/b9bdx9 KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-007-1681-4 10/b9bdx9 2339240:9H2F3ZHY 2405685:TB3BSKQU}, keywords = {Coverage Analysis, Journal Citation Report, Percentage Distribution, Subject Coverage, Subject Ranking}, pages = {53--78}, } @article{dede_immersive_2009, title = {Immersive interfaces for engagement and learning}, volume = {323}, doi = {10.1126/science.1167311}, number = {5910}, journal = {science}, author = {Dede, Chris}, year = {2009}, note = {Publisher: American Association for the Advancement of Science KerkoCite.ItemAlsoKnownAs: 10.1126/science.1167311 2339240:SQQA37XD 2405685:2I8IGL6S}, pages = {66--69}, } @article{dedrick_multilevel_2009, title = {Multilevel modeling: {A} review of methodological issues and applications}, volume = {79}, issn = {0034-6543}, shorttitle = {Multilevel {Modeling}}, url = {https://www.jstor.org/stable/40071161}, doi = {10.3102/0034654308325581}, abstract = {This study analyzed the reporting of multilevel modeling applications of a sample of 99 articles from 13 peer-reviewed journals in education and the social sciences. A checklist, derived from the methodological literature on multilevel modeling and focusing on the issues of model development and specification, data considerations, estimation, and inference, was used to analyze the articles. The most common applications were two-level models where individuals were nested within contexts. Most studies were non-experimental and used nonprobability samples. The amount of data at each level varied widely across studies, as did the number of models examined. Analyses of reporting practices indicated some clear problems, with many articles not reporting enough information for a reader to critique the reported analyses. For example, in many articles, one could not determine how many models were estimated, what covariance structure was assumed, what type of centering if any was used, whether the data were consistent with assumptions, whether outliers were present, or how the models were estimated. Guidelines for researchers reporting multilevel analyses are provided.}, number = {1}, urldate = {2023-10-06}, journal = {Review of Educational Research}, author = {Dedrick, Robert F. and Ferron, John M. and Hess, Melinda R. and Hogarty, Kristine Y. and Kromrey, Jeffrey D. and Lang, Thomas R. and Niles, John D. and Lee, Reginald S.}, year = {2009}, note = {Publisher: [Sage Publications, Inc., American Educational Research Association] KerkoCite.ItemAlsoKnownAs: 2339240:MDFXZA8N 2405685:7GK3HEME}, pages = {69--102}, } @article{demirbas_learning_2007, title = {Learning styles of design students and the relationship of academic performance and gender in design education}, volume = {17}, doi = {10.1016/j.learninstruc.2007.02.007}, abstract = {The study focuses on design education using Experiential Learning Theory (ELT) and explores the effects of learning styles and gender on the performance scores of freshman design students in three successive academic years. Findings indicate that the distribution of design students through learning style type preference was more concentrated in assimilating and converging groups. Further study indicates that the first and third groups were found to be more balancing while the second group being mostly a southerner. The learning style preferences did not significantly differ by gender in all three groups. Although there is no consistency in all three groups, results indicate that the performance scores of males were higher in technology-based courses, whereas scores of females were higher in artistic and fundamental courses and in the semester academic performance scores (GPA). Also, it was found that the performance scores of converging and diverging students differed significantly in favor of converging students only in design courses. In design education, instructors should provide a strategy that is relevant to the style of each learner in design studio process.}, number = {3}, journal = {Learning and Instruction}, author = {Demirbas, Ozgen and Demirkan, Halime}, month = jun, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.learninstruc.2007.02.007 2339240:XEQ9QHRJ 2405685:2IG3V8IB}, pages = {345--359}, } @book{desforges_impact_2003, address = {Nottingham}, title = {The impact of parental involvement, parental support and family education on pupil achievements and adjustment: a literature review}, isbn = {978-1-84185-999-6}, shorttitle = {The impact of parental involvement, parental support and family education on pupil achievements and adjustment}, url = {https://dera.ioe.ac.uk/6305/}, language = {eng}, publisher = {DfES}, author = {Desforges, Charles and Abouchaar, Alberto}, year = {2003}, note = {OCLC: 1043315973 KerkoCite.ItemAlsoKnownAs: 2405685:YCL2AWMB}, } @article{desimone_improving_2009, title = {Improving impact studies of teachers’ professional development: toward better conceptualizations and measures}, volume = {38}, shorttitle = {Improving impact studies of teachers’ professional development}, url = {https://isidore.udayton.edu/access/content/group/48d85ee6-68d7-4a63-ac4e-db6c0e01d494/EDT650/readings/Desimone_Laura_M.pdf}, doi = {10.3102/0013189X08331140}, number = {3}, journal = {Educational Researcher}, author = {Desimone, Laura M.}, year = {2009}, note = {Publisher: Sage Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X08331140 2339240:IVT6T99S 2405685:ERA79A94 2405685:FHEZEEQ8 2534378:7B6KIFA3}, pages = {181--199}, } @article{destefano_meeting_2006, title = {Meeting {EFA}: {Reaching} the underserved through complementary models of effective schooling}, shorttitle = {Meeting {EFA}}, journal = {Academy for Educational Development (AED)}, author = {DeStefano, Joseph and Hartwell, A. and Schuh-Moore, A. and Balwanz, D.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VNT7QNLH 2405685:KLXN3KCY}, keywords = {⛔ No DOI found}, } @misc{dfid_dfid_2008, title = {{DFID} {Education} {Policy} 2018: {Get} {Children} {Learning} - {GOV}.{UK}}, shorttitle = {{DFID} {Education} {Policy} 2018}, url = {https://www.gov.uk/government/publications/dfid-education-policy-2018-get-children-learning}, abstract = {DFID calls for action to tackle the learning crisis; prioritising effective teaching and education systems, and renewed focus on poor and marginalised children.}, language = {en}, urldate = {2018-03-28}, author = {DFID}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LHRC5X58 261495:KJSETUJ2}, keywords = {IMPORT\_FROM\_DFID\_RITE}, } @techreport{dfid_political_2009, title = {Political {Economy} {Analysis} ’{How} to {Note}’}, url = {https://www.odi.org/publications/4797-political-economy-analysis-how-note}, abstract = {In 2008-9, POGO members teamed up with staff of The Policy Practice to contribute ideas and draft text to the DFID team preparing a ‘How To Note’ on Political Economy Analysis.}, language = {en}, urldate = {2020-09-29}, institution = {DFID}, author = {DFID}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U9SDZJID 2405685:UEGBUW57}, } @article{donaghue_instrument_2003, title = {An instrument to elicit teachers' beliefs and assumptions}, volume = {57}, issn = {0951-0893}, url = {https://www.researchgate.net/publication/31494759_An_instrument_to_elicit_teachers'_beliefs_and_assumptions}, doi = {10.1093/elt/57.4.344}, abstract = {Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique.}, number = {4}, urldate = {2021-06-10}, journal = {ELT Journal}, author = {Donaghue, Helen}, month = oct, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/elt/57.4.344 2405685:KN4XKI2I 2534378:HIFAXKCC}, pages = {344--351}, } @book{drummond_methods_2005, address = {Oxford}, title = {Methods for the economic evaluation of health care programmes}, url = {https://bit.ly/3rbtRb1}, language = {English}, urldate = {2021-06-15}, publisher = {Oxford University Press}, author = {Drummond, M.F. and Sculpher, M.J. and Torrance, G.W. and O'Brien, B.J. and Stoddart, G.L.}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:3CXDFTUU 2534378:JH2RIXGZ}, keywords = {auto\_merged}, } @techreport{duflo_monitoring_2005, title = {Monitoring works: {Getting} teachers to come to school}, shorttitle = {Monitoring {Works}}, url = {https://www.nber.org/papers/w11880}, abstract = {Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.}, language = {en}, number = {w11880}, urldate = {2020-12-10}, institution = {National Bureau of Economic Research}, author = {Duflo, Esther and Hanna, Rema}, month = dec, year = {2005}, doi = {10.3386/w11880}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w11880 2339240:AQRALELS 2405685:2C6VSE3T}, } @article{durlak_how_2009, title = {How to select, calculate, and interpret effect sizes}, volume = {34}, issn = {0146-8693}, url = {https://doi.org/10.1093/jpepsy/jsp004}, doi = {10.1093/jpepsy/jsp004}, abstract = {The objective of this article is to offer guidelines regarding the selection, calculation, and interpretation of effect sizes (ESs). To accomplish this goal, ESs are first defined and their important contribution to research is emphasized. Then different types of ESs commonly used in group and correlational studies are discussed. Several useful resources are provided for distinguishing among different types of effects and what modifications might be required in their calculation depending on a study's purpose and methods. This article should assist producers and consumers of research in understanding the role, importance, and meaning of ESs in research reports.}, number = {9}, urldate = {2023-10-06}, journal = {Journal of Pediatric Psychology}, author = {Durlak, Joseph A.}, month = oct, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/jpepsy/jsp004 2339240:VIP48LY8 2405685:PNEQWL2D}, pages = {917--928}, } @article{dynarski_effectiveness_2007, title = {Effectiveness of {Reading} and {Mathematics} {Software} {Products}: {Findings} from the {First} {Student} {Cohort} {Report} to {Congress} {March} 2007}, language = {en}, author = {Dynarski, Mark}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CJDX8758 2405685:FD9JZK3F}, keywords = {⛔ No DOI found}, pages = {140}, } @misc{education_development_center_inc_tuned_2009, title = {Tuned in to {Student} {Success}: {Assessing} the {Impact} of {IRI}}, shorttitle = {Tuned in to {Student} {Success}}, url = {https://www.edc.org/tuned-student-success-assessing-impact-iri}, abstract = {This study reviews student assessment data collected from 15 EDC projects to determine the impact of interactive radio instruction (IRI) on student achievement in hard-to-reach areas.}, language = {en}, urldate = {2023-05-29}, author = {{Education Development Center, Inc.}}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RXJXAI35 2405685:JCHFPDXZ}, } @book{elliott_educational_2000, address = {Boston}, title = {Educational {Psychology}: {Effective} teaching, effective learning}, publisher = {McGraw-Hill}, author = {Elliott, S N and Kratochqill, T R L and Travers, J F}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BP7WUZAQ 2339240:ET354M3N 2405685:7ZLLL4TX 2405685:D2PEW5FV 2405685:DMSQDRQ6 2534379:GB9U2GBY}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{ellison_practical_2004, title = {A practical guide to working with {Education} {Management} {Information} {Systems}: guidance for {DFID} advisers (first draft)}, url = {http://www.paris21.org/sites/default/files/2402.pdf}, urldate = {2021-08-03}, author = {Ellison, R}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9HL4KU58 2405685:5PUPUE6A}, } @article{elmadfa_assessment_2009, title = {Assessment of {Computer}-{Based} {Nutrition} {Education} {Model} in {Primary} {Schools} of {Lahore}, {Pakistan}}, volume = {55}, issn = {0250-6807}, language = {English}, journal = {Annals of Nutrition and Metabolism}, author = {Elmadfa, I. and Siddique, A.}, year = {2009}, note = {Place: Basel Publisher: Karger WOS:000270827202303 KerkoCite.ItemAlsoKnownAs: 2339240:ZAGF2JAT 2405685:327QGPS7}, keywords = {⛔ No DOI found}, pages = {577--577}, } @article{ely_frameworks_2008, title = {Frameworks of educational technology*}, volume = {39}, abstract = {This paper, written from a 20th-century perspective, traces the development of, and influences on, the field of instructional technology and attempts to describe a framework within which we can better understand the field.}, language = {en}, number = {2}, author = {Ely, Donald}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VC2Y8TS2 2405685:BRVAVBB3}, pages = {7}, } @misc{em-dat_classification_2009, title = {Classification {\textbar} {EM}-{DAT}}, url = {https://www.emdat.be/classification}, author = {{EM-DAT}}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2Y72MJ9B 2405685:8WJ37L9P}, } @techreport{eppi_centre_core_2003, title = {Core {Keywording} {Strategy}}, url = {https://eppi.ioe.ac.uk/CMS/Portals/0/PDF%20reviews%20and%20summaries/EPPI_Keyword_strategy.pdf}, urldate = {2023-10-30}, author = {{EPPI Centre}}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NAXUKTMS 2405685:63PBU9UU 2486141:TJHPSKBB}, } @misc{eppi-centre_guidelines_2003, title = {Guidelines for extracting data and quality assessing primary studies in educational research {Version} 0.9.7}, url = {https://eppi.ioe.ac.uk/CMS/Portals/0/PDF%20reviews%20and%20summaries/Guidelines%20for%20extracting%20data%20and%20quality%20assessing%20primary%20studies%20in%20educational%20research%20Version%200.97_2.doc}, author = {EPPI-Centre}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2W4IWEUN 2405685:7LQNB2IZ}, } @misc{evans_can_2008, title = {Can technology enable effective teacher coaching at scale?}, url = {https://blogs.worldbank.org/impactevaluations/can-technology-enable-effective-teacher-coaching-scale}, abstract = {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 ...}, language = {en}, urldate = {2020-01-17}, author = {Evans, David}, month = oct, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7UY4JMR3 7UY4JMR3}, } @article{evans_systematic_2001, title = {Systematic {Reviews} of {Educational} {Research}: {Does} the medical model fit?}, volume = {27}, copyright = {2001 British Educational Research Association}, issn = {1469-3518}, shorttitle = {Systematic {Reviews} of {Educational} {Research}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1080/01411920120095717}, doi = {10.1080/01411920120095717}, abstract = {There has been a recent increase in interest in the research review as a method of presenting cumulative data about the effects of educational policies and practices. This is part of a wider movement in ‘evidence-informed policy-making’ espoused by the current Government. In part, the interest as been sparked by the perceived success of the Cochrane Collaboration in medicine, which has set up a framework for conducting and verifying systematic reviews and meta-analyses of random controlled trials of medical interventions. A pilot project to apply the methods of systematic review has been carried out at the National Foundation for Educational Research. The subject of the review was ‘Strategies to Support Pupils with Emotional and Behavioural Difficulties in Mainstream Primary Classrooms'. The article describes the process of the review, the adaptations of the ‘medical model’ to educational settings and discusses some of the implications of these for researchers and policy-makers.}, language = {en}, number = {5}, urldate = {2019-11-15}, journal = {British Educational Research Journal}, author = {Evans, Jennifer and Benefield, Pauline}, year = {2001}, note = {shortDOI: 10/dzbk28 KerkoCite.ItemAlsoKnownAs: 10.1080/01411920120095717 10/dzbk28 2339240:DCUQSASN 2405685:JTX6WR7V}, pages = {527--541}, } @article{evoh_icts_2007, title = {{ICTs}, secondary education, and the knowledge economy: {Exploring} the roles of the private sector in post-apartheid {South} {Africa}}, volume = {3}, shorttitle = {{ICTs}, {Secondary} {Education}, and the {Knowledge} {Economy}}, number = {1}, journal = {Journal of Education for International Development}, author = {Evoh, Chijioke}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:DZTHK4NH 4042040:37YKH65P}, keywords = {⛔ No DOI found}, pages = {1--25}, } @techreport{farrell_enquete_2007, title = {Enquete sur les {TICS} et l'éducation en {Afrique}}, url = {https://www.infodev.org/infodev-files/resource/InfodevDocuments_370.pdf}, language = {fr}, institution = {Information for Development Program}, author = {Farrell, Glen and Isaacs, Shafika}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WDJ9VEJL}, keywords = {⛔ No DOI found}, } @article{feiman-nemser_preparation_2001, title = {From {Preparation} to {Practice}: {Designing} a {Continuum} to {Strengthen} and {Sustain} {Teaching}}, volume = {103}, issn = {0161-4681, 1467-9620}, shorttitle = {From {Preparation} to {Practice}}, url = {http://journals.sagepub.com/doi/10.1111/0161-4681.00141}, doi = {10.1111/0161-4681.00141}, abstract = {This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?}, language = {en}, number = {6}, urldate = {2023-05-25}, journal = {Teachers College Record: The Voice of Scholarship in Education}, author = {Feiman-Nemser, Sharon}, month = aug, year = {2001}, pages = {1013--1055}, } @article{filmer_gender_2005, title = {Gender and wealth disparities in schooling: evidence from 44 countries}, volume = {43}, issn = {0883-0355}, shorttitle = {Gender and wealth disparities in schooling}, doi = {10.1016/j.ijer.2006.06.012}, abstract = {This paper uses internationally comparable household data sets (Demographic and Health Surveys) to investigate how gender and wealth interact to generate within-country inequalities in educational enrollment and attainment. The paper highlights that girls are at a great educational disadvantage in particular regions: South Asia and North, Western, and Central Africa. There are two main new findings. First, while gender gaps are large in a subset of countries, wealth gaps are large in almost all of the countries studied--and typically larger than corresponding gender gaps. Second, and of special concern, is the finding that in particular countries where there is a large female disadvantage in enrollment, wealth interacts with gender to exacerbate the gap in educational outcomes.}, language = {en}, number = {6}, urldate = {2021-10-03}, journal = {International Journal of Educational Research}, author = {Filmer, Deon}, year = {2005}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2006.06.012 2339240:P4L824HN 2405685:N7TD7EH3}, keywords = {Comparative Analysis, Educational Attainment, Enrollment, Evidence, Females, Fiscal Capacity, Foreign Countries, Gender Differences, Outcomes of Education}, pages = {351--369}, } @article{frank_systems_2005, title = {A systems approach for developing technological literacy}, journal = {Volume 17 Issue 1 (fall 2005)}, author = {Frank, Moti}, year = {2005}, note = {Publisher: Council on Technology Teacher Education and the International Technology and … KerkoCite.ItemAlsoKnownAs: 2339240:6PLNYYFG 2339240:TEUV5H5L 2405685:6CPUFAU7}, keywords = {⛔ No DOI found}, } @article{fraser_teaching_2008, title = {Teaching life sciences to blind and visually impaired learners}, volume = {42}, issn = {0021-9266, 2157-6009}, url = {http://www.tandfonline.com/doi/abs/10.1080/00219266.2008.9656116}, doi = {10.1080/00219266.2008.9656116}, language = {en}, number = {2}, urldate = {2020-12-10}, journal = {Journal of Biological Education}, author = {Fraser, William John and Maguvhe, Mbulaheni Obert}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/00219266.2008.9656116 2339240:PVI7R3K4 2405685:UTVX7QVA}, pages = {84--89}, } @article{frohberg_mobile_2009, title = {Mobile learning projects–a critical analysis of the state of the art}, volume = {25}, doi = {10.1111/j.1365-2729.2009.00315.x}, number = {4}, journal = {Journal of Computer Assisted Learning}, author = {Frohberg, Dirk and Göth, Christoph and Schwabe, Gerhard}, year = {2009}, note = {00168 shortDOI: 10/bg3h47 KerkoCite.ItemAlsoKnownAs: 10/bg3h47 2129771:295A7BM7 2405685:VR3WUCW5}, pages = {307--331}, } @techreport{gaible_using_2007, title = {Using {Technology} to {Train} {Teachers}: {Appropriate} {Uses} of {ICT} for {Teacher} {Professional} {Development} in {Developing} {Countries}}, institution = {World Bank}, author = {Gaible, Edmond and Burns, Mary}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HDT8VYCL}, } @article{garet_what_2001, title = {What makes professional development effective? {Results} from a national sample of teachers}, volume = {38}, shorttitle = {What makes professional development effective?}, url = {http://www.uvm.edu/~rsingle/JournalClub/papers/Garet+AERJ-2001_TeacherProfDevelopment.pdf}, doi = {10.3102/00028312038004915}, abstract = {This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.}, number = {4}, journal = {American Educational Research Journal - AMER EDUC RES J}, author = {Garet, Michael and Porter, Andrew and Desimone, Laura and Birman, Beatrice and Yoon, Kwang Suk}, month = dec, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/00028312038004915 2339240:Q2BH8PXC 2405685:GTTX33QX}, } @article{gathercole_working_2006, title = {Working memory in children with reading disabilities}, volume = {93}, issn = {0022-0965}, url = {http://www.sciencedirect.com/science/article/pii/S0022096505001402}, doi = {10.1016/j.jecp.2005.08.003}, abstract = {This study investigated associations between working memory (measured by complex memory tasks) and both reading and mathematics abilities, as well as the possible mediating factors of fluid intelligence, verbal abilities, short-term memory (STM), and phonological awareness, in a sample of 46 6- to 11-year-olds with reading disabilities. As a whole, the sample was characterized by deficits in complex memory and visuospatial STM and by low IQ scores; language, phonological STM, and phonological awareness abilities fell in the low average range. Severity of reading difficulties within the sample was significantly associated with complex memory, language, and phonological awareness abilities, whereas poor mathematics abilities were linked with complex memory, phonological STM, and phonological awareness scores. These findings suggest that working memory skills indexed by complex memory tasks represent an important constraint on the acquisition of skill and knowledge in reading and mathematics. Possible mechanisms for the contribution of working memory to learning, and the implications for educational practice, are considered.}, language = {en}, number = {3}, urldate = {2019-12-09}, journal = {Journal of Experimental Child Psychology}, author = {Gathercole, Susan Elizabeth and Alloway, Tracy Packiam and Willis, Catherine and Adams, Anne-Marie}, month = mar, year = {2006}, note = {shortDOI: 10/b59c23 KerkoCite.ItemAlsoKnownAs: 10.1016/j.jecp.2005.08.003 10/b59c23 2339240:HV2K4TBE 2405685:5A7J3C4R}, keywords = {IQ, Mathematics, NOTdocs.opendeved.net, Reading disabilities, Short-term memory, Working memory}, pages = {265--281}, } @article{gay_preparing_2002, title = {Preparing for culturally responsive teaching}, volume = {53}, issn = {0022-4871}, shorttitle = {Preparing for {Culturally} {Responsive} {Teaching}}, url = {https://journals.sagepub.com/doi/10.1177/0022487102053002003}, doi = {10.1177/0022487102053002003}, language = {en}, number = {2}, urldate = {2020-12-08}, journal = {Journal of Teacher Education}, author = {Gay, Geneva}, year = {2002}, note = {Publisher: Sage PublicationsSage CA: Thousand Oaks, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0022487102053002003 2339240:7NCF36I4 2339240:7WR6XMUE 2405685:BQZJKSM9 2405685:R4LV2TSF}, pages = {106--116}, } @techreport{geeves_new_2006, title = {"{A} new beginning" {Children}, primary schools and social change in post-conflict {Preah} {Vihear} {Province} {Cambodia}}, url = {https://norad.no/globalassets/import-2162015-80434-am/www.norad.no-ny/filarkiv/ngo-evaluations/docs-50668-v1-a_new_beginning_-_primary-school-and-social-change-in-post-conflict-cambodia.pdf}, urldate = {2020-05-15}, institution = {Save the Children}, author = {Geeves, Richard and Eng, Kim Ly and Lorn, Sa and Borrmei, Lon and Saran, Sok}, month = jan, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QKDQ5FLL}, } @techreport{georgescu_preparation_2008, address = {Eschborn}, title = {Preparation for {Life} and {Work}. {Comparative} {Study} with a {Focus} on {Basic} ({Primary} and {Lower} {Secondary}) {Education} in {Developing} {African} {Countries}; 2008}, language = {en}, institution = {Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ}, author = {Georgescu, Dakmara and Stabback, Philip and Jahn, Klaus and Ag-Muphtah, Elmehdi and de Castro, Philippe}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y6P3CDEU 2405685:XPZ5HC4W}, } @techreport{gertler_empowering_2008, title = {Empowering {Parents} to {Improve} {Education}: {Evidence} from {Rural} {Mexico}}, language = {en}, author = {Gertler, Paul and Patrinos, Harry and Rubio-Codina, Marta}, month = may, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SEBXC6F6 2405685:K6YBLQ64}, keywords = {❓ Multiple DOI}, pages = {31}, } @article{gibson_technology_2008, title = {Technology acceptance in an academic context: {Faculty} acceptance of online education}, volume = {83}, shorttitle = {Technology acceptance in an academic context}, doi = {10.3200/JOEB.83.6.355-359}, number = {6}, journal = {Journal of Education for Business}, author = {Gibson, Shanan G. and Harris, Michael L. and Colaric, Susan M.}, year = {2008}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.3200/JOEB.83.6.355-359 2339240:5NK4IDFV 2405685:B4RIUAAK}, pages = {355--359}, } @article{gillan_website_2004, title = {Website offers fake degrees for £165}, url = {https://www.theguardian.com/uk/2004/jul/05/politics.elearning}, author = {Gillan, Audrey}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CTSKN58F 2405685:J6JC736K}, } @article{glewwe_many_2009, title = {Many {Children} {Left} {Behind}? {Textbooks} and {Test} {Scores} in {Kenya}}, volume = {1}, issn = {1945-7782, 1945-7790}, shorttitle = {Many {Children} {Left} {Behind}?}, url = {https://pubs.aeaweb.org/doi/10.1257/app.1.1.112}, doi = {10.1257/app.1.1.112}, abstract = {A randomized evaluation in rural Kenya finds, contrary to the previous literature, that providing textbooks did not raise average test scores. Textbooks did increase the scores of the best students (those with high pretest scores) but had little effect on other students. Textbooks are written in English, most students' third language, and many students could not use them effectively. More generally, the curriculum in Kenya, and in many other developing countries, tends to be oriented toward academically strong students, leaving many students behind in societies that combine a centralized educational system; the heterogeneity in student preparation associated with rapid educational expansion; and disproportionate elite power. (JEL O15, I21, I28, J13)}, language = {en}, number = {1}, urldate = {2020-08-05}, journal = {American Economic Journal: Applied Economics}, author = {Glewwe, Paul and Kremer, Michael and Moulin, Sylvie}, month = jan, year = {2009}, note = {shortDOI: 10/drw8rs KerkoCite.ItemAlsoKnownAs: 10.1257/app.1.1.112 10/drw8rs 2339240:AZL4A6J7 2405685:KTGQM3Y3}, pages = {112--135}, } @article{glouberman_complicated_2002, title = {Complicated and complex systems: what would successful reform of {Medicare} look like?}, volume = {2}, shorttitle = {Complicated and complex systems}, journal = {Romanow Papers}, author = {Glouberman, Sholom and Zimmerman, Brenda}, year = {2002}, note = {Publisher: University of Toronto Press KerkoCite.ItemAlsoKnownAs: 2339240:HM693WEP 2405685:K9DGRHCI}, keywords = {⛔ No DOI found}, pages = {21--53}, } @book{good_permutation_2005, edition = {Third}, title = {Permutation, {Parametric}, and {Bootstrap} {Test} of {Hypotheses}}, publisher = {Springer}, author = {Good, Philip}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BMV9KRN9 2405685:SNJRQC27}, } @article{gorard_mixing_2007, title = {Mixing methods is wrong: {An} everyday approach to educational justice}, shorttitle = {Mixing methods is wrong}, journal = {British Educational Research Association. London}, author = {Gorard, Stephen}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:EG4DLTVC}, keywords = {⛔ No DOI found}, } @article{gorsky_dialogue_2005, title = {Dialogue: {A} theoretical framework for distance education instructional systems}, volume = {36}, shorttitle = {Dialogue}, doi = {10.1111/j.1467-8535.2005.00448.x}, abstract = {This paper presents a theoretical framework for viewing elements that comprise distance education instructional systems in terms of dialogue. It is assumed that learning is mediated by intrapersonal dialogue and facilitated by interpersonal dialogue. Every resource in a distance education instructional system (eg, instructor availability, asynchronous communication networks, self-instruction texts, etc) is analysed in terms of the dialogue mode it supports. The framework offers three advantages: (1) a unified, simple, and coherent description of the mechanisms at play in distance education systems, (2) clear-cut operational definitions, and (3) hypotheses that may be investigated empirically.}, journal = {British Journal of Educational Technology}, author = {Gorsky, Paul and Caspi, Avner}, month = mar, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2005.00448.x 2339240:27S2643G 2405685:5GYDXVTM}, pages = {137--144}, } @article{gough_weight_2007, title = {Weight of evidence: a framework for the appraisal of the quality and relevance of evidence}, volume = {22}, shorttitle = {Weight of evidence}, url = {http://www.tandfonline.com/doi/abs/10.1080/02671520701296189}, doi = {10.1080/02671520701296189}, number = {2}, urldate = {2014-08-08}, journal = {Research papers in education}, author = {Gough, David}, year = {2007}, note = {00104 shortDOI: 10/bg5pkx KerkoCite.ItemAlsoKnownAs: 10/bg5pkx 2129771:53P6FBBJ 2405685:NPI8PJK8}, pages = {213--228}, } @techreport{government_of_kenya_kenya_2007, title = {Kenya {Vision} 2030: {A} {Globally} {Competitive} and {Prosperous} {Kenya}}, url = {https://www.researchictafrica.net/countries/kenya/Kenya_Vision_2030_-_2007.pdf}, urldate = {2020-12-15}, institution = {Republic of Kenya}, author = {{Government of Kenya}}, month = oct, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IPSRUIML}, } @misc{government_of_kenya_social_2008, title = {Social {Pillar} {\textbar} {Kenya} {Vision} 2030}, url = {https://vision2030.go.ke/social-pillar/}, urldate = {2023-04-04}, author = {Government of Kenya}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7JSKC98G 2405685:3596BZPZ}, } @misc{government_of_kenya_vision_2007, title = {Vision 2030 {Collaboration} with {Central} {Planning} and {Projects} {Monitoring} {Units} {\textbar} {Kenya} {Vision} 2030}, url = {http://vision2030.go.ke/vision-2030-collaboration-with-central-planning-and-projects-monitoring-units/}, urldate = {2021-08-31}, author = {Government of Kenya}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UHUJANNA 2405685:DEL5DD87}, } @article{government_of_malawi_malawi_2006, title = {Malawi {National} {ICT} for {Development} ({ICT4D}) {Policy}}, language = {en}, author = {Government of Malawi}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GDT8RMBE 2405685:PT3CV2YM}, keywords = {⛔ No DOI found}, pages = {65}, } @techreport{government_of_rwanda_integrated_2001, title = {An {Integrated} {ICT}-led {Socio}-{Economic} {Development} {Policy} and {Plan} for {Rwanda} 2001 - 2005}, url = {https://minict.gov.rw/fileadmin/Documents/Rwanda_ICT_Policy_NICI_2005.pdf}, author = {Government of Rwanda}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WXG3CA67 2405685:A2EUNCJZ}, } @article{grant_comparison_2007, title = {Comparison of {Fixed}-{Item} and {Response}-{Sensitive} {Versions} of an {Online} {Tutorial}}, volume = {57}, issn = {0033-2933, 2163-3452}, url = {http://link.springer.com/10.1007/BF03395576}, doi = {10.1007/BF03395576}, language = {en}, number = {2}, urldate = {2020-07-20}, journal = {The Psychological Record}, author = {Grant, Lyle K. and Courtoreille, Marni}, month = apr, year = {2007}, note = {shortDOI: 10/ghgn4z KerkoCite.ItemAlsoKnownAs: 10.1007/BF03395576 10/ghgn4z 2405685:IJZ2KVBN}, pages = {265--272}, } @article{grant_typology_2009, title = {A typology of reviews: an analysis of 14 review types and associated methodologies}, volume = {26}, copyright = {© 2009 The authors. Journal compilation © 2009 Health Libraries Group}, issn = {1471-1842}, shorttitle = {A typology of reviews}, url = {https://www.researchgate.net/publication/26260835_A_typology_of_reviews_An_analysis_of_14_review_types_and_associated_methologies}, doi = {10.1111/j.1471-1842.2009.00848.x}, abstract = {Background and objectives: The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains. Methods: Following scoping searches, an examination was made of the vocabulary associated with the literature of review and synthesis (literary warrant). A simple analytical framework—Search, AppraisaL, Synthesis and Analysis (SALSA)—was used to examine the main review types. Results: Fourteen review types and associated methodologies were analysed against the SALSA framework, illustrating the inputs and processes of each review type. A description of the key characteristics is given, together with perceived strengths and weaknesses. A limited number of review types are currently utilized within the health information domain. Conclusions: Few review types possess prescribed and explicit methodologies and many fall short of being mutually exclusive. Notwithstanding such limitations, this typology provides a valuable reference point for those commissioning, conducting, supporting or interpreting reviews, both within health information and the wider health care domain.}, language = {en}, number = {2}, urldate = {2020-06-15}, journal = {Health Information \& Libraries Journal}, author = {Grant, Maria J. and Booth, Andrew}, year = {2009}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2009.00848.x Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00848.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2009.00848.x 2405685:4QUG24KV 2405685:CMA32K5M 2534378:Z2PSQF5J}, pages = {91--108}, } @techreport{greaney_assessing_2008, address = {Washington DC, USA}, title = {Assessing national achievement levels in education. {National} assessments of educational achievement. {Volume} 1.}, url = {https://openknowledge.worldbank.org/handle/10986/6904}, institution = {The World Bank}, author = {Greaney, V. and Kellaghan, T.}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JDWCYWP3 2405685:VRH6UB2V}, } @book{grindle_despite_2004, title = {Despite the {Odds}}, isbn = {978-0-691-11800-0}, url = {https://press.princeton.edu/books/paperback/9780691118000/despite-the-odds}, language = {en}, urldate = {2022-10-13}, author = {Grindle, Merilee}, month = jul, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XRBVAV7G 2405685:NGMDWLQE 4656463:HPPI3IAL}, } @article{grobbelaar_conceptual_2005, title = {A conceptual systems dynamics model of research and development activities in {South} {Africa}}, volume = {16}, doi = {10.7166/16-2-169}, number = {2}, journal = {The South African Journal of Industrial Engineering}, author = {Grobbelaar, S. S. and Buys, Andre J.}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.7166/16-2-169 2405685:DDJI24GH}, } @inproceedings{guay_assessing_2005, address = {Parramatta}, title = {Assessing academic motivation among elementary school children: the {Elementary} {School} {Motivation} {Scale} ({ESMS})}, url = {https://www.aare.edu.au/data/publications/2005/gua05378.pdf}, urldate = {2022-03-04}, author = {Guay, Frederic and Marsh, Herbert W. and Dowson, Martin and Larose, Simon}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HMLZINBZ 2405685:H83WX5UX}, keywords = {⛔ No DOI found}, } @techreport{gulati_technology-enhanced_2008, title = {Technology-{Enhanced} {Learning} in {Developing} {Nations}: {A} review}, url = {http://www.irrodl.org/index.php/irrodl/article/view/477/1012}, urldate = {2020-08-31}, institution = {The International Review of Research in Open and Distributed Learning}, author = {Gulati, Shalni}, month = feb, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WAF5DV6Y 2405685:FDZCE3JY}, } @article{guskey_does_2002, title = {Does it make a difference? {Evaluating} professional development}, volume = {59}, url = {http://emsyh.org.uk/assets/Uploads/Does-It-Make-a-Difference-Guskey-2002-1.pdf}, abstract = {Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result—improved student outcomes.}, language = {en}, number = {6}, journal = {Education Leadership}, author = {Guskey, Thomas R}, month = mar, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MK5KQJTQ 2534378:NNITJUR2}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged, ⛔ No DOI found}, pages = {45--51}, } @article{guskey_professional_2002, title = {Professional {Development} and {Teacher} {Change}}, volume = {8}, issn = {1354-0602, 1470-1278}, url = {https://www.tandfonline.com/doi/full/10.1080/135406002100000512}, doi = {10.1080/135406002100000512}, abstract = {This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers’ attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey \& Huberman, 1995), which was named `Book of the Year’ by the National Staff Development Council in 1996.}, language = {en}, number = {3}, urldate = {2020-05-20}, journal = {Teachers and Teaching}, author = {Guskey, Thomas R.}, month = aug, year = {2002}, note = {shortDOI: 10/fnm4h7 KerkoCite.ItemAlsoKnownAs: 10.1080/135406002100000512 10/fnm4h7 2405685:WLVXAV3Q}, pages = {381--391}, } @article{habib_role_2009, title = {The role of government and {NGOs} in slum development: the case of {Dhaka} {City}}, volume = {19}, issn = {0961-4524}, shorttitle = {The role of government and ngos in slum development}, url = {https://www.jstor.org/stable/27752043}, doi = {10.1080/09614520802689576}, abstract = {This article addresses the situation of slums in Dhaka City in relation to government and NGO mechanisms and priorities for slum development and upgrading. It concludes with specific suggestions for better slum management in the Bangladesh capital.}, number = {2}, urldate = {2021-10-25}, journal = {Development in Practice}, author = {Habib, Enamul}, year = {2009}, note = {Publisher: [Taylor \& Francis, Ltd., Oxfam GB] KerkoCite.ItemAlsoKnownAs: 10.1080/09614520802689576 2339240:V34LB5LZ 2405685:UMWM9PHR}, pages = {259--265}, } @article{haggis_knowledge_2008, title = {‘{Knowledge} {Must} {Be} {Contextual}’: {Some} possible implications of complexity and dynamic systems theories for educational research}, volume = {40}, shorttitle = {‘{Knowledge} {Must} {Be} {Contextual}’}, doi = {10.1111/j.1469-5812.2007.00403.x}, number = {1}, journal = {Educational philosophy and theory}, author = {Haggis, Tamsin}, year = {2008}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1111/j.1469-5812.2007.00403.x 2339240:6ND5C5SW 2405685:ZZUNKU8W}, pages = {158--176}, } @article{hall_engaging_2009, title = {Engaging in and engaging with research: teacher inquiry and development}, volume = {15}, issn = {1354-0602, 1470-1278}, shorttitle = {Engaging in and engaging with research}, url = {https://nrl.northumbria.ac.uk/id/eprint/42445/1/Engaging%20In%20and%20Engaging%20With%20Research%20-%20Teacher%20Inquiry%20and%20Development.pdf}, doi = {10.1080/13540600903356985}, language = {en}, number = {6}, urldate = {2021-05-31}, journal = {Teachers and Teaching}, author = {Hall, Elaine}, month = dec, year = {2009}, note = {Extra URL: https://www.tandfonline.com/doi/full/10.1080/13540600903356985 KerkoCite.ItemAlsoKnownAs: 10.1080/13540600903356985 2339240:UPZ52PGQ 2405685:KPTTD3X9 2405685:X5KU2IDB 2534378:LPFXMVTM}, pages = {669--681}, } @article{hall_addressing_2009, title = {Addressing quality through school fees and school funding}, copyright = {Attribution-NonCommercial-NoDerivatives 4.0 International}, url = {https://open.uct.ac.za/handle/11427/3988}, language = {eng}, urldate = {2022-06-01}, author = {Hall, Katharine and Giese, Sonja}, year = {2009}, note = {Accepted: 2014-07-30T08:28:13Z Publisher: Children's Institute KerkoCite.ItemAlsoKnownAs: 2339240:GJJMMNXQ 2405685:C4UF8585 4656463:NXRM4SN2}, keywords = {⛔ No DOI found}, } @inproceedings{hanssen_e-learning_2007, title = {E-{Learning} as {Part} of {Disaster} {Recovery} {Planning}}, url = {https://eric.ed.gov/?id=ED500138}, abstract = {The world has recently witnessed large natural disasters with the Asian tsunami, the Pakistan earthquake, etc, which has resulted in loss of life measured in hundreds of thousands. One or two years later surveys of reconstruction work have revealed less than 25\% of schools have been re-established, implicating long term economic and social consequences. Disaster Recovery planning could include rapid deployment of E-learning systems adapted to disaster zones, even with an apparent lack of broadband telecommunications infrastructure. This paper proposes technically innovative solutions to the rapid re-starting of education in disaster-struck communities by introducing the concept of a mobile E-school. Planning for Disaster Recovery could include the solutions proposed herein, as it is also possible to imagine in this Globalization World that budgets of wealthier nations encompassing these concepts. (Contains 1 figure.)}, language = {en}, urldate = {2020-12-01}, author = {Hanssen, Graeme M. and Rana, Tohid Ahmed}, month = may, year = {2007}, note = {Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:TNQWGH3K 2405685:7VPDA68G}, keywords = {Computer Uses in Education, Distance Education, Educational Technology, Emergency Programs, Foreign Countries, Global Approach, Natural Disasters, Online Courses, Telecommunications, Virtual Classrooms}, } @article{hardman_changing_2009, title = {Changing pedagogical practice in {Kenyan} primary schools: the impact of school‐based training}, volume = {45}, issn = {0305-0068, 1360-0486}, shorttitle = {Changing pedagogical practice in {Kenyan} primary schools}, url = {http://www.tandfonline.com/doi/abs/10.1080/03050060802661402}, doi = {10.1080/03050060802661402}, language = {en}, number = {1}, urldate = {2020-05-16}, journal = {Comparative Education}, author = {Hardman, Frank and Abd‐Kadir, Jan and Agg, Catherine and Migwi, James and Ndambuku, Jacinta and Smith, Fay}, month = feb, year = {2009}, note = {shortDOI: 10/d4pwg6 KerkoCite.ItemAlsoKnownAs: 10.1080/03050060802661402 10/d4pwg6 2405685:YDTY3JCV}, keywords = {C:Kenya}, pages = {65--86}, } @techreport{hare_survey_2007, address = {Washington D.C.}, type = {Survey of {ICT} and {Education} in {Africa} ({Volume} 2): 53 {Country} {Reports}.}, title = {Survey of {ICT} in education in {Tanzania}. {In} {G}. {Farrell} \& {I}. {Shafika} ({Eds}.),}, url = {https://www.infodev.org/infodev-files/resource/InfodevDocuments_354.pdf}, urldate = {2022-02-02}, institution = {InfoDev / World Bank}, author = {Hare, H}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K5K7BS6D 2405685:BSYD4H3Q}, pages = {Tanzania 1--9}, } @article{hartling_risk_2009, title = {Risk of bias versus quality assessment of randomised controlled trials: cross sectional study}, volume = {339}, language = {en}, number = {1}, journal = {British Medical Journal}, author = {Hartling, L. and Ospina, M. and Liang, Y.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:98CY3A45 2486141:LCID6Q5M}, keywords = {⛔ No DOI found}, pages = {1--6}, } @techreport{hasler_access_2009, title = {Access to {Open} {Educational} {Resources}: {Report} of a {UNESCO} {OER} {Community} {Discussion}.}, copyright = {Creative Commons: Attribution Share Alike 2.5}, language = {en}, institution = {IIEP}, author = {Haßler, Björn}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9ADE7A9P 2129771:A62ZDWFW 2129771:YNRBBDKJ 2405685:Z4IIZ3IE 261451:3WM33AEQ 261495:8IVTDTR9}, keywords = {Author:Haßler, Björn-CV-OECS, ⛔ No DOI found}, pages = {59}, } @book{hattie_visible_2008, address = {Routledge}, title = {Visible {Learning}: {A} {Synthesis} of over 800 {Meta}-analyses relating to {Achievement}}, publisher = {Abingdon}, author = {Hattie, John}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EIVFBEH5 2405685:87S2M9YT 2486141:ZQ95LPZK}, } @article{he_better_2009, title = {A {Better} {Way} to {Teach} {Children} to {Read}? {Evidence} from a {Randomized} {Controlled} {Trial}}, language = {en}, author = {He, Fang and Linden, Leigh L and MacLeod, Margaret}, month = may, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GGBU8YTM 2405685:3RUPLEZR}, keywords = {⛔ No DOI found}, pages = {42}, } @unpublished{he_how_2008, title = {How to teach {English} in {India}: testing the relative productivity of instruction methods within the {Pratham} {English} language education program}, url = {https://users.nber.org/~confer/2008/si2008/LS/linden.pdf}, abstract = {Using a pair of randomized evaluations, we assess the relative productivity of several modes of implementing an Indian English education curriculum. Each consists of a specially designed machine or flash card based activities implemented either indirectly through a teacher training program or directly by externally supervised teaching assistants. The new methods are very effective and, on average, all implementation strategies yield gains of about 0.25-0.35 standard deviations in students’ knowledge of English. Weaker students benefit more from interventions that include teacher directed activities while stronger students benefit more from the more self-paced machine-based implementation. Compared to an externally implemented version of the curriculum, the treatments implemented through the teacher training program improved students’ math and English scores rather than just their English scores, a result that may be due to the fact that teachers implemented the interventions more efficiently.}, language = {en}, author = {He, Fang and Linden, Leigh L and MacLeod, Margaret}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YK589CIH 2405685:RQYG6BYY 683578:JQU56E9F}, keywords = {THEME: Curriculum and resources, ⛔ No DOI found}, } @article{hedges_importance_2002, series = {Researching {Teacher} {Education}: {The} {Multi} {Site} {Teacher} {Educations} {Project} ({MUSTER})}, title = {The importance of posting and interaction with the education bureaucracy in becoming a teacher in {Ghana}}, volume = {22}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059301000578}, doi = {10.1016/S0738-0593(01)00057-8}, abstract = {This paper addresses some of the issues surrounding the posting of newly trained teachers in Ghana. It specifically investigates the assertion that the posting system is ‘ineffective’ from the perspective of newly trained teachers who have been through the process. It emerged from analysis of the qualitative data that newly trained teachers’ experiences and perceptions of the posting process had a significant impact on their occupational culture. The research draws upon documents, interviews with members of the education bureaucracy, and interviews with 23 newly trained teachers posted to basic schools in rural areas in Central Region. The paper illuminates some of the problems involved in posting newly trained teachers to rural schools and looks for explanations as to why some teachers take up their postings and others do not.}, language = {en}, number = {3}, urldate = {2022-01-05}, journal = {International Journal of Educational Development}, author = {Hedges, John}, month = apr, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(01)00057-8 2129771:TGZLHPBR 2405685:9CYKGJ89 4556019:LGT3LZ52}, keywords = {Basic education, C:Ghana, Deployment, Ghana, Induction, NQTs, Teacher education}, pages = {353--366}, } @article{hedges_intraclass_2007, title = {Intraclass correlation values for planning group-randomized trials in education}, volume = {29}, issn = {0162-3737}, url = {https://doi.org/10.3102/0162373707299706}, doi = {10.3102/0162373707299706}, abstract = {Experiments that assign intact groups to treatment conditions are increasingly common in social research. In educational research, the groups assigned are often schools. The design of group-randomized experiments requires knowledge of the intraclass correlation structure to compute statistical power and sample sizes required to achieve adequate power. This article provides a compilation of intraclass correlation values of academic achievement and related covariate effects that could be used for planning group-randomized experiments in education. It also provides variance component information that is useful in planning experiments involving covariates. The use of these values to compute the statistical power of group-randomized experiments is illustrated.}, language = {en}, number = {1}, urldate = {2023-10-06}, journal = {Educational Evaluation and Policy Analysis}, author = {Hedges, Larry V. and Hedberg, E. C.}, month = mar, year = {2007}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0162373707299706 2339240:SH7TIT4V 2405685:32US7S89}, pages = {60--87}, } @article{heemskerk_gender_2009, title = {Gender inclusiveness in educational technology and learning experiences of girls and boys}, volume = {41}, issn = {1539-1523, 1945-0818}, url = {http://www.tandfonline.com/doi/abs/10.1080/15391523.2009.10782531}, doi = {10.1080/15391523.2009.10782531}, language = {en}, number = {3}, urldate = {2021-04-29}, journal = {Journal of Research on Technology in Education}, author = {Heemskerk, Irma and ten Dam, Geert and Volman, Monique and Admiraal, Wilfried}, month = mar, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2009.10782531 2339240:5WAQ9NGS 2405685:T4NTK59H}, pages = {253--276}, } @article{hew_integrating_2007, title = {Integrating technology into {K}-12 teaching and learning: current knowledge gaps and recommendations for future research}, volume = {55}, issn = {1556-6501}, shorttitle = {Integrating technology into {K}-12 teaching and learning}, url = {https://doi.org/10.1007/s11423-006-9022-5}, doi = {10.1007/s11423-006-9022-5}, abstract = {Although research studies in education show that use of technology can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment. We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments. Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research.}, language = {en}, number = {3}, urldate = {2021-05-10}, journal = {Educational Technology Research and Development}, author = {Hew, Khe Foon and Brush, Thomas}, month = jun, year = {2007}, note = {zotzenLib.CopiedFrom: 2339240:742UC4RT KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-006-9022-5 2339240:742UC4RT 2405685:FCFEJK4Z}, pages = {223--252}, } @book{higgins_cochrane_2008, address = {Chichester, UK}, title = {Cochrane {Handbook} for {Systematic} {Reviews} of {Interventions}}, language = {en}, publisher = {John Wiley \& Sons, Ltd}, author = {Higgins, JPT and Green, S}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q8VEVR5Y 2486141:2G6J9ZEA}, } @article{ho_tuned_2009, title = {Tuned {In} {To} {Student} {Success} {Assessing} the {Impact} of {Interactive} {Radio} {Instruction} for the {Hardest}-to-{Reach}}, url = {https://www.semanticscholar.org/paper/Tuned-In-To-Student-Success-Assessing-the-Impact-of-Ho-Thukral/0765a41432c64203104422c32a129ce947315a17}, abstract = {A review of recent research was conducted to assemble evidence on the impact that Interactive Radio Instruction (IRI) may have on improving student learning outcomes. IRI is an instructional tool designed to deliver a family of active learning packages via radio broadcast using a dual-audience approach. IRI exposes students to regular, curriculum-based learning content while modeling effective learning activities and classroom organization techniques for teachers. As IRI continues to be called upon to improve teaching and learning in low-resource and hard-to-reach areas, a better understanding of the empirical data available is critical to guide the way forward. IRI has been implemented by Education Development Center, Inc. (EDC) in over 50 countries over the past 30 years. This paper is a review of existing student and teacher data collected by EDC’s IRI projects. Effect sizes are used to summarize what is known about the effect of IRI on student learning gains in Grades K-4 for English, Mathematics, Science, Social Studies, and Local Language. In all, student test results from 13 projects, ranging from Nicaragua in 1977 through Indonesia in 2008, are reviewed, as are teacher observation outcomes from Mali and Madagascar.}, language = {en}, urldate = {2022-06-25}, author = {Ho, J. and Thukral, H. and Laflin, M.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QXWFNRPL 2405685:X87WD2EZ}, keywords = {⛔ No DOI found}, } @techreport{ho_tuned_2009, address = {Washington DC}, title = {Tuned in to {Student} {Success}: {Assessing} the {Impact} of {Interactive} {Radio} {Instruction} for the {Hardest}-{To}-{Reach}}, shorttitle = {Tuned in to {Student} {Success}}, url = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.507.3541&rep=rep1&type=pdf}, abstract = {This study reviews student assessment data collected from 15 EDC projects to determine the impact of interactive radio instruction (IRI) on student achievement in hard-to-reach areas.}, language = {EN}, institution = {Education Development Center}, author = {Ho, Jennifer and Thukral, Hetal}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4A5246Z6 2339240:62K8ZTKG 2339240:J5GYXMFY 2405685:V73WF7EZ 2405685:VF7IM4CW 2405685:WH7JDBUP}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{ho_tuned_2009, title = {Tuned in to {Student} {Success}, {Assessing} the impact of {Interactive} {Radio} {Instruction} for the hardest-to-reach}, volume = {4}, language = {en}, number = {2: ICT and Education}, journal = {Journal of Education for International Development}, author = {Ho, Jennifer and Thukral, Hetal}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C9UYYZTE 2339240:SX76SLEZ 2405685:5TDGEFV4 2405685:6LNNLS62 2405685:LQEM4ZCI 2534379:58BVKHVC}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {69}, } @book{hoban_teacher_2002, title = {Teacher learning for educational change: {A} systems thinking approach}, shorttitle = {Teacher learning for educational change}, publisher = {Open University Press Buckingham}, author = {Hoban, Garry Francis and Hoban, Garry F.}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9BA5PLTJ 2405685:AT3UQE4V}, } @article{hoodbhoy_pakistans_2009, title = {Pakistan's {Higher} {Education} {System}—{What} {Went} {Wrong} and {How} to {Fix} {It}}, volume = {48}, issn = {0030-9729}, url = {https://www.jstor.org/stable/41261335}, doi = {10.30541/v48i4iipp.581-594}, number = {4}, urldate = {2021-02-02}, journal = {The Pakistan Development Review}, author = {Hoodbhoy, Pervez}, year = {2009}, note = {Publisher: Pakistan Institute of Development Economics, Islamabad KerkoCite.ItemAlsoKnownAs: 10.30541/v48i4IIpp.581-594 10.30541/v48i4iipp.581-594 10/ghzt9f 2339240:WS4MICAT 2405685:JS95GND5}, pages = {581--594}, } @book{hornberger_encyclopedia_2008, address = {Heidelberg, Germany}, title = {Encyclopedia of language and education, volume 8: {Research} methods in language and education}, publisher = {Kluwer Academic}, author = {Hornberger, N.H. and Corson, D.}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6MV8LRB9 2405685:5H9LYZJN}, } @techreport{hovland_making_2007, address = {London}, title = {Making a difference: {M} \& {E} of policy research}, shorttitle = {Making a difference}, url = {https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/2426.pdf}, language = {en}, institution = {Overseas Development Institute}, author = {Hovland, Ingie}, year = {2007}, note = {OCLC: 500676766 KerkoCite.ItemAlsoKnownAs: 2339240:ICAZ93Q5 2405685:AUEA75GB}, } @incollection{hox_data_2005, title = {Data collection, primary vs. secondary}, volume = {1}, url = {http://www.joophox.net/publist/ESM_DCOL05.pdf}, urldate = {2022-05-10}, booktitle = {Encyclopedia of social measurement}, publisher = {Elsevier}, author = {Hox, Joop J and Boeije, Hennie R}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UCPDPGBR 2405685:JHLNYE8U 8836279:KMCCAUGF 8836279:NIIEJVFN 8836279:PFLS2S4N 8836279:SI5LCGZX}, pages = {593--599}, } @article{hua_education_2003, title = {Education {Management} {Information} {System} ({EMIS}): {Integrated} data and information systems and their {Implications} in educational management}, abstract = {Successful management of today’s education systems requires effective policymaking and system monitoring through data and information. To this end, countries around the world have invested significant resources into collecting, processing, and managing more and better data through education management information systems (EMIS). However, all too often EMIS design and development has been limited to information technology enhancements, and/or data storage and maintenance, with insufficient attention paid to the management environment in which EMIS operates and data utilization for policy decisions. This paper will examine the technical, organizational, and institutional conditions that must be met in order to enable information-based decision-making for effective system management. It will highlight the fact that technical capacity building must be accompanied by the creation of the demand for information and the nurturing of a culture of open communication, information sharing, and information use.}, language = {en}, author = {Hua, Haiyan and Herstein, Jon}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EZGX754G 2405685:9NTAMA3P 4656463:KXWXSJ3T}, keywords = {⛔ No DOI found}, pages = {26}, } @inproceedings{hua_education_2003, address = {New Orleans, LA}, title = {Education management information system ({EMIS}): integrated data and information systems and their implications in educational management}, url = {https://www.infodev.org/infodev-files/resource/InfodevDocuments_188.pdf}, abstract = {Successful management of today’s education systems requires effective policymaking and system monitoring through data and information. To this end, countries around the world have invested significant resources into collecting, processing, and managing more and better data through education management information systems (EMIS). However, all too often EMIS design and development has been limited to information technology enhancements, and/or data storage and maintenance, with insufficient attention paid to the management environment in which EMIS operates and data utilization for policy decisions. This paper will examine the technical, organizational, and institutional conditions that must be met in order to enable information-based decision-making for effective system management. It will highlight the fact that technical capacity building must be accompanied by the creation of the demand for information and the nurturing of a culture of open communication, information sharing, and information use.}, language = {en}, author = {Hua, Haiyan and Herstein, Jon}, month = mar, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SKPE3V2A 2405685:M9U9KPT2}, keywords = {⛔ No DOI found}, } @article{hubbard_putting_2007, title = {Putting the {Power} of {Transparency} in {Context}: {Information}'s {Role} in {Reducing} {Corruption} in {Uganda}'s {Education} {Sector} - {Working} {Paper} 136}, shorttitle = {Putting the {Power} of {Transparency} in {Context}}, url = {https://www.cgdev.org/publication/putting-power-transparency-context-informations-role-reducing-corruption-ugandas}, abstract = {One story popular in development circles tells how Uganda slashed corruption simply by publicly disclosing the amount of monthly grants to schools--thus making it harder for officials to siphon off money for their own enrichment. This working paper finds that while the percentage of funds being diverted did indeed drop, the real value of funds diverted only fell by a modest 12 percent over six years. And the information campaign was no panacea; other policies and reforms also contributed to the improvement. Learn More}, language = {en}, urldate = {2022-04-07}, journal = {Center for Global Development {\textbar} Ideas to Action}, author = {Hubbard, Paul}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D845HEUR 2405685:44ZDCVTQ 4656463:QM48GHF3}, keywords = {⛔ No DOI found}, } @article{hussain_emerging_2007, title = {Emerging {Technologies}: {An} {Overview} of {Practices} in {Distance} {Education}}, volume = {3}, issn = {0973-2217}, shorttitle = {Emerging {Technologies}}, url = {https://eric.ed.gov/?id=EJ1066927}, doi = {10.26634/jsch.3.2.751}, abstract = {In contemporary society, information technologies and communication technologies (ICTs) are playing crucial role in dissemination of knowledge and information the world over. Universities/ higher education institutions, particularly distance education universities in developed countries are making best use of these technologies for effective and interactive teaching learning process. Developing countries are also trying to adopt the model of developed countries according to their resources and circumstances. Distance education universities in developed countries like United States of America and United Kingdom are using advanced (emerging) technologies such as computers, Internet (World Wide Web) satellite communication, teleconferencing (videoconferencing and audio conferencing) and virtual reality in education and training. In developing countries like India, Pakistan and Thailand, distance education universities are using Radio, Television and Internet for teaching learning purpose and students support services. They are using computers mostly for office work. They are trying to adopt advanced technologies like developed countries but they have some limitations of resources (human \& material resources). In future it is hoped that developing countries will also be using emerging technologies for teaching learning purpose.}, language = {en}, number = {2}, urldate = {2020-12-01}, journal = {Journal on School Educational Technology}, author = {Hussain, Irshad}, year = {2007}, note = {Publisher: i-manager Publications KerkoCite.ItemAlsoKnownAs: 10.26634/jsch.3.2.751 2339240:C2AIV4L4 2405685:C5QWP7I4}, keywords = {Case Studies, Computer Mediated Communication, Distance Education, Educational Development, Educational Practices, Educational Technology, Educational Television, Foreign Countries, Influence of Technology, Information Networks, Online Systems, Open Universities, Technological Advancement, Technology Integration, Technology Uses in Education, Telecommunications, Virtual Universities}, pages = {10--17}, } @techreport{idrc_idrc_2009, title = {{IDRC} in {Pakistan}}, url = {https://www.idrc.ca/sites/default/files/sp/Documents%20EN/idrc-in-pakistan.pdf}, institution = {IRDC}, author = {IDRC}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CFIXEMFB 2405685:CTCDCYPM}, } @techreport{iicd_les_2007, title = {Les {TIC} au service de l'éducation : {Impact} et enseignements retenus des activités appuyées par {IICD}}, url = {https://www.bibalex.org/Search4Dev/files/287779/118685.pdf}, urldate = {2020-07-14}, author = {IICD}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TW37BR7D}, } @article{imhanlahimi_evaluation_2008, title = {An evaluation of the effectiveness of computer assisted learning strategy and expository method of teaching biology: a case study of lumen {Christi} international high school, {Uromi}, {Nigeria}}, volume = {16}, shorttitle = {An evaluation of the effectiveness of computer assisted learning strategy and expository method of teaching biology}, doi = {10.1080/09718923.2008.11892621}, number = {3}, journal = {Journal of Social Sciences}, author = {Imhanlahimi, E. O. and Imhanlahimi, R. E.}, year = {2008}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/09718923.2008.11892621 10/ggppsj 2339240:BM5PL29D 2405685:JYCRNIYS}, pages = {215--220}, } @book{institut_de_statistique_de_lunesco_guide_2009, address = {Montréal}, title = {Guide to measuring information and communication technologies ({ICT}) in education.}, isbn = {978-92-9189-078-1}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000186547}, language = {English}, publisher = {UNESCO Institute for Statistics}, author = {{Institut de statistique de l'Unesco}}, year = {2009}, note = {OCLC: 757431595 KerkoCite.ItemAlsoKnownAs: 2339240:VDRFQ2BH 2405685:H7DDQDWI}, } @techreport{international_monetary_fund_sierra_2008, address = {Washington D.C.}, title = {Sierra {Leone} : {Poverty} {Reduction} {Strategy} {Paper}-{Progress} {Report} (2005-2007)}, shorttitle = {Sierra {Leone}}, url = {https://www.imf.org/en/Publications/CR/Issues/2016/12/31/Sierra-Leone-Poverty-Reduction-Strategy-Paper-Progress-Report-22204}, abstract = {This report describes the progress made in implementing the Poverty Reduction Strategy Paper for Sierra Leone covering the period 2005–07. Efforts to reform the public sector were not successful. Management and Functional Reviews were conducted for several ministries, departments, and agencies but the recommendations were not implemented. A Senior Executive Service program was also developed but government and development partners could not agree on an implementation strategy and therefore the funds required for implementation were not provided.}, language = {en}, number = {08/250}, urldate = {2020-12-15}, author = {{International Monetary Fund}}, month = jul, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WDN7YDZH}, } @techreport{jagannathan_role_2001, type = {Policy {Research} {Working} {Paper}}, title = {The role of nongovernmental organizations in primary education: a study of six {NGOs} in {India}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/19714/multi0page.pdf?sequence=1&isAllowed=y}, language = {en}, number = {2530}, institution = {Robert McNamara Fellowships Program, World Bank Institute}, author = {Jagannathan, Shanti}, month = jan, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9T4Z9KYJ 2405685:RLLN4D4J}, } @book{johnson_data_2003, title = {Data {Collection} {Strategies} in {Mixed} {Methods} {Research}}, isbn = {978-0-7619-2073-1}, abstract = {Johnson, B. and Turner, L.A. (2003) Data Collection Strategies in Mixed Methods Research. In: Tashakkori, A.M. and Teddlie, C.B., Eds., Handbook of Mixed Methods in Social and Behavioral Research, SAGE Publications, Thousand Oaks, 297-319.}, language = {en}, publisher = {SAGE}, author = {Johnson, Burke and Turner, Lisa A.}, year = {2003}, note = {Google-Books-ID: F8BFOM8DCKoC KerkoCite.ItemAlsoKnownAs: 2339240:TABBLHJ3 2405685:QBEU7PW5}, keywords = {Social Science / Folklore \& Mythology, Social Science / Research}, } @article{johnson_ecological_2008, title = {Ecological {Systems}, {Complexity}, and {Student} {Achievement}: {Towards} an {Alternative} {Model} of {Accountability} in {Education}}, volume = {3}, shorttitle = {Ecological {Systems}, {Complexity}, and {Student} {Achievement}}, number = {3}, journal = {School Leadership Review}, author = {Johnson, Eileen S.}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R2BS8Z3Z 2405685:UPKJH3ZY}, keywords = {⛔ No DOI found}, pages = {4}, } @article{johnson_toward_2007, title = {Toward a definition of mixed methods research}, volume = {1}, doi = {10.1177/1558689806298224}, number = {2}, journal = {Journal of mixed methods research}, author = {Johnson, R. Burke and Onwuegbuzie, Anthony J. and Turner, Lisa A.}, year = {2007}, note = {shortDOI: 10/fksqf8 KerkoCite.ItemAlsoKnownAs: 10.1177/1558689806298224 10/fksqf8 2339240:95XZTNSZ 2405685:BSAC8M3C}, pages = {112--133}, } @article{johnson_mixed_2004, title = {Mixed {Methods} {Research}: {A} {Research} {Paradigm} {Whose} {Time} {Has} {Come} - {R}. {Burke} {Johnson}, {Anthony} {J}. {Onwuegbuzie}, 2004}, url = {https://journals.sagepub.com/doi/10.3102/0013189X033007014}, abstract = {The purposes of this article are to position mixed methods research (mixed research is a synonym) as the natural complement to traditional qualitative and quantitative research, to present pragmatism as offering an attractive philosophical partner for mixed methods research, and to provide a framework for designing and conducting mixed methods research. In doing this, we briefly review the paradigm “wars” and incompatibility thesis, we show some commonalities between quantitative and qualitative research, we explain the tenets of pragmatism, we explain the fundamental principle of mixed research and how to apply it, we provide specific sets of designs for the two major types of mixed methods research (mixed-model designs and mixed-method designs), and, finally, we explain mixed methods research as following (recursively) an eight-step process. A key feature of mixed methods research is its methodological pluralism or eclecticism, which frequently results in superior research (compared to monomethod research). Mixed methods research will be successful as more investigators study and help advance its concepts and as they regularly practice it.}, urldate = {2019-11-05}, author = {Johnson, R.B. and Onwuegbuzie, A.J.}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8TFE26KI 2405685:JZHMXX68}, keywords = {⛔ No DOI found}, } @techreport{jones_policy-making_2009, title = {Policy-making as discourse: a review of recent knowledge-to-policy literature}, url = {https://www.emergentworks.net/sites/default/files/ikmemergent_archive/090911-ikm-working-paper-5-policy-making-as-discourse.pdf}, language = {en}, institution = {Overseas Development Institute}, author = {Jones, Harry}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ETMVZP8E 2405685:85MXGEIF}, pages = {37}, } @article{jongbloed_higher_2008, title = {Higher education and its communities: {Interconnections}, interdependencies and a research agenda}, volume = {56}, issn = {0018-1560, 1573-174X}, shorttitle = {Higher education and its communities}, url = {http://link.springer.com/10.1007/s10734-008-9128-2}, doi = {10.1007/s10734-008-9128-2}, abstract = {Universities everywhere are being forced to carefully reconsider their role in society and to evaluate the relationships with their various constituencies, stakeholders, and communities. In this article, stakeholder analysis is put forward as a tool to assist universities in classifying stakeholders and determining stakeholder salience. Increasingly universities are expected to assume a third mission and to engage in interactions with industrial and regional partners. While incentive schemes and government programmes try to encourage universities to reach out more to external communities, some important barriers to such linkages still remain. To fulfil their obligation towards being a socially accountable institution and to prevent mission overload, universities will have to carefully select their stakeholders and identify the ‘right’ degree of differentiation. For the university, thinking in terms of partnerships with key stakeholders has important implications for its governance and accountability arrangements. For the future of the universities we foresee a change towards networked governance and arrangements to ensure accountability along the lines of corporate social responsibility. In order to further explore some of these concepts and to empirically investigate the tendencies suggested here, this article proposes an ambitious research agenda for tackling the emerging issues of governance, stakeholder management and higher education’s interaction with society.}, language = {en}, number = {3}, urldate = {2020-12-01}, journal = {Higher Education}, author = {Jongbloed, Ben and Enders, Jürgen and Salerno, Carlo}, month = sep, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10734-008-9128-2 2339240:ECNFVUP2 2405685:LFR7BP53}, pages = {303--324}, } @article{joshi_efficacy_2008, title = {The {Efficacy} of {Low} {Vision} {Devices} for {Students} in {Specialized} {Schools} for {Students} who are {Blind} in {Kathmandu} {Valley}, {Nepal}}, volume = {102}, issn = {0145-482X}, url = {https://doi.org/10.1177/0145482X0810200706}, doi = {10.1177/0145482X0810200706}, abstract = {In Nepal, children with low vision attend specialized schools for students who are totally blind and are treated as if they were totally blind. This study identified children with low vision and provided low vision devices to them. Of the 22\% of the students in the school who had low vision, 78.5\% benefited from the devices. Proper devices and counseling improved the quality of life of a significant number of these students.}, language = {en}, number = {7}, urldate = {2020-12-10}, journal = {Journal of Visual Impairment \& Blindness}, author = {Joshi, Mahesh R. and Yamagata, Yoshitaka and Akura, Junsuke and Shakya, Suraj}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/0145482X0810200706 2339240:NAYABQLP 2405685:KZELTSAK}, pages = {430--435}, } @article{juarez_extracting_2008, title = {Extracting or {Empowering}?: {A} {Critique} of {Participatory} {Methods} for {Marginalized} {Populations}}, volume = {27}, issn = {0277-2426, 1553-2704}, shorttitle = {Extracting or {Empowering}?}, url = {http://lj.uwpress.org/cgi/doi/10.3368/lj.27.2.190}, doi = {10.3368/lj.27.2.190}, language = {en}, number = {2}, urldate = {2023-05-19}, journal = {Landscape Journal}, author = {Juarez, J. A. and Brown, K. D.}, month = jan, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.3368/lj.27.2.190 2405685:UN7SIQZR}, pages = {190--204}, } @article{judge_closing_2006, title = {Closing the {Digital} {Divide}: {Update} {From} the {Early} {Childhood} {Longitudinal} {Study}}, volume = {100}, issn = {0022-0671}, shorttitle = {Closing the {Digital} {Divide}}, url = {https://doi.org/10.3200/JOER.100.1.52-60}, doi = {10.3200/JOER.100.1.52-60}, abstract = {The authors examined the progress made toward equitable technology access and use over children's first 4 years of school. The sample consisted of 8,283 public school children who attended kindergarten, 1st, and 3rd grades. In 3rd grade, high-poverty schools had significantly more computers for instruction and a smaller ratio of children to computers than did low-poverty schools. Over the first 4 years of school, however, children attending low-poverty schools had significantly more access to home computers than did those attending high-poverty schools. Children's use of computers during 3rd grade differed by school-poverty status. Results indicate that access to, and use of, a home computer, the presence of a computer area in classrooms, frequent use of the Internet, proficiency in computer use, and low-poverty school status were correlated positively with academic achievement. In contrast, frequent use of software for reading was correlated negatively with reading achievement.}, number = {1}, urldate = {2021-02-19}, journal = {The Journal of Educational Research}, author = {Judge, Sharon and Puckett, Kathleen and Bell, Sherry Mee}, month = sep, year = {2006}, note = {Publisher: Routledge \_eprint: https://doi.org/10.3200/JOER.100.1.52-60 KerkoCite.ItemAlsoKnownAs: 10.3200/JOER.100.1.52-60 2339240:V6BL23DF 2405685:N35LVTCM}, keywords = {Early Childhood Longitudinal Study, computer access in high- and low-poverty schools, first- and third-grade children, kindergarten}, pages = {52--60}, } @book{jumani_study_2009, title = {Study on {Role} of {Radio} for {Rural} {Education} in {Pakistan}}, volume = {10}, url = {https://eric.ed.gov/?id=ED506780}, abstract = {It was found that the majority of the listeners possessed radio sets and was getting benefit from the educational programmes of radio. The programmes were informative and motivating. The strategies of radio for rural education were appreciable because these infused mobility, widened horizon of rural people and focused attention on the goals and problems of rural people. It could be used to enhance literacy (through distance and non-formal education). The producers/comperes were found keenly interested in their job. It was revealed that priority was given to education and rural development programmes of radio. Programmes needed detail and summary at the end. Furthermore language was not easy. Mobile radio station was needed for rural educational programme to cater to the needs of far flung areas. School broadcast (distance and non-formal teaching) was the need of the day. Social workers/opinion leaders opined that there was need of developing self reliance. Radio provides guidance to rural people in solving the problems of rural development. They felt the need of starting school broadcasting. Radio was being utilized for apprising villagers with their problem. There was need of maintaining more educational programmes. Rural programmes were to be in mother tongue. It was recommended that for educational purposes Radio Pakistan and AIOU may produce programmes which have their strong links/roots in the surroundings of the rural people. Radio schools like Interactive Radio instruction (IRI) may be used for effective teaching learning process in rural areas. Time of educational programmes should be enhanced. Programmes like radio rural forum may be started as well as open broadcasting should be adopted for rural development programme. (Contains 5 tables.)}, language = {en}, urldate = {2020-12-01}, author = {Jumani, Nabi Bux}, month = oct, year = {2009}, note = {ISSN: 1302-6488 Issue: 4 Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:6QWQ77L4 2405685:H456VCTC}, keywords = {Distance Education, Educational Technology, Foreign Countries, Instructional Effectiveness, Nonformal Education, Radio, Rural Areas, Rural Development, Rural Education, Teaching Methods}, } @misc{kabbah_tertiary_2001, title = {The {Tertiary} {Education} {Commission} {Act}}, url = {http://sierra-leone.org/Laws/2001-8.pdf}, urldate = {2020-12-15}, author = {Kabbah, President Alhaji Ahmad Tejan}, month = oct, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:URKBLF52}, } @misc{kabbah_national_2001, title = {The {National} {Council} for {Technical} , {Vocational} and other {Academic} {Awards} {Act}}, url = {http://www.sierra-leone.org/Laws/2001-10.pdf}, urldate = {2020-12-15}, author = {Kabbah, President Alhaji Ahmad Tejan}, month = oct, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M3MZ2L84}, } @misc{kabbah_polytechnics_2001, title = {The {Polytechnics} {Act}}, url = {http://www.sierra-leone.org/Laws/2001-9.pdf}, urldate = {2020-12-15}, author = {Kabbah, President Alhaji Ahmad Tejan}, month = oct, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HMGAWLHC}, } @misc{kabbah_education_2004, title = {The {Education} {Act}, 2004}, url = {http://www.sierra-leone.org/Laws/2004-2p.pdf}, urldate = {2020-11-23}, author = {Kabbah, President Alhaji Ahmad Tejan}, month = apr, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X2LEVVUF 2405685:TI5ZIK8J}, } @misc{kabbah_universities_2005, title = {The {Universities} {Act}}, url = {http://lawofficers.gov.sl/PDF_Docs/The%20University%20Act%202005.pdf}, language = {en}, author = {Kabbah, President Alhaji Ahmad Tejan}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:6FAZDP79}, pages = {26}, } @techreport{kadzamira_teacher_2006, address = {Centre for Educational Research and Training, University of Malawi}, title = {Teacher motivation and incentives in {Malawi}}, author = {Kadzamira, Esme Chipo}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SWGNG2DL 2405685:VPVQV7I7}, } @techreport{kadzamira_teacher_2006, address = {Zomba, Malawi}, title = {Teacher motivation and incentives in {Malawi}}, url = {https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b}, language = {en}, institution = {Centre for Educational Research and Training, University of Malawi}, author = {Kadzamira, Esme Chipo}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5JBMK24W 2129771:5TI4XUFN 2339240:3RTX2ISG 2405685:RYZ5A4F2 4556019:IX6M7P8I 4556019:M4TPZI27 4752638:4I5N2859 4752638:7C6UCMHK}, keywords = {C:Malawi, \_C:Malawi MWI, ⛔ No DOI found}, pages = {1--26}, } @techreport{kadzamira_teacher_2006, address = {Zomba, Malawi}, title = {Teacher motivation and incentives in {Malawi}}, url = {https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b}, language = {en}, institution = {Centre for Educational Research and Training, University of Malawi}, author = {Kadzamira, Esme Chipo}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5JBMK24W 2129771:5TI4XUFN 2339240:3RTX2ISG 2405685:RYZ5A4F2 4556019:IX6M7P8I 4556019:M4TPZI27 4752638:4I5N2859 4752638:7C6UCMHK}, keywords = {C:Malawi, \_C:Malawi MWI, ⛔ No DOI found}, pages = {1--26}, } @techreport{kadzamira_teacher_2006, address = {Zomba, Malawi}, title = {Teacher motivation and incentives in {Malawi}}, url = {https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b}, language = {en}, institution = {Centre for Educational Research and Training, University of Malawi}, author = {Kadzamira, Esme Chipo}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5JBMK24W 2129771:5TI4XUFN 2339240:3RTX2ISG 2405685:RYZ5A4F2 4556019:IX6M7P8I 4556019:M4TPZI27 4752638:4I5N2859 4752638:7C6UCMHK}, keywords = {C:Malawi, \_C:Malawi MWI, ⛔ No DOI found}, pages = {1--26}, } @article{kadzamira_can_2003, title = {Can free primary education meet the needs of the poor?: evidence from {Malawi}}, volume = {23}, issn = {0738-0593}, shorttitle = {Can free primary education meet the needs of the poor?}, url = {https://www.sciencedirect.com/science/article/pii/S0738059303000269}, doi = {10.1016/S0738-0593(03)00026-9}, abstract = {Following elections in 1994, the Government of Malawi embarked on an ambitious programme of free primary education (FPE), resulting in a dramatic increase in enrolment. The paper argues that the policy did not sufficiently consider the ways in which direct and indirect costs of schooling continue to be prohibitive for some households, or the effects that the expansion would have on quality. The relevance of education for the majority of children who receive only a few years of primary schooling is also questioned. The paper suggests that FPE might not be contributing to the achievement of poverty alleviation goals, as intended.}, language = {en}, number = {5}, urldate = {2022-11-16}, journal = {International Journal of Educational Development}, author = {Kadzamira, Esme and Rose, Pauline}, month = sep, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(03)00026-9 2339240:RHFDRS6C 2405685:KNBRX6T6}, keywords = {Development, Educational policy, Gender, International education, Malawi, Poverty}, pages = {501--516}, } @article{kalra_design_2009, title = {Design of a braille writing tutor to combat illiteracy}, volume = {11}, issn = {1572-9419}, url = {https://doi.org/10.1007/s10796-009-9171-2}, doi = {10.1007/s10796-009-9171-2}, abstract = {Less than 3\% of the 145 million blind people living in developing countries are literate (Helander, Prejudice and dignity: An introduction to community-based rehabilitation. New York: UNDP 1998). This low literacy rate is partly due to the lack of trained teachers and the challenges associated with learning to write braille on a traditional slate and stylus. These challenges include writing from right to left, writing mirrored images of letters, and receiving significantly delayed feedback. Extensive conversations with the Mathru Educational Trust for the Blind near Bangalore, India, revealed the need for a robust, low-power, low-cost braille writing tutor. We present an iterative and participatory process resulting in the creation and refinement of a prototype braille writing tutor system. This system uses a novel input device to capture a student’s activity on a slate using a stylus and uses a range of techniques to teach braille writing skills to both beginner and advanced students. We report on lessons learned from the implementation of this project and from a 6-week pilot study at Mathru, and outline future directions for improvement.}, language = {en}, number = {2}, urldate = {2021-03-04}, journal = {Information Systems Frontiers}, author = {Kalra, N. and Lauwers, T. and Dewey, D. and Stepleton, T. and Dias, M. B.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s10796-009-9171-2 2339240:DMTM67T4 2405685:FFILLF45}, pages = {117--128}, } @article{kamens_globalization_2009, title = {Globalization and the growth of international educational testing and national assessment}, volume = {54}, doi = {10.1086/648471}, number = {1}, journal = {Comparative Education Review}, author = {Kamens, D.H. and McNeely, C.L.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1086/648471 2339240:5B96GY8M 2405685:GK3NERIR}, pages = {5--25}, } @phdthesis{karnati_computer_2008, address = {United States – Pennsylvania}, type = {Ph.{D}.}, title = {Computer aided instruction for out-of-school children in {India}: {An} impact study in {Andhra} {Pradesh}}, copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.}, shorttitle = {Computer aided instruction for out -of -school children in {India}}, url = {https://www.proquest.com/docview/304493546/abstract/96CFD7A446444C9CPQ/1}, abstract = {India has the largest number of out-of-school children, the majority of whom are girls. Against this backdrop, the Bridges to the Future Initiative (BFI), a computer-aided instruction (CAI) intervention was launched in Andhra Pradesh to bring children back to school. The BFI used multimedia software to teach basic literacy and numeracy skills through interactive stories and activities, in the local language Telugu. The methodology employed in the study was a quasi experimental design on a sample of around 140 children (age range 7-19 years). The research study included BFI sites which offered two hours of CAI a day and comparison sites which provided five hours of teacher-based instruction (TBI) a day. According to several socio-economic indicators on the survey, the sample came from poor families with low literacy levels. Findings from the survey indicated that these out-of-school children had a positive attitude toward education and a favorable perception of educated people. A majority of the sample dropped out of school to assist with domestic tasks or family run businesses and did not earn wages. The impact analysis indicated that learning took place in both contexts and learners achieved similar learning gains between pretest and posttest. However, learners in the BFI intervention were learning at a faster pace per hour than learners in the comparison sites. Learners in the CAI intervention achieved similar gains as learners in the TBI intervention in one-third of the instruction time. As such, there is a strong case to be made for the BFI program being more efficient in raising levels of literacy and numeracy scores. Within the BFI intervention group, there was evidence to suggest that the number of days attended resulted in an increase in posttest scores, particularly in reading. Furthermore, older students in the BFI intervention had consistently shown higher gains in learning across reading, writing, math and information and communication technology (ICT) literacy domains. Finally, girls in the BFI sample outperformed the boys and the biggest difference in test scores was seen in Math. The impact of the BFI intervention could also be documented by the fact that approximately 45\% of the BFI sample returned to school in the next academic year. In sum, this research was one of the first to explore the context of out-of-school children in poor communities and the use of CAI in Telugu (local language) to bring these learners back to school. The results support the use of ICT with marginalized sections of society in developing countries in order to improve literacy skills. The findings of this study have the potential to inform policy makers on educational and gender equity issues.}, language = {English}, urldate = {2021-11-05}, school = {University of Pennsylvania}, author = {Karnati, Romilla}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JE6NXAA5 2405685:8XTQWYRM}, keywords = {Bridges to the Future Initiative, Computer-aided instruction, Education, India, Information and communication technologies, Information and communication technology (ICT), Literacy, Out-of-school children, School dropouts}, } @article{kayuni_teacher_2007, title = {Teacher {Turnover} in {Malawi}'s {Ministry} of {Education}: {Realities} and {Challenges}}, volume = {8}, issn = {1443-1475}, shorttitle = {Teacher {Turnover} in {Malawi}'s {Ministry} of {Education}}, url = {https://eric.ed.gov/?id=EJ841708}, abstract = {The teaching profession is no longer a concern of academicians but the public in general who yearn for positive results. Internationally, the profession is continuously beset by several serious problems. One of the most serious problems in the teaching profession is teacher turnover. Governments are finding it difficult to retain teachers in schools. In Malawi, this problem is profound and overwhelming, even by Sub-Saharan standards. The paper heavily relies on secondary data derived from general trends and observations of several research findings as well as government publications, newspapers and several academic papers. The paper argues that main cause of this problem in Malawi can be attributed to general poor working conditions. The paper further argues that retention measures derived by the Malawi government may take time to bear fruits and it is unlikely that they can seriously affect teachers positively because they do not address the basic immediate needs of the teachers. (Contains 1 footnote.)}, language = {en}, number = {1}, urldate = {2022-12-09}, journal = {International Education Journal}, author = {Kayuni, Happy and Tambulasi, Richard}, month = apr, year = {2007}, note = {Publisher: Australian and New Zealand Comparative and International Education Society ERIC Number: EJ841708 KerkoCite.ItemAlsoKnownAs: 2339240:FYJD5CWX 2405685:ZNEQ55JY}, keywords = {Developing Nations, Educational Development, Educational Policy, Faculty Mobility, Foreign Countries, Teacher Attitudes, Teacher Persistence, Teaching (Occupation), Teaching Conditions, ⛔ No DOI found}, pages = {89--99}, } @techreport{kelani_professional_2009, title = {A {Professional} {Development} {Study} of {Technology} {Education} in {Secondary} {Science} {Teaching} in {Benin}: {Issues} of {Teacher} {Change} and {Self}-{Efficacy} {Beliefs}}, language = {EN}, author = {Kelani, Razacki Raphael}, month = may, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2DHZ7BES}, pages = {222}, } @misc{kellogg_foundation_logic_2004, title = {Logic {Model} {Development} {Guide}}, url = {https://www.wkkf.org:443/resource-directory/resources/2004/01/logic-model-development-guide}, author = {Kellogg Foundation}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LXRICMA3 2405685:9PK6CPIK}, } @article{kendall_designing_2003, title = {Designing a research project: randomised controlled trials and their principles}, volume = {20}, copyright = {Copyright 2003 by the Emergency Medicine Journal}, issn = {1472-0205, 1472-0213}, shorttitle = {Designing a research project}, url = {https://emj.bmj.com/content/20/2/164}, doi = {10.1136/emj.20.2.164}, abstract = {The sixth paper in this series discusses the design and principles of randomised controlled trials.}, language = {en}, number = {2}, urldate = {2023-09-21}, journal = {Emergency Medicine Journal}, author = {Kendall, J. M.}, month = mar, year = {2003}, pmid = {12642531}, note = {Publisher: British Association for Accident and Emergency Medicine Section: Research series KerkoCite.ItemAlsoKnownAs: 10.1136/emj.20.2.164 2339240:A3E5UM75 2405685:S2NJ3SPQ}, keywords = {randomised controlled trials, research}, pages = {164--168}, } @misc{kenya_schoolnet_preparing_2003, title = {Preparing a {Workforce} for the {Evolving} {Information} {Economy}: {A} {Survey} on {ICT} {Access} and {Use} in {Kenya} {Secondary} {Schools}. {Summit} {Strategies} {Limited}, {Nairobi}.}, author = {Kenya Schoolnet}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EDR75JJ3 2405685:V9BHZ24Y}, } @article{kessler_short_2002, title = {Short screening scales to monitor population prevalances and trends in non-specific psychological distress}, volume = {32}, doi = {10.1017/S0033291702006074}, abstract = {A 10-question screening scale of psychological distress and a six-question short-form scale embedded within the 10-question scale were developed for the redesigned US National Health Interview Survey (NHIS). Initial pilot questions were administered in a US national mail survey (N = 1401). A reduced set of questions was subsequently administered in a US national telephone survey (N = 1574). The 10-question and six-question scales, which we refer to as the K10 and K6, were constructed from the reduced set of questions based on Item Response Theory models. The scales were subsequently validated in a two-stage clinical reappraisal survey (N = 1000 telephone screening interviews in the first stage followed by N = 153 face-to-face clinical interviews in the second stage that oversampled first-stage respondents who screened positive for emotional problems) in a local convenience sample. The second-stage sample was administered the screening scales along with the Structured Clinical Interview for DSM-IV (SCID). The K6 was subsequently included in the 1997 (N = 36116) and 1998 (N = 32440) US National Health Interview Survey, while the K10 was included in the 1997 (N = 10641) Australian National Survey of Mental Health and Well-Being. Both the K10 and K6 have good precision in the 90th-99th percentile range of the population distribution (standard errors of standardized scores in the range 0.20-0.25) as well as consistent psychometric properties across major sociodemographic subsamples. The scales strongly discriminate between community cases and non-cases of DSM-IV/SCID disorders, with areas under the Receiver Operating Characteristic (ROC) curve of 0.87-0.88 for disorders having Global Assessment of Functioning (GAF) scores of 0-70 and 0.95-0.96 for disorders having GAF scores of 0-50. The brevity, strong psychometric properties, and ability to discriminate DSM-IV cases from non-cases make the K10 and K6 attractive for use in general-purpose health surveys. The scales are already being used in annual government health surveys in the US and Canada as well as in the WHO World Mental Health Surveys. Routine inclusion of either the K10 or K6 in clinical studies would create an important, and heretofore missing, crosswalk between community and clinical epidemiology.}, number = {6}, journal = {Psychological Medicine}, author = {Kessler, Ronald and Andrews, Gavin and Colpe, Lisa and Hiripi, E and Mroczek, Daniel and Normand, Sharon-Lise and Walters, Ellen and Zaslavsky, Alan}, month = sep, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1017/S0033291702006074 2339240:INYZ8Z7T 2405685:5CNFKZP4}, pages = {959--76}, } @article{khamis_development_2004, title = {Development of a cadre of teacher educators: some lessons from {Pakistan}}, volume = {24}, issn = {0738-0593}, shorttitle = {Development of a cadre of teacher educators}, url = {http://www.sciencedirect.com/science/article/pii/S0738059303001536}, doi = {10.1016/j.ijedudev.2003.11.012}, abstract = {This article is based on an educational innovation, the creation of a cadre of teacher educators, in the developing world. Professional development teachers (PDT) were trained in an in-service two-year teacher education programme leading to a Masters of Education (M.Ed.) degree. The PDTs were expected to play three roles in their home schools upon completion of the degree programme: (a) exemplary teachers; (b) teacher educators; and (c) change agents within their home schools to effect improvement. This article reviews education in Pakistan and the innovations that have come to inform the need to focus on teacher education as a primary area of investment and presents findings of a three-year longitudinal study of a selection of PDTs trained at the Aga Khan University’s Institute for Educational Development (AKU-IED). The main findings of the study indicate that teachers benefited significantly as individuals with enhanced career prospects, identified themselves more and preferred the role of teacher educators as opposed to classroom-based teachers, and sought opportunities outside their own schools but their role as change agents was more limited. Those teachers who maintained links with their schools beyond the three-year bonding period (a condition of being admitted to study for the M.Ed.) varied in the extent to which they managed to initiate and sustain school improvement efforts as indicated by changes in the structures and relationships within schools affecting the teaching–learning offered to pupils.}, language = {en}, number = {3}, urldate = {2020-11-27}, journal = {International Journal of Educational Development}, author = {Khamis, Anil and Sammons, Pamela}, month = may, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2003.11.012 2339240:HZWD3HPL 2405685:VR29AWRC}, keywords = {Development, Educational policy, International education, Pakistan, School improvement, Teacher education}, pages = {255--268}, } @article{khamis_investigating_2007, title = {Investigating educational change: {The} {Aga} {Khan} {University} {Institute} for educational development teacher education for school improvement model}, volume = {27}, issn = {0738-0593}, shorttitle = {Investigating educational change}, url = {http://www.sciencedirect.com/science/article/pii/S0738059307000132}, doi = {10.1016/j.ijedudev.2006.12.006}, abstract = {This article continues the analyses of the impact of an innovative teacher education programme aimed at school improvement in a developing country context (A. Khamis, P. Sammons, 2004. The development of a cadre of teacher educators: some lessons from Pakistan. International Journal of Educational Development, 24(3), 255–268). Building on recent publications that have analysed outcomes of the teacher education programme and how the cadre of teacher educators has worked to initiate improvement in schools in Pakistan. The article considers the ‘teacher education for school improvement model’ based on findings from the case studies of nine co-operating school. Lessons are presented to further inform the development of teacher education programmes and the measurement of effectiveness of such programmes in developing country contexts. The article further considers relevant international research on educational change and reform to draw further lessons. These lessons include the need to pay greater attention to the cultural contexts and milieu in Pakistan, and the need to create models of school improvement and teacher education that originate within developing country contexts rather than the adaptation of European/North American models that are based on sources of data in those contexts. The article concludes by arguing for the need to develop better theoretical understandings from the current innovations underway and placing the onus on intervening agencies to better inform educational change strategies promoted in developing country contexts.}, language = {en}, number = {5}, urldate = {2020-11-27}, journal = {International Journal of Educational Development}, author = {Khamis, Anil and Sammons, Pamela}, month = sep, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2006.12.006 2339240:9NIU3EAU 2405685:AVG9NPXF}, keywords = {Developing countries, Educational change, Innovation, Pakistan, School improvement, Teacher education}, pages = {572--580}, } @techreport{khattak_research_2009, title = {Research in {Difficult} {Settings}: {Reflections} on {Pakistan} and {Afghanistan}}, url = {http://hdl.handle.net/10625/40067}, language = {en}, institution = {International Development Research Center (IDRC)}, author = {Khattak, Saba Gul}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XSWXCUZW 2405685:MES6JCMC}, keywords = {⛔ No DOI found}, } @techreport{khvilon_information_2002, title = {Information and communication technologies in teacher education: a planning guide}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000129533}, language = {en}, institution = {UNESCO}, author = {Khvilon, Evgueni and Patru, Mariana}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W28QNJG4 2534378:5M45SD5V}, keywords = {auto\_merged}, } @article{king_automation_2009, title = {The automation of science}, volume = {324}, doi = {10.1126/science.1165620}, language = {en}, number = {5923}, journal = {Science}, author = {King, R.D. and Rowland, J. and Oliver, S.G.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1126/science.1165620 2405685:2H439GC6 2486141:QY3VWCSF}, keywords = {\_Added-ailr-2024}, pages = {85--89}, } @techreport{kirk_building_2008, title = {Building back better: post-earthquake responses and educational challenges in {Pakistan}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000163575/PDF/163575eng.pdf.multi}, urldate = {2023-03-14}, institution = {UNESCO}, author = {Kirk, Jackie}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:86QE8UYC 2405685:IPHTPGVQ}, } @techreport{kitchenham_procedures_2004, type = {Joint {Technical} {Report}}, title = {Procedures for {Undertaking} {Systematic} {Reviews}}, number = {TR/SE-0401 and NICTA 0400011T}, author = {Kitchenham, B}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5JJ23PA7 2405685:4TPH9JT2}, } @techreport{kitchenham_guidelines_2007, title = {Guidelines for performing systematic literature reviews in software engineering}, url = {https://www.cs.auckland.ac.nz/~norsaremah/2007%20Guidelines%20for%20performing%20SLR%20in%20SE%20v2.3.pdf}, urldate = {2014-08-08}, institution = {Technical report, EBSE Technical Report EBSE-2007-01}, author = {Kitchenham, B and Charters, S}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2317526:HSIWMWZ4 2339240:N8YQHF8P 2405685:EDAG684W UA-06ccd9ca-95f9-4791-8ece-974e855c5c3e}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, P:Methods, Reviewed, publicImportV1}, } @book{kitchenham_guidelines_2007, title = {Guidelines for performing systematic literature reviews in software engineering}, language = {en}, publisher = {EBSE Technical Report}, author = {Kitchenham, BA and Charters, S}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ETPE564Y 2486141:KVCIQUQU}, } @article{kitchenham_systematic_2009, title = {Systematic literature reviews in software engineering -- a systematic literature review}, volume = {51}, issn = {09505849}, url = {https://www.cin.ufpe.br/~in1037/leitura/meta-systematic-reviews-kitchenham-jan09ist.pdf}, doi = {10.1016/j.infsof.2008.09.009}, abstract = {Background: In 2004 the concept of evidence-based software engineering (EBSE) was introduced at the ICSE04 conference. Aims: This study assesses the impact of systematic literature reviews (SLRs) which are the recommended EBSE method for aggregating evidence. Method: We used the standard systematic literature review method employing a manual search of 10 journals and 4 conference proceedings. Results: Of 20 relevant studies, eight addressed research trends rather than technique evaluation. Seven SLRs addressed cost estimation. The quality of SLRs was fair with only three scoring less than 2 out of 4. Conclusions: Currently, the topic areas covered by SLRs are limited. European researchers, particularly those at the Simula Laboratory appear to be the leading exponents of systematic literature reviews. The series of cost estimation SLRs demonstrate the potential value of EBSE for synthesising evidence and making it available to practitioners.}, language = {en}, number = {1}, urldate = {2021-06-13}, journal = {Information and Software Technology}, author = {Kitchenham, Barbara and Pearl Brereton, O. and Budgen, David and Turner, Mark and Bailey, John and Linkman, Stephen}, month = jan, year = {2009}, note = {Extra URL: https://linkinghub.elsevier.com/retrieve/pii/S0950584908001390 KerkoCite.ItemAlsoKnownAs: 10.1016/j.infsof.2008.09.009 2405685:UHB3JJEW 2534378:VLJPW5LY}, pages = {7--15}, } @article{klerk_mother-tongue_2002, title = {Mother-tongue education in {South} {Africa}: the weight of history}, shorttitle = {Mother-tongue education in {South} {Africa}}, doi = {10.1515/ijsl.2002.011}, author = {Klerk, Gerda de}, year = {2002}, note = {Publisher: Walter de Gruyter GmbH \& Co. KG Berlin, Germany KerkoCite.ItemAlsoKnownAs: 2405685:ZTHVXR99 4042040:RLJUURAA}, } @article{kozma_national_2005, title = {{NATIONAL} {POLICIES} {THAT} {CONNECT} {ICT}-{BASED} {EDUCATION}}, volume = {1}, url = {https://doi.org/10.17011/ht/urn.2005355}, doi = {10.17011/ht/urn.2005355}, number = {2}, journal = {Human Technology: An Interdisciplinary Journal on Humans in ICT Environments}, author = {Kozma, Robert}, year = {2005}, note = {zotzenLib.CopiedFrom: 2339240:XP4CBBBW KerkoCite.ItemAlsoKnownAs: 10.17011/ht/urn.2005355 2339240:XP4CBBBW 2405685:4IF64UER}, keywords = {\_imported}, pages = {117--156}, } @article{kozma_national_2005, title = {National {Policies} that {Connect} {ICT}-{Based} {Education} {Reform} to {Economic} and {Social} {Development}}, volume = {1}, copyright = {© 2005 Robert B. Kozma and the Agora Center, University of Jyväskylä}, url = {https://jyx.jyu.fi/handle/123456789/20179}, doi = {10.17011/ht/urn.2005355}, abstract = {Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported economic and social development in three national case studies: Singapore, Finland, and Egypt. It describes a systemic framework of growth factors and types of development that can be used to analyze national policies and connect ICT-based education reform to national economic and social development goals. And it discusses how the coordination of policies within and across ministries can support a nation’s efforts to improve economic and social conditions. The paper highlights special concerns and challenges of developing countries.}, language = {eng}, number = {2}, urldate = {2019-08-08}, journal = {Human Technology: An Interdisciplinary Journal on Humans in ICT Environments}, author = {Kozma, Robert B.}, year = {2005}, note = {shortDOI: 10/gf54xx KerkoCite.ItemAlsoKnownAs: 10.17011/ht/urn.2005355 10/gf54xx 2339240:U6EMQ8ZJ 2339240:XP4CBBBW 2405685:4IF64UER 2405685:MUCISL2Q}, pages = {117--156}, } @book{kratli_mobile_2009, address = {London}, title = {Mobile pastoralists and education: strategic options}, isbn = {978-1-84369-759-6}, shorttitle = {Mobile pastoralists and education}, url = {https://pubs.iied.org/pdfs/10021IIED.pdf?}, language = {en}, publisher = {International Institute for Environment and Development (UK)}, author = {Krätli, Saverio and Dyer, Caroline}, year = {2009}, note = {OCLC: 530332024 KerkoCite.ItemAlsoKnownAs: 2339240:9K8YBQ5V 2405685:9UUV7432}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{kratli_mobile_2009, address = {London}, title = {Mobile pastoralists and education: strategic options}, shorttitle = {Mobile pastoralists and education}, url = {https://pubs.iied.org/10021IIED/}, language = {en}, institution = {International Institute for Environment and Development (UK)}, author = {Krätli, Saverio and Dyer, Caroline}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VM5C8CTC 2405685:67CTNWXD}, keywords = {\_\_\_working\_potential\_duplicate}, } @book{kratli_mobile_2009, address = {London}, title = {Mobile pastoralists and education: strategic options}, isbn = {978-1-84369-759-6}, shorttitle = {Mobile pastoralists and education}, url = {https://pubs.iied.org/pdfs/10021IIED.pdf?}, language = {en}, publisher = {International Institute for Environment and Development (UK)}, author = {Krätli, Saverio and Dyer, Caroline}, year = {2009}, note = {OCLC: 530332024 KerkoCite.ItemAlsoKnownAs: 2339240:9K8YBQ5V 2405685:9UUV7432}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{kratli_mobile_2009, address = {London}, title = {Mobile pastoralists and education: strategic options}, shorttitle = {Mobile pastoralists and education}, url = {https://pubs.iied.org/10021IIED/}, language = {en}, institution = {International Institute for Environment and Development (UK)}, author = {Krätli, Saverio and Dyer, Caroline}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VM5C8CTC 2405685:67CTNWXD}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{kurtz_new_2003, title = {The new dynamics of strategy: {Sense}-making in a complex and complicated world}, volume = {31}, shorttitle = {The new dynamics of strategy}, doi = {10.1109/EMR.2003.24944}, abstract = {In this paper, we challenge the universality of three basic assumptions prevalent in organizational decision support and strategy: assumptions of order, of rational choice, and of intent. We describe the Cynefin framework, a sense-making device we have developed to help people make sense of the complexities made visible by the relaxation of these assumptions. The Cynefin framework is derived from several years of action research into the use of narrative and complexity theory in organizational knowledge exchange, decision-making, strategy, and policy-making. The framework is explained, its conceptual underpinnings are outlined, and its use in group sense-making and discourse is described. Finally, the consequences of relaxing the three basic assumptions, using the Cynefin framework as a mechanism, are considered.}, journal = {Engineering Management Review, IEEE}, author = {Kurtz, C.F. and Snowden, David}, month = feb, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/EMR.2003.24944 2339240:AKCR93A7 2405685:4PL7GJAU}, keywords = {\_THEME: Teacher Professional Development}, pages = {110--110}, } @techreport{kusek_ten_2004, address = {Washington D.C.}, title = {Ten {Steps} to a {Results}-{Based} {Monitoring} and {Evaluation} {System}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/14926/296720PAPER0100steps.pdf?sequence=1}, urldate = {2021-10-08}, institution = {World Bank}, author = {Kusek, Jody Zall and Rist, Ray C.}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XAXKEKN4 2405685:VNDL6ZUX}, } @article{lai_affordances_2007, title = {Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices}, volume = {23}, doi = {10.1111/j.1365-2729.2007.00237.x}, number = {4}, journal = {Journal of Computer Assisted Learning}, author = {Lai, C-H and Yang, J-C and Chen, F-C and Ho, C-W and Chan, T-W}, year = {2007}, note = {00128 shortDOI: 10/b9gjjp KerkoCite.ItemAlsoKnownAs: 10/b9gjjp 2129771:WLJT7DZ7 2405685:JL2LF9RS}, pages = {326--337}, } @article{lakhan_open_2008, title = {Open {Source} {Software} in {Education}}, volume = {31}, copyright = {Creative Commons Attribution-Share Alike 3.0 license}, url = {https://er.educause.edu/-/media/files/article-downloads/eqm0824.pdf}, abstract = {Educational institutions have rushed to put their academic resources and services online, bringing the global community onto a common platform and awa}, language = {en}, number = {2}, urldate = {2020-09-15}, journal = {EDUCAUSE Quarterly}, author = {Lakhan, Shaheen E. and Jhunjhunwala, Kavita}, month = may, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PCFNCUP7}, keywords = {⛔ No DOI found}, } @book{lankshear_digital_2008, title = {Digital {Literacies}: {Concepts}, {Policies} and {Practices}}, isbn = {978-1-4331-0169-4}, shorttitle = {Digital {Literacies}}, abstract = {This book brings together a group of internationally-reputed authors in the field of digital literacy. Their essays explore a diverse range of the concepts, policies and practices of digital literacy, and discuss how digital literacy is related to similar ideas: information literacy, computer literacy, media literacy, functional literacy and digital competence. It is argued that in light of this diversity and complexity, it is useful to think of digital literacies - the plural as well the singular. The first part of the book presents a rich mix of conceptual and policy perspectives; in the second part contributors explore social practices of digital remixing, blogging, online trading and social networking, and consider some legal issues associated with digital media.}, language = {en}, publisher = {Peter Lang}, author = {Lankshear, Colin and Knobel, Michele}, year = {2008}, note = {Google-Books-ID: doVQq67wWSwC KerkoCite.ItemAlsoKnownAs: 2339240:M2KPWTSY 2405685:W2ZFAFBN}, keywords = {Computers / Interactive \& Multimedia, Computers / Social Aspects}, } @techreport{lansdown_can_2005, title = {Can you hear me?: the right of young children to participate in decisions affecting them}, url = {https://files.eric.ed.gov/fulltext/ED522740.pdf}, urldate = {2019-11-05}, author = {Lansdown, Gerison}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SBQ3WJRN 2405685:9G64DTSX 503888:K4ISM9EX}, keywords = {CitedIn:eCubed, eCubed}, } @book{lansdown_childrens_2001, address = {London}, title = {Children's rights: a second chance.}, isbn = {978-2-940217-12-0}, shorttitle = {Children's rights}, url = {https://resourcecentre.savethechildren.net/library/childrens-rights-second-chance}, language = {en}, publisher = {International Save the Children Alliance}, author = {Lansdown, Gerison}, year = {2001}, note = {OCLC: 920940678 KerkoCite.ItemAlsoKnownAs: 2339240:FY57G3RB 2405685:3XEPMABU 503888:3YRR8ICF}, } @techreport{lansdown_see_2009, title = {See me, hear me. {A} guide to using the {UN} {Convention} on the {Rights} of {Persons} with {Disabilities}}, url = {https://resourcecentre.savethechildren.net/node/1947/pdf/1947.pdf}, language = {en}, urldate = {2019-11-05}, institution = {Save the Children}, author = {Lansdown, Gerison}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5GFWUHXF 2405685:KCTNIF3M 503888:P78X4BL7}, keywords = {CitedIn:eCubed, eCubed}, } @book{lansdown_evolving_2005, address = {Florence}, series = {Save the children}, title = {The evolving capacities of the child}, isbn = {978-88-89129-15-9}, url = {https://www.unicef-irc.org/publications/pdf/evolving-eng.pdf}, language = {en}, publisher = {UNICEF}, author = {Lansdown, Gerison}, year = {2005}, note = {OCLC: 255642685 KerkoCite.ItemAlsoKnownAs: 2339240:HMWKDBG6 2405685:GZXA3C2A 503888:KQYDLJY8}, } @article{larson_open_2008, title = {Open {Educational} {Resources} for {Blended} {Learning} in {High} {Schools}: {Overcoming} {Impediments} in {Developing} {Countries}}, volume = {12}, issn = {1939-5256}, shorttitle = {Open {Educational} {Resources} for {Blended} {Learning} in {High} {Schools}}, url = {https://eric.ed.gov/?id=EJ837471}, abstract = {With today's computer and telecommunications technologies, every young person can have a quality education regardless of his or her place of birth. This is the dream that Open Educational Resources (OERs), when viewed as a right rather than a privilege, are directed to realize. For developing countries, we propose a type of OER initiative that leverages not only technology but also the skills of the in-class teacher, that utilizes not only the Internet but also lower-tech delivery platforms, and that is created not only by developed countries of the West but also by educators in many countries worldwide. We outline the design of a cross-border, collaborative learning and teaching system called the Blended Learning Open Source Science or Math Studies Initiative (BLOSSOMS), with an associated partnership network established for its implementation in developing countries. BLOSSOMS is to develop a large, free repository of blended-learning video modules for high school math and science classes, created by gifted volunteer educators from around the world and designed to offer potentially transformative learning exercises that will enhance critical thinking skills and retain students' interest in math and science. The initiative has been designed and developed within a multinational network of partner organizations in the developing world, a characteristic that distinguishes it from many other OER projects.}, language = {en}, number = {1}, urldate = {2020-11-27}, journal = {Journal of Asynchronous Learning Networks}, author = {Larson, Richard C. and Murray, M. Elizabeth}, month = feb, year = {2008}, note = {Publisher: Sloan Consortium KerkoCite.ItemAlsoKnownAs: 2339240:5VQ32RRZ 2405685:WN423VFU}, keywords = {Asynchronous Communication, Barriers, Blended Learning, Cooperative Programs, Developing Nations, Educational Resources, Educational Technology, High Schools, Instructional Innovation, Learning Modules, Program Development, Shared Resources and Services, Social Networks, Video Technology, ⛔ No DOI found}, pages = {85--103}, } @techreport{leach_deep_2006, address = {London}, title = {{DEEP} {IMPACT}: an investigation of the use of information and communication technologies for teacher education in the global south}, url = {http://oro.open.ac.uk/17802/1/ReportFeb2006.pdf}, language = {en}, institution = {DFID}, author = {Leach, Jenny}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RQHCLU3T}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {158}, } @techreport{leach_deep_2006, address = {London}, title = {{DEEP} {IMPACT}: an investigation of the use of information and communication technologies for teacher education in the {Global} {South}}, url = {http://oro.open.ac.uk/17802/1/ReportFeb2006.pdf}, language = {en}, institution = {DFID}, author = {Leach, Jenny and Ahmed, Atef and Makalima, Shumi and Power, Tom}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RQHCLU3T 2405685:V427KR5D 2534378:7SP4UDPQ}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{lee_sisimpurs_2009, address = {New York}, title = {Sisimpur’s reach and educational impact: {Evidence} from a national longitudinal survey of a {Sesame} {Street} project in {Bangladesh}.}, institution = {Sesame Workshop}, author = {Lee, H.J.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KIX4GIDD 2405685:JU9AZWT2 4803016:35JDVYDE}, } @article{leu_comments_2009, title = {Comments on {Greenhow}, {Robelia}, and {Hughes}: expanding the {New} {Literacies} conversation}, volume = {38}, issn = {0013-189X}, shorttitle = {Comments on {Greenhow}, {Robelia}, and {Hughes}}, url = {https://doi.org/10.3102/0013189X09336676}, doi = {10.3102/0013189X09336676}, abstract = {Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009), suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.}, language = {en}, number = {4}, urldate = {2021-11-09}, journal = {Educational Researcher}, author = {Leu, Donald J. and O’Byrne, W. Ian and Zawilinski, Lisa and McVerry, J. Greg and Everett-Cacopardo, Heidi}, month = may, year = {2009}, note = {Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X09336676 2339240:G7HBV3LN 2405685:KGVLTZTW}, keywords = {literacy, new literacies, online reading comprehension, technology}, pages = {264--269}, } @techreport{leu_patterns_2004, title = {The {Patterns} and {Purposes} of {School}-based and {Cluster} {Teacher} {Professional} {Development} {Programs}}, url = {https://pdf.usaid.gov/pdf_docs/pnadd973.pdf}, institution = {USAID/EQUIP1}, author = {Leu, ELizabeth}, month = apr, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:QJLN9WJY}, } @techreport{leu_quality_2006, title = {Quality of {Education} and {Teacher} {Learning}: {A} {Review} of the {Literature}}, url = {https://www.edu-links.org/sites/default/files/media/file/EQUIP1_Quality_of_Education_and_Teacher_Learning__A_Review_of_the_Literature.pdf}, language = {en}, institution = {American Institutes for Research under the EQUIP1 LWA Academy for Educational Development}, author = {Leu, Elizabeth and Price-Rom, Alison}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K3KECM73 2405685:TTR5IKQQ}, pages = {28}, } @techreport{leu_quality_2006, title = {Quality of education and teacher learning: a review of the literature}, url = {https://www.edu-links.org/sites/default/files/media/file/EQUIP1_Quality_of_Education_and_Teacher_Learning__A_Review_of_the_Literature.pdf}, language = {en}, institution = {American Institutes for Research under the EQUIP1 LWA; U.S. Agency for International Development}, author = {Leu, Elizabeth and Price-Rom, Alison}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B7A7AZI7 2405685:7Z8J5D5F}, } @techreport{leu_quality_2006, title = {Quality of education and teacher learning: a review of the literature}, url = {https://www.edu-links.org/sites/default/files/media/file/EQUIP1_Quality_of_Education_and_Teacher_Learning__A_Review_of_the_Literature.pdf}, language = {en}, institution = {American Institutes for Research under the EQUIP1 LWA; U.S. Agency for International Development}, author = {Leu, Elizabeth and Price-Rom, Alison}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B7A7AZI7 2405685:7Z8J5D5F}, } @article{leuven_effect_2007, title = {The effect of extra funding for disadvantaged pupils on achievement}, volume = {89}, doi = {10.1162/rest.89.4.721}, number = {4}, journal = {The Review of Economics and Statistics}, author = {Leuven, Edwin and Lindahl, Mikael and Oosterbeek, Hessel and Webbink, Dinand}, year = {2007}, note = {Publisher: MIT Press KerkoCite.ItemAlsoKnownAs: 10.1162/rest.89.4.721 2339240:LF274ZEU 2405685:9HHD5MSV}, pages = {721--736}, } @article{levin_learning_2008, title = {Learning about {System} {Renewal}}, volume = {36}, doi = {10.1177/1741143207087778}, abstract = {Incl. bibl., abstract Our focus in this article is on the lessons learned about effective change from international experience with large-scale reform over the last 20 years. The central lesson now evident is that sustained improvement in student outcomes requires a sustained effort to change teaching and learning practices in thousands and thousands of classrooms, and this requires focused and sustained effort by all parts of the education system and its partners. Key components of this work include a small number of ambitious yet achievable goals, publicly stated; a positive stance with a focus on motivation; multi-level engagement with strong leadership and a "guiding coalition"; emphasis on capacity building with a focus on results; keeping a focus on key strategies while also managing other interests and issues; effective use of resources; and constant and growing transparency including public and stakeholder communication and feedback. Although we believe the use of change knowledge is increasing internationally, future prospects remain mixed because the work is hard to do.}, journal = {http://lst-iiep.iiep-unesco.org/cgi-bin/wwwi32.exe/[in=epidoc1.in]/?t2000=027046/(100)}, author = {Levin, Ben and Fullan, Michael}, month = apr, year = {2008}, note = {shortDOI: 10/dccxs9 KerkoCite.ItemAlsoKnownAs: 10.1177/1741143207087778 10/dccxs9 2339240:3LWL9VYA 2405685:J5NZ3E5U}, } @article{liberati_prisma_2009, title = {The {PRISMA} {Statement} for {Reporting} {Systematic} {Reviews} and {Meta}-{Analyses} of {Studies} {That} {Evaluate} {Health} {Care} {Interventions}: {Explanation} and {Elaboration}}, volume = {6}, issn = {1549-1676}, shorttitle = {The {PRISMA} {Statement} for {Reporting} {Systematic} {Reviews} and {Meta}-{Analyses} of {Studies} {That} {Evaluate} {Health} {Care} {Interventions}}, url = {https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1000100}, doi = {10.1371/journal.pmed.1000100}, abstract = {Alessandro Liberati and colleagues present an Explanation and Elaboration of the PRISMA Statement, updated guidelines for the reporting of systematic reviews and meta-analyses.}, language = {en}, number = {7}, urldate = {2021-06-08}, journal = {PLOS Medicine}, author = {Liberati, Alessandro and Altman, Douglas G. and Tetzlaff, Jennifer and Mulrow, Cynthia and Gøtzsche, Peter C. and Ioannidis, John P. A. and Clarke, Mike and Devereaux, P. J. and Kleijnen, Jos and Moher, David}, month = jul, year = {2009}, note = {Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pmed.1000100 2339240:6UIGEI94 2405685:5W5L99LJ}, keywords = {Clinical research design, Database searching, Medical risk factors, Metaanalysis, Publication ethics, Randomized controlled trials, Research reporting guidelines, Systematic reviews}, pages = {e1000100}, } @article{liberati_prisma_2009, title = {The {PRISMA} statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration.}, volume = {339}, doi = {10.1136/bmj.b2700}, abstract = {Systematic reviews and meta-analyses are essential to summarise evidence relating to efficacy and safety of healthcare interventions accurately and reliably. The clarity and transparency of these reports, however, are not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (quality of reporting of meta-analysis) statement-a reporting guideline published in 1999-there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realising these issues, an international group that included experienced authors and methodologists developed PRISMA (preferred reporting items for systematic reviews and meta-analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this explanation and elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA statement, this document, and the associated website (www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses.}, journal = {BMJ (Clinical research ed.)}, author = {Liberati, Alessandro and Altman, Douglas G. and Tetzlaff, Jennifer and Mulrow, Cynthia and Gøtzsche, Peter C. and Ioannidis, John P.A. and Clarke, Mike and Devereaux, P. J. and Kleijnen, Jos and Moher, David}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2700 2405685:IY3KR6K9}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @article{liberati_prisma_2009, title = {The {PRISMA} statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration.}, volume = {339}, doi = {10.1136/bmj.b2700}, abstract = {Systematic reviews and meta-analyses are essential to summarise evidence relating to efficacy and safety of healthcare interventions accurately and reliably. The clarity and transparency of these reports, however, are not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (quality of reporting of meta-analysis) statement-a reporting guideline published in 1999-there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realising these issues, an international group that included experienced authors and methodologists developed PRISMA (preferred reporting items for systematic reviews and meta-analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this explanation and elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA statement, this document, and the associated website (www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses.}, journal = {BMJ (Clinical research ed.)}, author = {Liberati, Alessandro and Altman, Douglas G. and Tetzlaff, Jennifer and Mulrow, Cynthia and Gøtzsche, Peter C. and Ioannidis, John P.A. and Clarke, Mike and Devereaux, P. J. and Kleijnen, Jos and Moher, David}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2700 2405685:IY3KR6K9}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{linacre_computer-adaptive_2000, title = {Computer-{Adaptive} {Testing}: {A} {Methodology} {Whose} {Time} {Has} {Come}}, author = {Linacre, John Michael}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8WUTNX5H 2405685:75GPIM95}, keywords = {⛔ No DOI found}, } @techreport{linden_complement_2008, title = {Complement or {Substitute}? {The} {Effect} of {Technology} on {Student} {Achievement} in {India}}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=https%3A%2F%2Fdocuments1.worldbank.org%2Fcurated%2Fen%2F804371468034237060%2Fpdf%2F448630NWP0Box31er17010Gyan0Shala111.pdf&clen=560959&chunk=true}, abstract = {Abstract: Using a pair of randomized evaluations, I evaluate a computer assisted learning program designed to reinforce students understanding of material presented in class. The program was implemented in both an in-school and out-of-school model allowing me to assess different strategies for integrating the technology into the existing schools. The effect of the program critically depends on the method of implementation. The program was a poor substitute for the teacher delivered curriculum and as a result, the in-school model caused students to learn significantly less than they otherwise would have learned (-0.57 standard deviations). When implemented as a complement to the normal program in the out-of-school model, however, the program generated average gains of 0.28 standard deviations reflecting small positive (but statistically insignificant) gains by most students and large positive gains by the weakest and older students in the class (from 0.4 to 0.69 standard deviations). The results emphasize the importance of understanding how new technologies and teaching methods both interact with existing resources and differentially affect students with different needs and abilities.}, language = {en}, number = {17}, institution = {World Bank}, author = {Linden, Leigh}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UNYD2PYZ 2339240:W5LJ3B2E 2405685:8ICCPSNR 2405685:BJL8IBBJ 2405685:DZJE7MAV}, keywords = {⛔ No DOI found}, pages = {38}, } @techreport{linden_double-shift_2001, title = {Double-{Shift} {Secondary} {Schools}: {Possibilities} and {Issues}}, url = {http://documents1.worldbank.org/curated/en/819151468740107174/pdf/multi0page.pdf}, author = {Linden, Toby}, month = aug, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8VG32CVC 2405685:RZP43K2T}, } @article{lovett_jime_2008, title = {{JIME} - {The} {Open} {Learning} {Initiative}: {Measuring} the {Effectiveness} of the {OLI} {Statistics} {Course} in {Accelerating} {Student} {Learning}}, volume = {2008}, copyright = {Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access ). All third-party images reproduced on this journal are shared under Educational Fair Use. For more information on Educational Fair Use , please see this useful checklist prepared by Columbia University Libraries . All copyright of third-party content posted here for research purposes belongs to its original owners. Unless otherwise stated all references to characters and comic art presented on this journal are ©, ® or ™ of their respective owners. No challenge to any owner’s rights is intended or should be inferred.}, issn = {1365-893X}, shorttitle = {{JIME} - {The} {Open} {Learning} {Initiative}}, url = {http://jime.open.ac.uk/articles/10.5334/2008-14/}, doi = {10.5334/2008-14}, abstract = {The Open Learning Initiative (OLI) is an open educational resources project at Carnegie Mellon University that began in 2002 with a grant from The William and Flora Hewlett Foundation. OLI creates web-based courses that are designed so that students can learn effectively without an instructor. In addition, the courses are often used by instructors to support and complement face-to-face classroom instruction. Our evaluation efforts have investigated OLI courses’ effectiveness in both of these instructional modes – stand-alone and hybrid. This report documents several learning effectiveness studies that were focused on the OLI-Statistics course and conducted during Fall 2005, Spring 2006, and Spring 2007. During the Fall 2005 and Spring 2006 studies, we collected empirical data about the instructional effectiveness of the OLI-Statistics course in stand-alone mode, as compared to traditional instruction. In both of these studies, in-class exam scores showed no significant difference between students in the stand-alone OLI-Statistics course and students in the traditional instructor-led course. In contrast, during the Spring 2007 study, we explored an accelerated learning hypothesis, namely, that learners using the OLI course in hybrid mode will learn the same amount of material in a significantly shorter period of time with equal learning gains, as compared to students in traditional instruction. In this study, results showed that OLI-Statistics students learned a full semester’s worth of material in half as much time and performed as well or better than students learning from traditional instruction over a full semester. Editor: Stephen Godwin (Open University, UK). Reviewers: Tim de Jong (Open University, NL), Elia Tomadaki (Open University, UK), and Stephen Godwin (Open University, UK). Interactive elements: A demonstration of the StatTutor statistics tutorial is available for playback from http://jime.open.ac.uk/2008/14/stattutor\_tour/ . The demonstration is in Flash format. http://jime.open.ac.uk/2008/14/stattutor\_tour/}, language = {en}, number = {1}, urldate = {2020-07-22}, journal = {Journal of Interactive Media in Education}, author = {Lovett, Marsha and Meyer, Oded and Thille, Candace}, month = may, year = {2008}, note = {Number: 1 Publisher: Ubiquity Press shortDOI: 10/ghcsxd KerkoCite.ItemAlsoKnownAs: 10/ghcsxd 2405685:U4FGVWP3}, keywords = {IDR, Mathematics Learning, case studies, design patterns, games, methodology, open learning, pattern languages}, pages = {Art. 13}, } @article{lu_digital_2001, title = {Digital {Divide} in {Developing} {Countries}}, volume = {4}, issn = {1097-198X}, url = {https://doi.org/10.1080/1097198X.2001.10856304}, doi = {10.1080/1097198X.2001.10856304}, number = {3}, urldate = {2021-02-15}, journal = {Journal of Global Information Technology Management}, author = {Lu, Ming-te}, month = jul, year = {2001}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/1097198X.2001.10856304 KerkoCite.ItemAlsoKnownAs: 10.1080/1097198X.2001.10856304 2339240:NRNWKC7T 2405685:92RTAQLI}, pages = {1--4}, } @article{luke_globalization_2007, title = {Globalization, corporatism, and critical language education}, volume = {1}, doi = {10.1080/19313150709336861}, number = {1}, journal = {International Multilingual Research Journal}, author = {Luke, Allan and Luke, Carmen and Graham, Phil}, year = {2007}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 2405685:G4MPSTII 4042040:WMA7NTXG}, pages = {1--13}, } @article{luppicini_systems_2005, title = {A systems definition of educational technology in society}, volume = {8}, abstract = {Conceptual development in the field of Educational Technology provides crucial theoretical grounding for ongoing research and practice. This essay draws from theoretical developments both within and external to the field of Educational Technology to articulate a systems definition of Educational Technology in Society. A systems definition of Educational Technology in Society is characterized as a goal oriented problem-solving approach utilizing tools, techniques, theories, and methods from multiple knowledge domains to: (1) design, develop, and evaluate, human and mechanical resources efficiently and effectively in order to facilitate and leverage all aspects of learning, and (2) guide change agency and transformation of educational systems and practices in order to contribute to influencing change in society. This paper offers valuable theoretical grounding to help guide researchers and leaders in the field.}, language = {en}, number = {3}, journal = {Journal of Educational Technology \& Society}, author = {Luppicini, Rocci}, year = {2005}, note = {Publisher: JSTOR KerkoCite.ItemAlsoKnownAs: 2339240:SYKIEW4D 2339240:VYPJNX5C 2405685:HQP2WIHL 2405685:S9RRRHTA}, keywords = {⚠️ Invalid DOI, ⛔ No DOI found}, pages = {103--109}, } @article{mahadeo_english_2006, title = {English {Language} {Teaching} in {Mauritius}: {A} {Need} for clarity of vision regarding {English} {Language} {Policy}}, url = {https://aaref.com.au/wp-content/uploads/2018/05/18-2.pdf}, language = {en}, number = {18}, journal = {The International Journal of Language, Society and Culture}, author = {Mahadeo, Satish Kumar}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7ALSDVWF 4042040:YJ6L3RJF}, keywords = {⛔ No DOI found}, } @techreport{mangesi_ict_2007, title = {{ICT} in {Education} in {Liberia}}, language = {en}, institution = {World Bank Group}, author = {Mangesi, Kofi}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:97GN7HVT 2405685:QQNTJEB4}, keywords = {⛔ No DOI found}, } @article{manson_simplifying_2001, title = {Simplifying complexity: a review of complexity theory}, volume = {32}, shorttitle = {Simplifying complexity}, doi = {10.1016/S0016-7185(00)00035-X}, number = {3}, journal = {Geoforum}, author = {Manson, Steven M.}, year = {2001}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0016-7185(00)00035-X 2339240:M75CLI22 2405685:GWZI6S5D}, pages = {405--414}, } @inproceedings{markauskaite_designing_2009, title = {Designing for complex {ICT}-based learning: understanding teacher thinking to help improve educational design}, language = {en}, author = {Markauskaite, Lina and Goodyear, Peter}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CVKX9PML 2405685:4SAUCKC2}, keywords = {⛔ No DOI found}, pages = {12}, } @article{martin_digeulit_2006, title = {{DigEuLit}: {Concepts} and {Tools} for {Digital} {Literacy} {Development}}, volume = {5}, issn = {null}, shorttitle = {{DigEuLit}}, url = {https://doi.org/10.11120/ital.2006.05040249}, doi = {10.11120/ital.2006.05040249}, abstract = {In the e-permeated society, a society also increasingly unpredictable and uncertain, “digital literacy” becomes not only a key factor in enabling participation in education, as well as employment and other aspects of social life, but also a means of gaining some understanding of the world. The DigEuLit project, funded by the EC eLearning Initiative, has a task of defining digital literacy and developing a framework and tools for digital literacy development in European educational settings. We have observed converging literacies which have gained new relevance in digital environments, and proposed a definition of digital literacy which focuses on the processes of using digital tools to support the achievement of goals in the individual’s life-situation. A suite of online tools is being developed to enable digital literacy progress to be tracked by teachers and learners, and evolution of these tools will continue beyond the life of the project.}, number = {4}, urldate = {2022-09-21}, journal = {Innovation in Teaching and Learning in Information and Computer Sciences}, author = {Martin, Allan and Grudziecki, Jan}, month = dec, year = {2006}, note = {Publisher: Routledge \_eprint: https://doi.org/10.11120/ital.2006.05040249 KerkoCite.ItemAlsoKnownAs: 10.11120/ital.2006.05040249 2339240:MYSWTRD6 2405685:PUWANT8R}, pages = {249--267}, } @article{maslowski_school_2001, title = {School {Culture} and {School} {Performance}: {An} {Explorative} {Study} into the {Organizational} {Culture} of {Secondary} {Schools} and {Their} {Effects}}, shorttitle = {School {Culture} and {School} {Performance}}, url = {https://www.researchgate.net/publication/33763280_School_Culture_and_School_Performance_An_Explorative_Study_into_the_Organizational_Culture_of_Secondary_Schools_and_Their_Effects}, abstract = {Thesis (doctoral)--University of Twente, 2001.}, author = {Maslowski, Ralf}, month = jan, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WFXGBIWJ 2405685:MVBNIFEF}, keywords = {⛔ No DOI found}, } @book{mason_complexity_2008, address = {Malden, MA}, title = {Complexity theory and the philosophy of education}, isbn = {978-1-4051-8042-9}, language = {en}, publisher = {Wiley-Blackwell}, editor = {Mason, Mark}, year = {2008}, note = {OCLC: 300093083 zotzenLib.CopiedFrom: 2339240:9CIZYUCK KerkoCite.ItemAlsoKnownAs: 2339240:9CIZYUCK 2405685:DCJSZV4C}, } @techreport{mattson_field-based_2006, title = {Field-{Based} {Models} of {Primary} {Teacher} {Training}: {Case} {Studies} of {Student} {Support} {Systems} from {Sub}-{Saharan} {Africa}}, language = {en}, institution = {Department for International Development}, author = {Mattson, Elizabeth}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:48KESELW}, keywords = {C:sub-Saharan Africa, ⛔ No DOI found}, } @book{maxwell_policy_2006, title = {Policy {Entrepreneurship} for {Poverty} {Reduction}}, isbn = {978-1-78044-563-2}, url = {https://practicalactionpublishing.com/book/1646/policy-entrepreneurship-for-poverty-reduction}, urldate = {2020-09-24}, publisher = {PRACTICAL ACTION PUBLISHING}, author = {Maxwell, Simon and Court, Julius}, month = dec, year = {2006}, doi = {10.3362/9781780445632}, note = {Pages: 1-160 KerkoCite.ItemAlsoKnownAs: 10.3362/9781780445632 2339240:HTYCQ2TU 2405685:F6IAFHD3}, } @article{mccormick_using_2008, title = {Using eco-mapping to understand family strengths and resources}, volume = {11}, url = {https://journals.sagepub.com/doi/10.1177/1096250607311932}, doi = {10.1177/1096250607311932}, number = {2}, journal = {Young Exceptional Children}, author = {McCormick, K and Stricklin, S and Nowak, T and Rous, B}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1096250607311932 2339240:P5GG4HK3 2405685:JQJRVE83}, } @book{mcfarlane_researching_2008, title = {Researching mobile learning-{Interim} report to {Becta}}, publisher = {UK: Becta}, author = {McFarlane, A and Triggs, P and Yee, W}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N4M9IQKC 2405685:4RENJPLQ}, } @techreport{mclaughlin_building_2009, type = {White {Paper}}, title = {Building {Quality} in {Summer} {Learning} {Programs}: {Approaches} and {Recommendations}}, language = {en}, institution = {The Wallace Foundation}, author = {McLaughlin, Brenda and Pitcock, Sarah}, month = sep, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HL4JUCJP 2405685:3M5GY93V}, keywords = {⛔ No DOI found}, pages = {39}, } @book{meadows_thinking_2008, title = {Thinking in systems: {A} primer}, shorttitle = {Thinking in systems}, publisher = {Chelsea Green Publishing}, author = {Meadows, Donella H.}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GEWWSVJ2 2405685:QCW9AAW9}, keywords = {\_C:Austria AUT, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Egypt EGY, \_C:France FRA, \_C:Germany DEU, \_C:Guatemala GTM, \_C:Hungary HUN, \_C:India IND, \_C:Iraq IRQ, \_C:Israel ISR, \_C:Japan JPN, \_C:Kuwait KWT, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:Poland POL, \_C:Romania ROU, \_C:South Africa ZAF, \_C:State of Palestine PSE, \_C:Sweden SWE, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:scheme:1}, } @article{medhi_text-free_2007, title = {Text-free user interfaces for illiterate and semiliterate users}, volume = {4}, issn = {1544-7529}, url = {https://doi.org/10.1162/itid.2007.4.1.37}, doi = {10.1162/itid.2007.4.1.37}, abstract = {We describe work toward the goal of a user interface (UI) designed such that even novice, illiterate users require absolutely no intervention from anyone at all to use. Our text-free UI is based on many hours of ethnographic design conducted in collaboration with a community of illiterate domestic laborers in three Bangalore slums. An ethnographic design process was used to understand what kind of application subjects would be interested in, how they respond to computing technology, and how they react to specific UI elements. We built two applications using these principles, one for job search for domestic laborers and another for a generic map that could be used for navigating a city. The resulting designs are based on key lessons that we gained through the design process. This article describes the design process, the design principles, which evolved out of the process, the final application designs, and results from initial user testing. Our results confirm previous work that emphasizes the need for semiabstracted graphics and voice feedback, but we additionally find that some aspects of design for illiterate users that have been previously overlooked (such as a consistent help feature). Results also show that the text-free designs are strongly preferred over standard text-based interfaces by the communities which we address and that they are potentially able to bring even complex computer functions within the reach of users who are unable to read.}, number = {1}, urldate = {2020-12-10}, journal = {Information Technologies and International Development}, author = {Medhi, Indrani and Sagar, Aman and Toyama, Kentaro}, month = oct, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/itid.2007.4.1.37 2339240:M358ZYM4 2405685:666MYDQ3}, pages = {37--50}, } @article{mennin_small-group_2007, title = {Small-group problem-based learning as a complex adaptive system}, volume = {23}, issn = {0742051X}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0742051X06002150}, doi = {10.1016/j.tate.2006.12.016}, abstract = {Small-group problem-based learning (PBL) is widely embraced as a method of study in health professions schools and at many different levels of education. Complexity science provides a different lens with which to view and understand the application of this method. It presents new concepts and vocabulary that may be unfamiliar to practitioners of small-group PBL and other educational methods. This article looks at small-group PBL from the perspective of complex adaptive systems (CAS). It begins with a brief review of the current understanding and practice of PBL. Next some of the characteristics of CAS are reviewed using examples from small-group PBL to illustrate how these characteristics are expressed in that context. The principles and the educational theory in which small-group PBL are embedded are related to CAS. Implications for health professions education are discussed.}, language = {en}, number = {3}, urldate = {2021-01-06}, journal = {Teaching and Teacher Education}, author = {Mennin, Stewart}, month = apr, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2006.12.016 2339240:6J33JNEG 2339240:KJUSTUD8 2405685:DNHIV4ZM 2405685:X6ZBQLYW}, pages = {303--313}, } @book{merriam_qualitative_2009, title = {Qualitative {Research}: {A} {Guide} to {Design} and {Implementation}}, abstract = {Praise for the Third Edition of Qualitative Research: "Sharan B. Merriam synthesizes twenty years of developments in qualitative research with clarity and acumen." ?Michael Quinn Patton, author, Qualitative Research and Evaluation Methods "Here is a qualitative research methods book that reinforces the connection between professional experience and qualitative inquiry." ?Robert Stake, author, The Art of Case Study Research and Multiple Case Study Analysis "In this new edition, Sharan Merriam once again presents the world of qualitative research in language engaging and accessible?for new and experienced readers alike. If you can have only one book about qualitative research, this is it!" ?Patricia M. Reeves, associate professor, School of Social Work, University of Georgia "Mystified by qualitative research? You couldn't ask for a better guide than Sharan Merriam, who introduces you to the fundamental concepts of this research method, explains its complex forms, and then shows you exactly how to do a high-quality qualitative study." ?M. Carolyn Clark, coeditor, The International Journal of Qualitative Studies in Education}, language = {en}, publisher = {John Wiley \& Sons}, author = {Merriam, Sharan B.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N3J2Y93P 2405685:7G2UTPZC}, keywords = {Education / General}, } @article{mertens_transformative_2007, title = {Transformative {Paradigm}: {Mixed} {Methods} and {Social} {Justice}}, volume = {1}, url = {https://www.researchgate.net/publication/240730451_Transformative_Paradigm_Mixed_Methods_and_Social_Justice}, doi = {10.1177/1558689807302811}, abstract = {The intersection of mixed methods and social justice has implications for the role of the researcher and choices of specific paradigmatic perspectives. The transformative paradigm with its associated philosophical assumptions provides a framework for addressing inequality and injustice in society using culturally competent, mixed methods strategies. The recognition that realities are constructed and shaped by social, political, cultural, economic, and racial/ethnic values indicates that power and privilege are important determinants of which reality will be privileged in a research context. Methodological inferences based on the underlying assumptions of the transformative paradigm reveal the potential strength of combining qualitative and quantitative methods. A qualitative dimension is needed to gather community perspectives at each stage of the research process, while a quantitative dimension provides the opportunity to demonstrate outcomes that have credibility for community members and scholars. Transformative mixed methodologies provide a mechanism for addressing the complexities of research in culturally complex settings that can provide a basis for social change. … Read more}, language = {en}, number = {3}, urldate = {2023-10-18}, journal = {Journal of Mixed Methods Research}, author = {Mertens, Donna}, month = jul, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1558689807302811 2339240:38S9CL6A 2405685:SJIPRXXD}, pages = {212--225}, } @article{michael_foster_coming_2004, title = {Coming to terms: {A} discussion of {John} {Ogbu}’s cultural-ecological theory of minority academic achievement}, volume = {15}, shorttitle = {Coming to terms}, doi = {10.1080/1467598042000313403}, number = {4}, journal = {Intercultural education}, author = {Michael Foster, Kevin}, year = {2004}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/1467598042000313403 2339240:4B6NB59T 2405685:ZQZ3YRB5}, pages = {369--384}, } @techreport{ministry_of_basic_education_sport_and_culture_namibia_2007, title = {Namibia: {ICT} {Policy} for {Education} {\textbar} {ICT} in education policy toolkit}, url = {https://en.unesco.org/icted/content/namibia-ict-policy-education}, urldate = {2022-12-02}, author = {{Ministry of Basic Education, Sport and Culture} and {Ministry of Higher Education, Training and Employment Creation}}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:F8N4EST5}, } @misc{ministry_of_communications_ghana_2003, title = {The {Ghana} {ICT} for {Accelerated} {Development} {Policy}}, url = {https://www.moc.gov.gh/sites/default/files/downloads/Ghana-ICTAD%20Policy-Master-final-2.pdf}, urldate = {2020-06-23}, author = {Ministry of Communications}, year = {2003}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:BN9JWVYJ}, } @misc{ministry_of_communications_and_transport_national_2003, title = {National {Information} and {Communications} {Technologies} {Policy}}, url = {http://www.ist-africa.org/home/files/Tanzania_ICTPolicy.pdf}, author = {Ministry of Communications {and} Transport}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q3S8XCT6 2405685:UR2SEGSC}, } @techreport{ministry_of_communications_and_transport_national_2003, title = {National {Information} and {Communications} {Technologies} policy}, url = {http://www.tzonline.org/pdf/ictpolicy2003.pdf}, urldate = {2020-11-18}, institution = {The United Republic of Tanzania}, author = {{Ministry of Communications and Transport}}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HSAWT33J 2405685:9M29LMJ5}, } @misc{ministry_of_communications_and_transport_national_2003, title = {National information and communications technology policy 2003}, url = {http://www.ist-africa.org/home/files/Tanzania_ICTPolicy.pdf}, author = {Ministry of Communications {and} Transport}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:52R7B8DQ 2405685:CKJ2LQHW}, } @techreport{ministry_of_education_national_2009, title = {National {Education} {Policy} 2009}, url = {http://itacec.org/document/2015/7/National_Education_Policy_2009.pdf}, urldate = {2020-07-21}, institution = {Government of Pakistan}, author = {{Ministry of Education}}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K3JILXD8 2405685:9ZZ2SVMJ 2405685:M94ZQF5Z}, } @techreport{ministry_of_education_and_federal_training_pakistan_national_2009, title = {National {Education} {Policy}}, url = {http://itacec.org/document/2015/7/National_Education_Policy_2009.pdf}, urldate = {2020-06-11}, author = {Ministry of Education {and} Federal Training (Pakistan)}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:C2TJ7SEC}, } @misc{ministry_of_education_and_vocational_training_education_2009, title = {Education and {Training} {Policy}}, url = {http://www.tzdpg.or.tz/fileadmin/documents/dpg_internal/dpg_working_groups_clusters/cluster_2/education/3-Core_Documents/Education_and_Training_Policy_2009-Translated_Draft.pdf}, author = {Ministry of Education {and} Vocational Training}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U2T3JYR8 2405685:NV4VKFX9}, } @techreport{ministry_of_education_and_vocational_training_education_2009, title = {Education and {Training} {Policy} 2009 -{Translated} {Draft}}, url = {http://www.tzdpg.or.tz/fileadmin/documents/dpg_internal/dpg_working_groups_clusters/cluster_2/education/3-Core_Documents/Education_and_Training_Policy_2009-Translated_Draft.pdf}, urldate = {2021-03-12}, institution = {United Republic of Tanzania}, author = {Ministry of Education {and} Vocational Training}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2TPZCUZ8 2405685:RNFHTS7E}, } @misc{ministry_of_education_and_vocational_training_information_2007, title = {Information and communication technology ({ICT}) policy for basic education}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/tanzania_ict_policy_for_basiceducation_2007.pdf}, author = {Ministry of Education {and} Vocational Training}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H8NR2XJW 2405685:XAH8WZ9L}, } @techreport{ministry_of_education_and_vocational_training_information_2007, address = {Dar es Salaam}, title = {Information \& {Communication} {Technology} ({ICT}) policy for {Basic} {Education}}, url = {http://www.moe.go.tz/sw/machapisho/send/27-policy-sera/219-ict-policy-for-basic-education-2007.html}, language = {EN}, urldate = {2021-01-15}, institution = {United Republic of Tanzania}, author = {{Ministry of Education and Vocational Training}}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D9RUP2XP 2405685:44KATUPE}, } @misc{ministry_of_education_and_vocational_training_moevt_inset_2008, title = {{INSET} {Strategy} and operational plan linked to the {Teacher} {Development} and {Management} {Strategy} ({TDMS}), 2008–2013}, publisher = {Dar es Salaam: Ministry of Education and Vocational Training.}, author = {{Ministry of Education and Vocational Training (MoEVT)}}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7JJ9TNCV 2405685:HK92J5MN}, } @misc{ministry_of_education_ghana_education_2003, title = {Education {Strategic} {Plan} 2003-2015}, url = {http://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ghana_education_strategic_plan.pdf}, language = {EN}, urldate = {2020-10-12}, publisher = {Government of Ghana}, author = {{Ministry of Education, Ghana}}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3E4MSS83 2405685:Y5U2RKSR}, } @techreport{ministry_of_education_ghana_education_2003, title = {Education {Strategic} {Plan} 2003–2015}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ghana_education_strategic_plan.pdf}, urldate = {2020-06-23}, author = {Ministry of Education, Ghana}, year = {2003}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:IEWJ6UV7}, } @misc{ministry_of_education_kenya_national_2006, title = {National {Information} and {Communication} {Technology} {Strategy} for {Education} and {Training}}, url = {http://nepadkenya.org/documents/MOE-ICT%20in%20Education.pdf}, urldate = {2020-07-01}, author = {Ministry of Education, Kenya}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ZTFFZSKR}, } @techreport{ministry_of_education_science_and_technology_kenya_2005, title = {Kenya {Education} {Sector} {Support} {Programme} 2005 - 2010}, language = {en}, author = {{Ministry of Education, Science and Technology}}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M9WKHV9E 4042040:6Z8AIIT7}, pages = {298}, } @techreport{ministry_of_finance_and_economic_planning_rwanda_2000, address = {Kigali}, title = {Rwanda {Vision} 2020}, url = {https://repositories.lib.utexas.edu/bitstream/handle/2152/5071/4164.pdf?sequence=1}, urldate = {2020-12-15}, institution = {Republic of Rwanda}, author = {{Ministry of Finance and Economic Planning}}, month = jul, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2BFX8SK3}, } @techreport{ministry_of_information_and_communications_national_2009, title = {National {ICT} {Policy} of {Sierra} {Leone}}, url = {https://www.ellipsis.co.za/wp-content/uploads/2016/07/SierraLeone.pdf}, language = {en}, institution = {Government of Sierra Leone}, author = {{Ministry of Information and Communications}}, month = oct, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GI5IQFVY 2405685:BVA56A3C}, keywords = {⛔ No DOI found}, pages = {63}, } @article{mitchell_lets_2008, title = {"{Let}'s not leave this problem": exploring inclusive education in rural {South} {Africa}}, volume = {38}, issn = {0033-1538, 0033-1538}, url = {https://www.academia.edu/14219181/_Let_s_not_leave_this_problem_exploring_inclusive_education_in_rural_South_Africa}, doi = {10.1007/s11125-008-9057-y}, abstract = {Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.}, language = {English}, number = {1}, journal = {Prospects: Quarterly Review of Comparative Education}, author = {Mitchell, Claudia and De Lange, Naydene and Thuy, Nguyen-Thi Xuan}, month = mar, year = {2008}, note = {Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/61950460?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-008-9057-y 2339240:BV8QZH7J 2405685:G5SZS5H6 2405685:X66PVJWQ 2534378:RJ6ZCAD4 2534378:TTCJ2RZE 2534378:WG3HWTSN}, keywords = {Access to Education, Acquired Immunodeficiency Syndrome (AIDS), Developing Nations, Disabilities, ERIC, Current Index to Journals in Education (CIJE), Education, Education reform, Educational Change, Educational Policy, Foreign Countries, Human immunodeficiency virus--HIV, Inclusive Schools, Mainstreaming, Multicultural education, Policymakers, Poverty, Researchers, Rural Areas, Rural areas, Social Attitudes, Social Bias, Social Isolation, Social Justice, Social activism, South Africa, Special Needs Students, Teacher Attitudes, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098725, \_\_finaldtb}, pages = {99--112}, } @techreport{miyazawa_literacy_2009, title = {Literacy {Promotion} through {Mobile} {Phones}}, url = {http://www.unesco.org.pk/education/documents/Project%20Brief%20Paper_ICT.pdf}, language = {en}, institution = {UNESCO}, author = {Miyazawa, Ichiro}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ITZEFIGS}, } @article{moher_prisma_2009, title = {{PRISMA}: {Preferred} {Reporting} {Items} for {Systematic} {Reviews} and {Meta}-{Analyses}}, volume = {6}, url = {http://www.prisma-statement.org/}, doi = {10.1371/journal.pmed100097}, abstract = {PRISMA is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses. PRISMA focuses on the reporting of reviews evaluating randomized trials, but can also be used as a basis for reporting systematic reviews of other types of research, particularly evaluations of interventions.}, number = {7}, urldate = {2019-07-18}, journal = {PLoS Med}, author = {Moher, D and Liberati, A and Altman, DG}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pmed100097 2339240:D6R5ZTGB 2405685:W8ACXNRM}, keywords = {THEME: Education management, ⚠️ Invalid DOI}, } @article{moher_preferred_2009, title = {Preferred reporting items for systematic reviews and meta-analyses: the {PRISMA} statement}, volume = {339}, issn = {1756-1833}, shorttitle = {Preferred reporting items for systematic reviews and meta-analyses}, url = {https://www.bmj.com/content/339/bmj.b2535}, doi = {10.1136/bmj.b2535}, abstract = {{\textless}p{\textgreater}\textbf{David Moher and colleagues} introduce PRISMA, an update of the QUOROM guidelines for reporting systematic reviews and meta-analyses{\textless}/p{\textgreater}}, language = {en}, urldate = {2020-12-10}, journal = {BMJ}, author = {Moher, David and Liberati, Alessandro and Tetzlaff, Jennifer and Altman, Douglas G.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2535 2339240:92S5HDHK 2405685:VPGSHUXL}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {b2535}, } @article{moher_preferred_2009, title = {Preferred reporting items for systematic reviews and meta-analyses: the {PRISMA} statement}, url = {https://www.bmj.com/content/339/bmj.b2535}, doi = {10.1136/bmj.b2535}, language = {en}, journal = {British Medical Journal}, author = {Moher, David and Liberati, Alessandro and Tetzlaff, Jennifer and Altman, Douglas G}, month = jul, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2535 2339240:59LXUVEU 2405685:T8R5AV4B 2534378:V3VIP5A2}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{moher_preferred_2009, title = {Preferred reporting items for systematic reviews and meta-analyses: the {PRISMA} statement}, url = {https://www.bmj.com/content/339/bmj.b2535}, doi = {10.1136/bmj.b2535}, language = {en}, journal = {British Medical Journal}, author = {Moher, David and Liberati, Alessandro and Tetzlaff, Jennifer and Altman, Douglas G}, month = jul, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.b2535 2339240:59LXUVEU 2405685:NV8VHX6N 2534378:V3VIP5A2}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{mohiuddin_urdu_2009, title = {Urdu version of {Sesame} {Street} from {April}}, url = {https://www.thenews.com.pk/archive/print/167150-urdu-version-of-sesame-street-from-april}, abstract = {Pakistani children would be able to watch the Urdu version of Sesame Street – the most-watched children’s television show in the world – five days a week on both PTV 1 and PTV 2...}, language = {en}, urldate = {2020-08-11}, journal = {The News International}, author = {Mohiuddin, Saeed}, month = mar, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JFFPPRY2}, } @article{mooij_modelling_2001, title = {Modelling and supporting {ICT} implementation in secondary schools}, volume = {36}, doi = {10.1016/S0360-1315(00)00068-3}, number = {3}, journal = {Computers \& Education}, author = {Mooij, Ton and Smeets, Ed}, year = {2001}, note = {Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0360-1315(00)00068-3 2339240:AGM87JMU 2405685:LATP6NIT}, pages = {265--281}, } @article{moon_schoolbased_2007, title = {School‐based teacher development in {Sub}‐{Saharan} {Africa}: building a new research agenda}, volume = {18}, issn = {0958-5176, 1469-3704}, shorttitle = {School‐based teacher development in {Sub}‐{Saharan} {Africa}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1080/09585170701590007}, doi = {10.1080/09585170701590007}, language = {en}, number = {3}, urldate = {2020-05-12}, journal = {The Curriculum Journal}, author = {Moon, Bob}, month = sep, year = {2007}, note = {shortDOI: 10/cdnf7g KerkoCite.ItemAlsoKnownAs: 10.1080/09585170701590007 10/cdnf7g 2405685:A94IN6L2}, pages = {355--371}, } @techreport{moon_designing_2005, title = {Designing {Open} and {Distance} {Learning} for {Teacher} {Education} in {Sub}-{Saharan} {Africa}: {A} toolkit for educators and planners}, url = {https://oro.open.ac.uk/8401/1/Teacher_education_Toolkit_May13.pdf}, urldate = {2020-05-16}, institution = {World Bank}, author = {Moon, Bob and Leach, Jenny and Stevens, Mary-Priscilla}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IIMIUDS2}, } @techreport{morpeth_open_2009, address = {Nepal}, title = {Open and distance learning for basic education in {South} {Asia}: its potential for hard-to-reach children and children in conflict and disaster areas.}, shorttitle = {Open and distance learning for basic education in {South} {Asia}}, url = {http://oro.open.ac.uk/25572/1/ODL_for_Hard_to_Reach_Children_Main__Report_.pdf}, language = {en}, institution = {United Nations Children's Fund}, author = {Morpeth, R and Creed, C and Cullen, J and Page, E and Raynor, J}, year = {2009}, note = {OCLC: 732344293 KerkoCite.ItemAlsoKnownAs: 2339240:QT6HVKXS 2405685:WLVSJWJH}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{morpeth_open_2009, address = {Nepal}, title = {Open and distance learning for basic education in {South} {Asia}: its potential for hard-to-reach children and children in conflict and disaster areas.}, shorttitle = {Open and distance learning for basic education in {South} {Asia}}, language = {en}, institution = {UNICEF}, author = {Morpeth, Ros and Creed, Charlotte and Cullen, Jane and Page, Elspeth and Raynor, Janet}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NJVAHKIY 2405685:4T4243XR}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{morris_radio_2009, title = {Radio {Instruction} to {Strengthen} {Education} ({RISE}) in {Zanzibar}. {Learning} gains assessment: more than child's play.}, url = {https://cupdf.com/document/radio-instruction-to-strengthen-education-rise-in-iddedcorgsitesiddedcorgfilesradio.html}, abstract = {Students at a RISE learning center, who now have access to an early childhood education. RADIO INSTRUCTION TO STRENGTHEN EDUCATION (RISE) IN ZANZIBAR LEARNING GAINS ASSESSMENT:…}, language = {en}, urldate = {2021-11-02}, institution = {Education Development Center, Inc. and Ministry of Education and Vocational Training}, author = {Morris, Emily and Philip, Miriam and Othman, Abrahman Faki and Mitchell, James and Quiones, Esteban J. and Leatxe, Denisse}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B9UUQVJH 2405685:9E3KIGN5}, } @incollection{morse_theoretical_2004, address = {Thousand Oaks}, title = {Theoretical {Saturation}}, url = {http://sk.sagepub.com/reference/socialscience/n1011.xml}, urldate = {2019-11-15}, booktitle = {The {SAGE} {Encyclopedia} of {Social} {Science} {Research} {Methods}}, publisher = {SAGE Publications, Inc.}, author = {Morse, Janice M.}, year = {2004}, doi = {10.4135/9781412950589.n1011}, note = {shortDOI: 10/ghgngx KerkoCite.ItemAlsoKnownAs: 10.4135/9781412950589.n1011 10/ghgngx 2339240:WU6CXMH6 2405685:35ISXFGA}, pages = {1123--1123}, } @article{morton_regression_2005, title = {Regression to the mean: treatment effect without the intervention}, volume = {11}, shorttitle = {Regression to the mean}, doi = {10.1111/j.1365-2753.2004.00505.x}, number = {1}, journal = {Journal of Evaluation in Clinical Practice}, author = {Morton, Veronica and Torgerson, David J.}, year = {2005}, note = {shortDOI: 10/ftt4qk KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2753.2004.00505.x 10/ftt4qk 2339240:9KBRFJE6 2405685:T5DCGNV9}, pages = {59--65}, } @article{mukama_interplay_2009, title = {The interplay between learning and the use of {ICT} in {Rwandan} student teachers' everyday practice}, volume = {25}, url = {https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2009.00326.x}, doi = {10.1111/j.1365-2729.2009.00326.x}, number = {6}, urldate = {2022-08-22}, journal = {Journal of Computer Assisted Learning}, author = {Mukama, E}, month = nov, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2009.00326.x 2339240:UKZXPXZF 2405685:RXKHESR8}, } @book{mulkeen_teachers_2009, title = {Teachers in {Anglophone} {Africa}: {Issues} in {Teacher} {Supply}, {Training}, and {Management}}, isbn = {978-0-8213-8053-6 978-0-8213-8071-0}, shorttitle = {Teachers in {Anglophone} {Africa}}, url = {http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-8053-6}, language = {en}, urldate = {2020-05-16}, publisher = {The World Bank}, author = {Mulkeen, Aidan}, month = dec, year = {2009}, doi = {10.1596/978-0-8213-8053-6}, note = {shortDOI: 10/bbrt3g KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-8053-6 10/bbrt3g 2405685:ZEPFSZBW}, } @article{murchan_teacher_2009, title = {Teacher learning and policy intention: selected findings from an evaluation of a large‐scale programme of professional development in the {Republic} of {Ireland}}, volume = {32}, issn = {0261-9768, 1469-5928}, shorttitle = {Teacher learning and policy intention}, url = {https://www.researchgate.net/publication/232831310_Teacher_learning_and_policy_intention_Selected_findings_from_an_evaluation_of_a_large-scale_programme_of_professional_development_in_the_Republic_of_Ireland}, doi = {10.1080/02619760903247292}, language = {en}, number = {4}, urldate = {2021-05-31}, journal = {European Journal of Teacher Education}, author = {Murchan, Damian and Loxley, Andrew and Johnston, Keith}, month = nov, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/02619760903247292 2339240:TT6DVECV 2405685:5VUMZ5WA}, } @article{murimba_impact_2005, title = {The impact of the {Southern} and {Eastern} {Africa} {Consortium} for {Monitoring} {Educational} {Quality} ({SACMEQ})}, volume = {35}, doi = {10.1007/s11125-005-6822-z}, number = {1}, journal = {Prospects}, author = {Murimba, S}, month = mar, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-005-6822-z 2339240:GTT4IHFP 2405685:P6WSGKA2}, pages = {91--108}, } @article{naismith_literature_2004, title = {Literature review in mobile technologies and learning}, url = {http://telearn.archives-ouvertes.fr/docs/00/19/01/43/PDF/Naismith_2004.pdf}, urldate = {2014-05-10}, author = {Naismith, Laura and Sharples, Mike and Vavoula, Giasemi and Lonsdale, Peter}, year = {2004}, note = {00662 KerkoCite.ItemAlsoKnownAs: 2129771:3BKJ5Q2K 2405685:LG3I5F3Y}, keywords = {⛔ No DOI found}, } @misc{national_commission_for_science_and_technology_policies_2002, title = {Policies and {Guidelines} {\textbar}}, url = {https://www.ncst.mw/policies-and-guidelines/}, urldate = {2022-11-02}, author = {National Commission for Science {and} Technology}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:45Q8MEPH 2405685:I6EUELAB}, } @incollection{nekatibeb_distance_2004, title = {Distance education in {Ethiopia}}, url = {https://files.eric.ed.gov/fulltext/ED495385.pdf}, booktitle = {D. {W}. {Chapman} \& {L}. {O}. {Mahlck} ({Eds}.). {Adapting} technology for school improvement: a global perspective}, publisher = {UNESCO and International Institute for Education Planning}, author = {Nekatibeb, Teshome and Tilson, Thomas}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:29YSSXX4}, pages = {123--148}, } @inproceedings{newell_user_2000, address = {New York, NY, USA}, series = {{CUU} '00}, title = {"{User} sensitive inclusive design" - in search of a new paradigm}, isbn = {978-1-58113-314-1}, url = {https://doi.org/10.1145/355460.355470}, doi = {10.1145/355460.355470}, abstract = {This paper considers appropriate research methodologies for the development of Universal Usability. It is written from the viewpoint of research which has the long term objective of developing technological systems for everyone, including people with disabilities. It considers whether new research paradigms are appropriate and how they are different from those used within traditional technological research. It suggests the development of a new paradigm of “User Sensitive Inclusive Design” which includes people with disabilities within a User Centred Design methodology, and recommends a collaborative approach to the development of such a methodology.}, urldate = {2021-04-29}, booktitle = {Proceedings on the 2000 conference on {Universal} {Usability}}, publisher = {Association for Computing Machinery}, author = {Newell, Alan F. and Gregor, Peter}, month = nov, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 10.1145/355460.355470 2339240:8MBZDCBK 2405685:LP4C6FMU}, keywords = {universal design, usability, user centered design}, pages = {39--44}, } @book{nutley_using_2007, title = {Using {Evidence}: {How} {Research} {Can} {Inform} {Public} {Services}}, isbn = {978-1-86134-664-3}, shorttitle = {Using {Evidence}}, url = {https://books.google.co.uk/books/about/Using_Evidence.html?id=UfMefp4rO9sC}, abstract = {This book provides a timely and novel contribution to understanding and enhancing evidence use. It builds on and complements the popular and best-selling What Works?: Evidence-based policy and practice in public services (Davies, Nutley and Smith, Policy Press, 2000), by drawing together current knowledge about how research gets used and how this can be encouraged and improved. In particular, the authors explore various multidiscipliary frameworks for understanding the research use agenda; consider how research use and the impact of research can be assessed; summarise the empirical evidence from the education, health care, social care and criminal justice fields about how research is used and how this can be improved and draw out practical issues that need to be addressed if research is to have greater impact on public services. Using evidence is important reading for university and government researchers, research funding bodies, public service managers and professionals, and students of public policy and management. It will also prove an invaluable guide for anyone involved in the implementation of evidence-based policy and practice.}, language = {en}, publisher = {Policy Press}, author = {Nutley, Sandra M. and Isabel, Walter and Davies, Huw T. O.}, month = mar, year = {2007}, note = {Google-Books-ID: UfMefp4rO9sC KerkoCite.ItemAlsoKnownAs: 2339240:ZMN2KQDV 2405685:NQSYULZI}, keywords = {Political Science / Public Affairs \& Administration, Political Science / Public Policy / General, Social Science / Sociology / General}, } @article{osullivan_development_2003, title = {The {Development} of {Effective} {Strategies} to {Teach} {Reading} among {Unqualified} {Primary} {Teachers} in a {Developing} {Country} {Context}}, volume = {11}, issn = {0966-9760, 1469-8463}, url = {https://www.tandfonline.com/doi/full/10.1080/09669760304702}, doi = {10.1080/09669760304702}, abstract = {The teaching of reading in primary classrooms in developing countries, particularly, the teaching of English reading to second-language pupils, receives very little attention in the literature. One notable study that highlighted the low standard of reading in developing countries claimed that the teaching of reading in these countries is in crisis (Williams, 1993). This can be attributed to teachers’ reliance on a rote memory approach to teaching reading. There is, however, very little research available on efforts that attempt to address this problem. This article emerged from a research study of an in-service programme in Namibia and it begins to address this gap. The programme, for mainly unqualified primary teachers, sought to develop teachers’ capacity to teach reading more effectively. It explored the usefulness of various Western strategies to teach reading, bearing the transfer issue in mind. The study highlighted the usefulness of an instructional structured reading lesson and explored the issue of prescription inherent in it. It also found that structured and bottom-up strategies were more effective than top-down strategies. However, the main lesson to be learned is that an eclectic approach to teaching reading, using strategies adapted to the realities within which teachers work, is useful in developing country contexts.}, language = {en}, number = {2}, urldate = {2020-05-15}, journal = {International Journal of Early Years Education}, author = {O'Sullivan, Margo}, month = jun, year = {2003}, note = {shortDOI: 10/fchgrn KerkoCite.ItemAlsoKnownAs: 10.1080/09669760304702 10/fchgrn 2405685:SCJ4ZCAV}, pages = {129--140}, } @article{osullivan_action_2002, title = {Action research and the transfer of reflective approaches to in-service education and training ({INSET}) for unqualified and underqualified primary teachers in {Namibia}}, volume = {18}, issn = {0742051X}, url = {http://eprints.teachingandlearning.ie/3359/1/O'Sullivan%202002.pdf}, doi = {10.1016/S0742-051X(02)00014-8}, abstract = {The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reflective approaches. This has undoubtedly influenced the relatively recent introduction of reflective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reflective approaches in the training of unqualified and underqualified primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reflective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reflection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved.}, language = {en}, number = {5}, urldate = {2021-06-10}, journal = {Teaching and Teacher Education}, author = {O’Sullivan, Margo C.}, month = jul, year = {2002}, note = {Extra URL: https://linkinghub.elsevier.com/retrieve/pii/S0742051X02000148 KerkoCite.ItemAlsoKnownAs: 10.1016/S0742-051X(02)00014-8 2339240:TEEMNCIK 2339240:TQI4YUMP 2405685:Q8N9AGMR 2405685:RPEHPJH5 2405685:UPFKVQ5A 2534378:G446AQHA}, pages = {523--539}, } @book{oecd_creating_2009, address = {Paris}, title = {Creating effective teaching and learning environments: first results from {TALIS}}, isbn = {978-92-64-05605-3}, shorttitle = {Creating effective teaching and learning environments}, language = {en}, publisher = {OECD}, editor = {OECD}, year = {2009}, note = {OCLC: 845567686 KerkoCite.ItemAlsoKnownAs: 2405685:9N4IMAQN}, keywords = {C:OECD countries}, } @techreport{oecd_teachers_2005, title = {Teachers matter: attracting, developing and retaining effective teachers}, shorttitle = {Teachers matter}, url = {https://www.oecd.org/education/school/34990905.pdf}, language = {en}, urldate = {2020-05-06}, institution = {OECD Publishing}, author = {{OECD}}, month = jun, year = {2005}, doi = {10.1787/9789264018044-en}, note = {Full report URL: https://www.oecd-ilibrary.org/education/teachers-matter-attracting-developing-and-retaining-effective-teachers\_9789264018044-en KerkoCite.ItemAlsoKnownAs: 10.1787/9789264018044-en 2339240:FTEGGPA6 2339240:TU4GDZTW 2405685:DD6X5JJQ}, } @techreport{oecd_new_2007, address = {Paris, France}, title = {The new millennium learners: {Emerging} issues from the first expert meeting}, url = {https://www.oecd.org/education/ceri/38444174.pdf}, institution = {Organisation for Economic Cooperation and Development (OECD)}, author = {OECD}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R9C4NL8M 2405685:HZ6N3ZN3}, } @techreport{ofsted_logical_2006, title = {The logical chain: continuing professional development in effective schools}, url = {https://dera.ioe.ac.uk/5999/1/The%20logical%20chain%20continuing%20professional%20development%20in%20effective%20schools%20(PDF%20format).pdf}, urldate = {2021-06-01}, author = {{Ofsted}}, month = jul, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6RVN2CE5 2405685:7W8DVFNS}, } @techreport{opfer_schools_2008, address = {London, UK}, title = {Schools and continuing professional development ({CPD}) in {England} – {State} of the {Nation} research project: survey report}, url = {https://www.researchgate.net/profile/David-Pedder/publication/242118392_Schools_and_continuing_professional_development_CPD_in_England_-_State_of_the_Nation_research_project/links/543a98b70cf204cab1daef5c/Schools-and-continuing-professional-development-CPD-in-England-State-of-the-Nation-research-project.pdf}, institution = {TDA}, author = {Opfer, D. and Pedder, D. and Lavicza, Z.}, year = {2008}, note = {URL is to 'Synthesis report'. KerkoCite.ItemAlsoKnownAs: 2339240:A77QXN4I 2405685:D7DC2JBK}, } @techreport{osborne_literature_2003, address = {Bristol}, title = {Literature {Review} in {Science} {Education} and the {Role} of {ICT}: {Promise}, {Problems} and {Future} {Directions}}, shorttitle = {Literature {Review} in {Science} {Education} and the {Role} of {ICT}: {Promise}, {Problems} and {Future} {Directions}}, url = {http://www.nestafuturelab.org/research/reviews/se01.htm}, number = {6}, urldate = {0025-01-06}, institution = {Nesta FutureLab}, author = {Osborne, J. and Hennessy, S.}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:A4LVVMFJ 2405685:KT9DD3YZ}, } @article{oyebade_applying_2001, title = {Applying the general systems theory to students'conflict management in {Nigeria}'s tertiary institutions}, volume = {1}, number = {1}, journal = {Lagos Journal of Educational Administration and Planning}, author = {Oyebade, S. A.}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:A2TBJ9CH 2405685:PP7FDCNC}, keywords = {⛔ No DOI found}, pages = {36--49}, } @article{ozok_comparative_2008, title = {A comparative study between tablet and laptop {PCs}: {User} satisfaction and preferences}, volume = {24}, doi = {10.1080/10447310801920524}, number = {3}, journal = {Intl. Journal of human–computer interaction}, author = {Ozok, A Ant and Benson, Dana and Chakraborty, Joyram and Norcio, Anthony F}, year = {2008}, note = {00047 shortDOI: 10/dhz4w2 KerkoCite.ItemAlsoKnownAs: 10/dhz4w2 2129771:7A88X7JK 2405685:KMK6IXCK}, pages = {329--352}, } @article{paas_optimising_2006, series = {Recent {Worked} {Examples} {Research}: {Managing} {Cognitive} {Load} to {Foster} {Learning} and {Transfer}}, title = {Optimising worked example instruction: {Different} ways to increase germane cognitive load}, volume = {16}, issn = {0959-4752}, shorttitle = {Optimising worked example instruction}, url = {http://www.sciencedirect.com/science/article/pii/S0959475206000181}, doi = {10.1016/j.learninstruc.2006.02.004}, abstract = {Worked examples are an effective instructional means to teach complex problem-solving skills. It has been argued that worked examples decrease extraneous load, enabling more Working Memory (WM) resources to be directed to activities that facilitate learning and transfer performance. Hence, cognitive load research has started to shift its focus towards finding instructional techniques that impose a germane cognitive load by stimulating the allocation of WM resources to such activities. This special issue provides an overview of recent experimental research on ways to further optimise the design and delivery of worked examples in order to foster learning and transfer.}, language = {en}, number = {2}, urldate = {2020-08-20}, journal = {Learning and Instruction}, author = {Paas, Fred and van Gog, Tamara}, month = apr, year = {2006}, note = {shortDOI: 10/bg2wtc KerkoCite.ItemAlsoKnownAs: 10.1016/j.learninstruc.2006.02.004 10/bg2wtc 2405685:GQ7VHTE3}, pages = {87--91}, } @misc{pandey_public_2008, title = {Public {Participation}, {Teacher} {Accountability}, and {School} {Outcomes}: {Findings} from {Baseline} {Surveys} in {Three} {Indian} {States}}, url = {https://openknowledge.worldbank.org/handle/10986/6346}, urldate = {2022-06-14}, author = {Pandey, Priyanka and Goyal, Sangeeta and Sundararaman, Venkatesh}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GCT8T9GY 2405685:YAWQIN6H}, } @book{paracka_athens_2006, title = {The {Athens} of {West} {Africa}: {A} {History} of {International} {Education} at {Fourah} {Bay} {College}, {Freetown}, {Sierra} {Leone}}, url = {https://www.routledge.com/The-Athens-of-West-Africa-A-History-of-International-Education-at-Fourah/Paracka-Jr/p/book/9781138987630}, abstract = {This book is about Fourah Bay College (FBC) and its role as an institution of higher learning in both its African and international context. The study traces the College's development through periods of missionary education (1816-1876), colonial education (1876-1938), and development education (1938-2001).}, author = {Paracka, Daniel J.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:993UCWCL 2405685:3CTGQYRP}, } @techreport{parliament_of_the_republic_of_ghana_ghana_2008, title = {Ghana {Education} {Act}, 2008}, url = {https://sapghana.com/data/documents/Education-Act-778.pdf}, urldate = {2020-06-23}, author = {Parliament of the Republic of Ghana}, year = {2008}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:F32Y6KU7}, } @article{pascarella_blogging_2009, title = {Blogging as a {Critical} {Praxis}: {Becoming} a {Critical} {Teacher} {Educator} in the {Ague} of {Participatory} {Culture}}, url = {https://escholarship.mcgill.ca/concern/file_sets/hh63sw768?locale=en}, urldate = {2022-08-22}, author = {Pascarella, John}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9JYTR4IK 2405685:V5UQRXDR}, keywords = {⛔ No DOI found}, } @phdthesis{pascarella_blogging_2009, type = {Ph.{D}.}, title = {Blogging as critical praxis: becoming a critical teacher educator in the age of participatory culture}, url = {https://escholarship.mcgill.ca/concern/theses/wp988k86s}, abstract = {This self-study of becoming a critical teacher educator extends the research on blogs as a vehicle of critical self-reflection in teaching and teacher education. While the primary focus of this thesis is a self-study of the process of becoming a teacher educator, the author presents findings based on discursive data collected from blogs produced by teacher candidates in two case studies, which inform this process of becoming. The case studies are represented as two “strands”: one carried out in Montréal, Quebec, Canada, at McGill University, and the other carried out near Durban, KwaZulu-Natal, South Africa, at the University of KwaZulu-Natal. Like prior studies involving the use of blogs in teacher preparation, this study examines pre-service teachers’ critical engagement with topics and issues endemic to their current field experiences and future careers in K-12 classrooms. The instructional techniques deployed in the case studies adhered to principles of modeling technology integration in order to transform teaching and learning activities by facilitating a learning environment for pre-service teacher candidates informed by the tenets of critical pedagogy. In this vein, this study examines the implementation of a particular instructional strategy, problem-posing pedagogy, as a practice that integrates the use of blogs to aid the achievement of pre-service teacher candidates’ “critical self-engagement” as well as contribute to the author’s development as a critical teacher educator.}, language = {English}, school = {McGill University}, author = {Pascarella, John}, year = {2009}, note = {ISBN: 978-0-494-61838-7 Publication Title: ProQuest Dissertations and Theses NR61838 Loc in Archive 305106950 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/305106950?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:3MNATQZE 2534378:IZK6PKSA 2534378:L3NWKKA3}, keywords = {0530:Teacher education, 0710:Educational technology, Blogging, Critical praxis, Culture, Education, Educational technology, Participatory culture, Teacher education, Teacher educator, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2097704, \_\_finaldtb}, } @book{paterson_meta-study_2001, title = {Meta-{Study} of {Qualitative} {Health} {Research}}, url = {https://us.sagepub.com/en-us/nam/meta-study-of-qualitative-health-research/book19552}, abstract = {A Practical Guide to Meta-Analysis and Meta-Synthesis}, language = {en-us}, urldate = {2019-11-15}, author = {Paterson, Barbara L. and Thorne, S.E. and Canam, C. and Jillings, C.}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P758YANY 2405685:LFHQ5544}, } @incollection{patrinos_maximising_2007, address = {Washington D.C.}, title = {Maximising the performance of education systems: {The} case of teacher absenteeism}, booktitle = {The {Many} {Faces} of {Corruption}: {Tracking} {Vulnerabilities} at the {Sector} {Level}}, publisher = {World Bank Group; Education Development Center}, author = {Patrinos, Harry and Kagia, Ruth}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YR6LJPJT 2405685:3UN8AR43}, } @incollection{paulson_tvet_2009, address = {London}, title = {{TVET} and community reintegration: exploring the connections in {Sierra} {Leone}'s {DDR} process}, volume = {2}, isbn = {978-1-4020-5280-4}, shorttitle = {{TVET} and community reintegration}, url = {http://researchspace.bathspa.ac.uk/2554/}, urldate = {2020-12-15}, booktitle = {International handbook of education for the changing world of work: bridging academic and vocational learning}, publisher = {Springer}, author = {Paulson, J.}, editor = {Maclean, R. and Wilson, D.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SI333Z4W}, } @techreport{pedder_schools_2008, title = {Schools and continuing professional development ({CPD}) in {England} - {State} of the {Nation} research project}, url = {https://www.researchgate.net/publication/242118392_Schools_and_continuing_professional_development_CPD_in_England_-_State_of_the_Nation_research_project}, institution = {Cambridge University and The Open University}, author = {Pedder, David and Storey, Anne and Opfer, V Darleen}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UJ6WMSC4 2405685:578A8A52 2534378:HW98HKEG 2534378:M79YITS6}, } @misc{petersen_waterfall_2009, title = {The {Waterfall} {Model} in {Large}-{Scale} {Development} {\textbar} {SpringerLink}}, url = {https://link.springer.com/chapter/10.1007/978-3-642-02152-7_29}, urldate = {2022-04-25}, author = {Petersen, Kai and Wohlin, Claes and Baca, Dejan}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CUTJVXRU 2405685:AAQZP9JA}, } @book{petticrew_systematic_2006, address = {Malden}, series = {Systematic reviews in the social sciences: {A} practical guide}, title = {Systematic reviews in the social sciences: {A} practical guide}, isbn = {978-1-4051-2110-1}, shorttitle = {Systematic reviews in the social sciences}, abstract = {This book is a guide to planning and conducting a particular type of literature review, one that is increasingly used as a scientific tool: the systematic literature review. The book is aimed at social science researchers, but it provides a more general discussion of systematic reviews for those who want to use and understand them, but don't necessarily want to do one themselves. Most of the recent interest in systematic reviews focuses on reviews of the effectiveness of interventions, reflected in the growth of initiatives like the Campbell and Cochrane Collaborations. This book therefore focuses on reviews of effectiveness, but not exclusively. Systematic reviews are also widely used to synthesize other sorts of evidence, for example in order to answer questions about etiology (causes of problems), or about people's experiences, and we discuss and present examples of such reviews. (PsycINFO Database Record (c) 2016 APA, all rights reserved)}, publisher = {Blackwell Publishing}, author = {Petticrew, Mark and Roberts, Helen}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WXDFWS9M 2405685:KTBSA4AP}, keywords = {Literature Review, Social Sciences}, } @techreport{pinnock_making_2008, title = {Making {Schools} {Inclusive} {How} change can happen}, url = {https://www.eenet.org.uk/resources/docs/Making%20schools%20inclusive%20SCUK.pdf}, institution = {Save the Children UK}, author = {Pinnock, H and Lewis, I}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MR5PYRAQ 2405685:NZTF5XG9}, } @article{ponitz_structured_2009, title = {A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes}, volume = {45}, issn = {0012-1649}, url = {https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2009-05916-001&site=ehost-live&scope=site}, doi = {10.1037/a0015365}, abstract = {The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of behavioral regulation in the fall predicted stronger levels of achievement in the spring and better teacher-rated classroom self-regulation (all ps {\textless} .01) but not interpersonal skills. Evidence for domain specificity emerged, in which gains in behavioral regulation predicted gains in mathematics but not in language and literacy over the kindergarten year (p {\textless} .01) after site, child gender, and other background variables were controlled. Discussion focuses on the importance of behavioral regulation for successful adjustment to the demands of kindergarten. (PsycINFO Database Record (c) 2017 APA, all rights reserved)}, number = {3}, urldate = {2019-11-04}, journal = {Developmental Psychology}, author = {Ponitz, Claire Cameron and McClelland, Megan M. and Matthews, J. S. and Morrison, Frederick J.}, month = may, year = {2009}, note = {shortDOI: 10/b5btgq KerkoCite.ItemAlsoKnownAs: 10.1037/a0015365 10/b5btgq 2009-05916-001 2339240:L45R4TY2 2405685:Z9ZG8DE2}, keywords = {Academic Achievement, Achievement, Attention, Child, Child, Preschool, Classroom Behavior, Cooperative Behavior, Female, Humans, Inhibition (Psychology), Internal-External Control, Interpersonal Influences, Interpersonal Relations, Kindergarten Students, Longitudinal Studies, Male, Mathematics, Observation Methods, Personality Assessment, Self-Regulation, Social Behavior, Social Control, Informal, Temperament, academic achievement, behavioral self-regulation, interpersonal skills, kindergarten, structured observation}, pages = {605--619}, } @article{poole_egra_2008, title = {{EGRA} {Liberia}: {Baseline} assessment of reading levels and associated factors}, shorttitle = {{EGRA} {Liberia}}, url = {https://www.rti.org/publication/egra-liberia}, abstract = {This document reports on the results of an Early Grade Reading Assessment (EGRA) study done in Liberia in June of 2008 as part of process of collaboration between the Ministry of Education, the World Bank, and USAID, with technical assistance provided under contract by RTI and its consultants and collaborators.This executive summary reproduced the logic of the entire report and is thus also a guide to the contents and layout of the report.This document first lays out the nature and content of the assessment instrument.}, language = {en}, urldate = {2020-07-30}, author = {Poole, Medina Korda and Crouch, Luis}, month = oct, year = {2008}, note = {Publisher: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org KerkoCite.ItemAlsoKnownAs: 2339240:TJIIZAQ8 2405685:KSLTEZMC}, keywords = {⛔ No DOI found}, } @article{porter_three_2009, title = {Three {Views} of {Systems} {Theories} and their {Implications} for {Sustainability} {Education}}, volume = {33}, doi = {10.1177/1052562908323192}, abstract = {Worldwide, there is an emerging interest in sustainability and sustainability education. A popular and promising approach is the use of systems thinking. However, the systems approach to sustainability has neither been clearly defined nor has its practical application followed any systematic rigor, resulting in confounded and underspecified recommendations. The purpose of this article is to extend the notion of systems thinking as it pertains to sustainability pedagogy. The authors draw from systems theory and other literatures to develop three broad approaches to systems thinking: functionalist, interpretive, and complex adaptive systems (CAS). Each perspective is examined regarding its conceptual underpinnings, implications for sustainability, and pedagogical goals, objectives, skills, and exemplar projects and activities. The authors' goal is to provide the reader with an immanently practical set of ideas and pedagogical tools that may be readily adopted by management educators in any discipline.}, journal = {Journal of Management Education}, author = {Porter, Terry and Córdoba, José-Rodrigo}, month = jun, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/1052562908323192 2339240:5HPUXINS 2405685:U496TYXX}, pages = {323--347}, } @article{potter_evaluating_2009, title = {Evaluating large‐scale interactive radio programmes}, volume = {30}, issn = {0158-7919}, url = {https://doi.org/10.1080/01587910902845980}, doi = {10.1080/01587910902845980}, abstract = {This article focuses on the challenges involved in conducting evaluations of interactive radio programmes in South Africa with large numbers of schools, teachers, and learners. It focuses on the role such large‐scale evaluation has played during the South African radio learning programme’s development stage, as well as during its subsequent sustained implementation phase. The model evolved for evaluation of interactive radio instruction is based within the context of a shoestring/real‐world evaluation tradition, where funding for internal evaluation has been limited over the period of the programme’s development to scale, necessitating focused use of resources in a longitudinal evaluation design. The evaluation approach is participatory and multimethod, linking the requirements of external summative evaluation conducted for accountability, with data yielded by internal (formative and developmental) evaluation. This is done through internal and formative evaluative studies of limited scope, combined with developmental classroom‐based evaluation based on the logic of project team members working with teachers to promote the programme’s self‐evaluative capacity.}, number = {1}, urldate = {2020-04-21}, journal = {Distance Education}, author = {Potter, Charles and Naidoo, Gordon}, month = may, year = {2009}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587910902845980 shortDOI: 10/ct47qx KerkoCite.ItemAlsoKnownAs: 10/ct47qx 2339240:RS87K3HC 2405685:62Z6BK9N}, keywords = {distance education, interactive radio instruction, large‐scale implementation, modalities, pedagogy, programme evaluation, shoestring/real‐world evaluation}, pages = {117--141}, } @techreport{powell_rethinking_2006, title = {Rethinking {Education} {Management} {Information} {Systems}: lessons from and options for less developed countries}, url = {https://www.infodev.org/infodev-files/resource/InfodevDocuments_504.pdf}, number = {6}, urldate = {2021-08-03}, institution = {InfoDev}, author = {Powell, Marcus}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D7B95ZM6 2405685:T67DWXBM}, } @techreport{powell_rethinking_2006, title = {Rethinking {Education} {Management} {Information} {Systems}: {Lessons} from and {Options} for {Less} {Developed} {Countries}}, shorttitle = {Rethinking {Education} {Management} {Information} {Systems}}, url = {https://www.infodev.org/articles/rethinking-education-management-information-systems-lessons-and-options-less-developed}, abstract = {Donors and planners often have unrealistic expectations about what can be achieved in a short time period and underestimate the challenges facing EMIS.}, language = {en}, urldate = {2022-05-31}, author = {Powell, Marcus}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RQI7KJCY 2405685:TVYWHVG3 4656463:IKM46ZNW}, } @techreport{powell_rethinking_2006, title = {Rethinking {Education} {Management} {Information} {Systems}: {Lessons} from and {Options} for {Less} {Developed} {Countries}}, shorttitle = {Rethinking {Education} {Management} {Information} {Systems}}, url = {https://www.infodev.org/articles/rethinking-education-management-information-systems-lessons-and-options-less-developed}, abstract = {Donors and planners often have unrealistic expectations about what can be achieved in a short time period and underestimate the challenges facing EMIS.}, language = {en}, urldate = {2022-05-31}, author = {Powell, Marcus}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RQI7KJCY 2405685:TVYWHVG3 4656463:IKM46ZNW}, } @article{prah_mother-tongue_2009, title = {Mother-tongue education in {Africa} for emancipation and development: {Towards} the intellectualisation of {African} languages}, shorttitle = {Mother-tongue education in {Africa} for emancipation and development}, journal = {Languages and education in Africa: A comparative and transdisciplinary analysis}, author = {Prah, Kwesi Kwaa}, year = {2009}, note = {Publisher: Symposium books Oxford KerkoCite.ItemAlsoKnownAs: 2405685:VRXH527K 4042040:FRQ62ZAC}, keywords = {⛔ No DOI found}, pages = {83--104}, } @article{prell_stakeholder_2009, title = {Stakeholder {Analysis} and {Social} {Network} {Analysis} in {Natural} {Resource} {Management}}, volume = {22}, issn = {0894-1920}, url = {https://doi.org/10.1080/08941920802199202}, doi = {10.1080/08941920802199202}, abstract = {The increasing use of stakeholder analysis in natural resource management reflects a growing recognition that stakeholders can and should influence environmental decision making. Stakeholder analysis can be used to avoid inflaming conflicts, ensure that the marginalization of certain groups is not reinforced, and fairly represent diverse interests. We present a case study from the Peak District National Park in the United Kingdom, where we used social network analysis to inform stakeholder analysis. This information helped us identify which individuals and categories of stakeholder played more central roles in the network and which were more peripheral. This information guided our next steps for stakeholder selection. The article ends with a discussion on the strengths and limitations of combining social network analysis with stakeholder analysis.}, number = {6}, urldate = {2021-05-10}, journal = {Society \& Natural Resources}, author = {Prell, Christina and Hubacek, Klaus and Reed, Mark}, month = jun, year = {2009}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/08941920802199202 zotzenLib.CopiedFrom: 2339240:TLSREEVC KerkoCite.ItemAlsoKnownAs: 10.1080/08941920802199202 2339240:TLSREEVC 2405685:W8IEPX5K}, keywords = {participatory resource management, social network analysis, stakeholder analysis}, pages = {501--518}, } @article{quartz_careers_2008, title = {Careers in {Motion}: {A} {Longitudinal} {Retention} {Study} of {Role} {Changing} {Among} {Early}-{Career} {Urban} {Educators}}, volume = {110}, shorttitle = {Careers in {Motion}}, doi = {10.1177/016146810811000102}, abstract = {Background/Context Teacher retention, especially of qualified teachers within high-poverty schools, is an issue of local, national, and international concern. School staffing research has typically examined two groups: those who remain in full-time classroom teaching versus those who quit teaching altogether. This article complicates the teacher staffing picture and adds a third category of attrition: role changing, which is the phenomenon of teachers shifting into nonteaching professional roles in the field of education. Purpose We asked what proportion of teacher career movement within our sample was attributable to leaving teaching versus role changing. Further, we wanted to know the influence of race/ethnicity, gender, credential type, and age on role-changing patterns. Research Design To deepen our understanding of teacher career patterns, we conducted a 6-year longitudinal study that involved collecting survey data on teacher career movement, school experiences, and attitudes from 838 well-prepared urban educators in their first through eighth career year. These educators had all completed master's degrees in the teacher education program of a high-status urban public university and all began their careers as teachers. After collecting the data, we documented and diagrammed career patterns. In addition, we analyzed the influence of select time invariant covariates on the hazard probabilities of both role changing and leaving education. Findings/Results The study found that not only did teachers move into a variety of non-teaching roles within the field of education, but they also followed diverse career “pathways” along the way. Survival analysis substantiated prior research showing that Latino teachers have lower attrition rates from the field of education compared with White teachers, but this effect disappeared for role changing with the field. In terms of gender, the men in our population were less likely to leave education entirely than women but more likely to leave teaching for a role change in career years 3–8. Teachers with single-subject (secondary) credentials were more likely than their colleagues who held multiple-subject (elementary) credentials to leave teaching for a role change in education. Conclusions/Recommendations Set within the framework of teacher professionalism, we argue that role changing is a form of sanctioned attrition and that understanding movement among roles within the educational workforce is essential for crafting policies and incentives to keep well-prepared teachers rooted in careers that serve the nation's most under-served students.}, journal = {Teachers College Record}, author = {Quartz, Karen and Thomas, Andrew and Anderson, Lauren and Masyn, Katherine and Lyons, Kimberly and Olsen, Brad}, month = jan, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1177/016146810811000102 2339240:ZSPZ3JAH 2405685:NKJ867DR}, } @incollection{rainey_work_2000, edition = {2}, title = {Work {Motivation}}, isbn = {978-0-429-27136-6}, abstract = {Motivation is one of the central topics in the social sciences, and work motivation plays a similarly central role in organizational behavior (OB). Work motivation has received as much intensive theoretical development as any topic in OB, and as this chapter will do, OB texts typically review a standard series of theories that have competed for acceptance among researchers. As with other major concepts, such as power, leadership, and attitude, scholars have exhaustively debated the proper definition of motivation, and have reported thousands of studies bearing on the topic.}, booktitle = {Handbook of {Organizational} {Behavior}, {Revised} and {Expanded}}, publisher = {Routledge}, author = {Rainey, Hal G.}, year = {2000}, note = {Num Pages: 24 KerkoCite.ItemAlsoKnownAs: 2339240:BG2MHHHK 2405685:5HFGLYKA}, } @book{ramalingam_tools_2006, address = {London, UK}, title = {Tools for knowledge and learning: a guide for development and humanitarian organizations}, isbn = {978-0-85003-813-2}, shorttitle = {Tools for knowledge and learning}, language = {en}, publisher = {Overseas Development Institute}, author = {Ramalingam, Ben}, year = {2006}, note = {OCLC: 749000861 KerkoCite.ItemAlsoKnownAs: 2339240:KAPZXX6J 2405685:4V6LJZNM}, } @book{raudenbush_hierarchical_2002, address = {Thousand Oaks}, edition = {2nd ed}, series = {Advanced quantitative techniques in the social sciences}, title = {Hierarchical linear models: applications and data analysis methods}, isbn = {978-0-7619-1904-9}, shorttitle = {Hierarchical linear models}, number = {1}, publisher = {Sage Publications}, author = {Raudenbush, Stephen W. and Bryk, Anthony S.}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D7DC3FM7 2405685:GYZU8953}, keywords = {Linear models (Statistics), Social sciences, Statistical methods}, } @incollection{ray_aspirations_2006, address = {New York}, title = {Aspirations, poverty, and economic change}, isbn = {978-0-19-530519-7}, url = {https://www.google.co.uk/books/edition/Understanding_Poverty/qVNLt3Cei1EC?hl=en&gbpv=0}, abstract = {This essay discusses a particular aspect of poverty: its close and brutal association with a failure of aspirations. This is not an assertion about individuals who are poor; it is a statement about the condition of poverty itself. Poverty stifles dreams, or at least the process of attaining dreams. Thus, poverty and the failure of aspirations may be reciprocally linked in a self-sustaining trap. This essay seeks to draw out various aspects of this theme and, in the process, to introduce and discuss an aspirations-based view of individual behavior.}, language = {eng}, urldate = {2022-03-04}, booktitle = {Understanding {Poverty}}, publisher = {Oxford University Press}, author = {Ray, Debraj}, year = {2006}, doi = {10.1093/0195305191.003.0028}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/0195305191.003.0028 2339240:2T4ZNREX 2405685:BNLHW8HH}, keywords = {aspirations failure, aspirations window, collective action, individual behavior, poor, social polarization}, pages = {409--422}, } @article{reinikka_local_2004, title = {Local capture: {Evidence} from a {Central} {Government} {Transfer} {Program} in {Uganda}}, volume = {119}, issn = {0033-5533, 1531-4650}, shorttitle = {Local {Capture}}, url = {https://academic.oup.com/qje/article-lookup/doi/10.1162/0033553041382120}, doi = {10.1162/0033553041382120}, language = {en}, number = {2}, urldate = {2022-04-07}, journal = {The Quarterly Journal of Economics}, author = {Reinikka, R. and Svensson, J.}, month = may, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.1162/0033553041382120 2339240:NGIU3QSU 2405685:48GSFZKE 4656463:NZK2ZBDS}, pages = {679--705}, } @misc{renault-lescure_langues_2009, title = {Langues et école en {Guyane}}, publisher = {L'Harmattan}, author = {Renault-Lescure, Odile and Migge, Bettina}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:655T4Y9E 4042040:NEF5UXZT}, } @book{renzulli_scales_2002, title = {Scales for {Rating} the {Behavioral} {Characteristics} of {Superior} {Students}. {Technical} and {Administration} {Manual}.}, isbn = {978-0-936386-90-4}, abstract = {This manual describes development and use of the revised "Scales for Rating the Behavioral Characteristics of Superior Students" (SRBCSS-R), a teacher judgment instrument appropriate for use as one measure in the identification of gifted students. Part 1 explains the judgmental and empirical procedures used to revise the items on the original SRBCSS-R and the methods for conducting two field test administrations of the revised scales. It also presents the results from the analyses and the reliability and validity evidence. Two tables summarize the construct validity data and the criterion-related data on teacher judgment measures. Part 2 provides instructions for administering and interpreting the SRBCSS-R and describes purposes for using the scales, guidelines for using the scales correctly, a teacher training exercise, and how to establish local norms. Five appendices include: the second field test version of the SRBCSS-R, a brief scale for rating student performance in a gifted program, a sample SRBCSS-R, the full teacher-training exercise for using the SRBCSS-R, guidelines for calculating local percentile rank norms, and an article, "A Practical System for Identifying Gifted and Talented Students" by Joseph S. Renzulli. (DB)}, language = {en}, urldate = {2022-01-16}, publisher = {ERIC}, author = {Renzulli, Joseph S. and Smith, Linda H. and White, Alan J. and Callahan, Carolyn M. and Hartman, Robert K. and Westberg, Karen L.}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7BLYH7Q8 2405685:HPMQJ44R}, keywords = {Ability Identification, Academically Gifted, Behavior Rating Scales, Elementary Secondary Education, Test Interpretation, Test Reliability, Test Validity, Testing}, } @book{richmond__2000, title = {The" thinking" in systems thinking: {Seven} essential skills}, shorttitle = {The" thinking" in systems thinking}, publisher = {Pegasus Communications}, author = {Richmond, Barry}, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4KMEV2W3 2405685:9WLQREGL}, } @article{ritter_effectiveness_2006, title = {The {Effectiveness} of {Volunteer} {Tutoring} {Programs}: {A} {Systematic} {Review}}, volume = {2006}, author = {Ritter, Gary and Denny, George and Albin, Ginger and Barnett, Joshua and Blankenship, Virginia}, month = jan, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WFIBLC8T 2405685:BSZTHPDM}, } @misc{robinson_summary_2009, title = {A summary of '{Diffusion} of innovations'}, url = {https://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf}, urldate = {2021-08-05}, author = {Robinson, Les}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QR5H3TLM 2405685:IGDMG7E5}, } @article{rogan_towards_2003, title = {Towards a theory of curriculum implementation with particular reference to science education in developing countries}, volume = {25}, issn = {0950-0693}, url = {https://doi.org/10.1080/09500690210145819}, doi = {10.1080/09500690210145819}, abstract = {Improving science education is often regarded as a priority for developing countries in order to promote longterm economic development. Thus initiatives, both government and foreign-aid sponsored, aimed at improving science education in developing countries abound. However, all too often the focus of such initiatives is limited to the development of science curricula, while the details of how the curricula will be implemented at school level are often neglected. This paper represents an effort to lay the groundwork for a theory of curriculum implementation with particular reference to developing countries. We have drawn on school development, educational change, and science education literature in order to develop three constructs that could form the heart of such a theory, namely, Profile of Implementation, Capacity to Innovate, and Outside Support. Six propositions are offered to suggest how the constructs may inter-relate as a basis for the development of the theory. The implementation of the natural sciences learning area of the South African Curriculum 2005 is used to illustrate the emerging theory.}, number = {10}, urldate = {2022-10-21}, journal = {International Journal of Science Education}, author = {Rogan, John M. and Grayson, Diane J.}, month = oct, year = {2003}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/09500690210145819 KerkoCite.ItemAlsoKnownAs: 10.1080/09500690210145819 2405685:HB99IFQ4}, pages = {1171--1204}, } @book{rogers_diffusion_2003, edition = {5}, title = {Diffusion of innovations}, url = {https://www.google.co.uk/books/edition/Diffusion_of_Innovations_5th_Edition/9U1K5LjUOwEC?hl=en&gbpv=0}, publisher = {Free Press}, author = {Rogers, Everett M.}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XXX6NG28 2405685:C7VSDJGX}, } @book{rose_universal_2006, title = {Universal {Design} for {Learning}: {Is} {It} for {Everyone}?}, isbn = {978-1-891792-30-4}, url = {https://eric.ed.gov/?id=ED515447}, abstract = {Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create universal access to educational curricula for all students, including those with disabilities. The "universal" in UDL does not mean there is a single optimal solution for everyone. Instead, it underscores the need for flexible approaches to teaching and learning that meet the needs of different kinds of learners. In this first UDL Reader, Anne Meyer and David H. Rose, cofounders of CAST, the educational nonprofit that developed the UDL framework, bring together a collection of articles on the practical, classroom dimensions of the UDL revolution in education. The authors offer insights on learner differences, the capacities of new media in the classroom, and effective teaching and assessment practices. The volume also includes lessons from teacher professional development workshops, classroom-based research, and UDL practitioners themselves. A highly readable volume aimed particularly at school teachers and administrators, this book is also an uncommonly accessible introduction to UDL for all readers committed to creating improved and universal access to educational materials for all students. Following a preface (Anne Meyer and David H. Rose), this book contains the following chapters: (1) Applying Universal Design for Learning in the Classroom (Peggy Coyne, Patricia Ganley, Tracey Hall, Grace Meo, Elizabeth Murray, and David Gordon); (2) A UDL Case Story and Model Lesson: Reading Challenges in Geography and Social Studies (The Staff at CAST); (3) Frequent Questions about Universal Design for Learning (Grace Meo); (4) A Level Playing Field: UDL in the Classroom (Lani Harac); (5) Teacher Perspectives: UDL in the Elementary Classroom (Kirsten Lee Howard); (6) Teacher Perspectives: Strategy Instruction Goes Digital (Nicole Strangman); (7) Implications of Universal Design for Learning for Classroom Assessment (David H. Rose and Robert P. Dolan); (8) The Promise of New Learning Environments for Students with Disabilities (Bart Pisha and Skip Stahl); (9) Transforming the Textbook to Improve Learning (Skip Stahl); (10) Engaging the Text: Brain Research and the Universal Design of Reading Strategy Supports (David H. Rose and Bridget Dalton); and (11) Teaching Internet Literacy Strategies: The Hero Inquiry Project (Maya B. Eagleton, Kathleen Guinee, and Karen Langlais). An index is also included.}, author = {Rose, D and Meyer, A}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RTHAM8C5 2405685:2IJJICCL}, } @incollection{roth_epistemic_2007, address = {New York}, title = {Epistemic mediation: {Video} data as filters for the objectification of teaching by teachers}, abstract = {Learning science researchers attempting to understand situated human practices traditionally have relied on ethnographic observation and field notes recorded after the events have occurred. However, as Jordan and Henderson articulated in the opening quote, they are faced with the gap between accounts of action and (situated) ac-tions themselves. The problem is heightened when learning science researchers become themselves participants in the setting under study. Thus, a number of learning science researchers-including Magdalene Lampert, Jim Minstrell, David Hammer, and myself-conducted research on cognition and instruction all the while teaching the lessons that are the focus of their studies. Furthermore, an increasing number of teachers continue their formal education and become learning science researchers and teach at elementary and secondary schools. Teacher-researchers are confronted with particular challenges arising from the fact that they are participants in rather than onlookers to the situation to be analyzed and theorized. They are interested rather than disinterested participants, and therefore have something at stake, which harbors particular dangers for the quality of the analyses of learning and instruction in their classrooms that accompany the analytic advantages that derive from their insider role (Roth \& Tobin, 2002). Video, as the second quote shows, provides opportunities to teacher-researchers to see themselves and their experiences differently, even pertaining to their own actions. In the second quote, Christina described how watching herself on videotape allowed her notice that she was standing a lot next to the chalkboard even when it was not used during interactions with students. That is, by means of the video, she became aware of her own actions in a different way.}, booktitle = {Video {Research} in the {Learning} {Sciences}}, publisher = {Routledge}, author = {Roth, Wolff-Michael}, editor = {Goldman, Ricki and Pea, Roy and Barron, Brigid and Derry, Sharon}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:MSWLJ5Z6}, } @techreport{rubagumya_three-tier_2007, address = {University of Dar es Salaam, Tanzania}, type = {Working {Paper}}, title = {A three-tier citizenship: can the state in {Tanzania} guarantee linguistic human rights?}, shorttitle = {A three-tier citizenship}, language = {en}, number = {5}, institution = {EdQual Research Programme Consortium}, author = {Rubagumya, Casmir M}, year = {2007}, note = {OCLC: 1045801457 KerkoCite.ItemAlsoKnownAs: 2339240:BNLYE2NE 2405685:BUDHVKXP}, } @article{rushton_construct_2004, title = {Construct {Validity} of {Raven}'s {Advanced} {Progressive} {Matrices} for {African} and {Non}-{African} {Engineering} {Students} in {South} {Africa}}, volume = {12}, issn = {1468-2389}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.0965-075X.2004.00276.x}, doi = {10.1111/j.0965-075x.2004.00276.x}, abstract = {We test the hypothesis that the Raven's Advanced Progressive Matrices has the same construct validity in African university students as it does in non-African students by examining data from 306 highly select 17- to 23-year olds in the Faculties of Engineering and the Built Environment at the University of the Witwatersrand (177 Africans, 57 East Indians, 72 Whites; 54 women, 252 men). Analyses were made of the Matrices scores, an English Comprehension test, the Similarities subscale from the South African Wechsler Adult Intelligence Scale, end-of-year university grades, and high-school grade point average. Out of the 36 Matrices problems, the African students solved an average of 23; East Indian students, 26; and White students, 29 (p{\textless}.001), placing them at the 60th, 71st, and 86th percentiles, respectively, and yielding IQ equivalents of 103, 108, and 118 on the 1993 US norms. The same pattern of group differences was found on the Comprehension Test, the Similarities subscale, university course grades, and high-school grade-point average. The items on the Matrices ‘behaved’ in the same way for the African students as they did for the non-African students, thereby indicating the test's internal validity. Item analyses, including a confirmatory factor analysis, showed that the African/non-African difference was most pronounced on the general factor of intelligence. Concurrent validity was demonstrated by correlating the Matrices with the other measures, both individually and in composite. For the African group, the mean r=.28, p{\textless}.05, and for the non-African group, the mean r=.27, p{\textless}.05. Although the intercepts of the regression lines for the two groups were significantly different, their slopes were not. The results imply that scores on the Raven's Matrices are as valid for Africans as they are for non-Africans.}, language = {en}, number = {3}, urldate = {2019-12-06}, journal = {International Journal of Selection and Assessment}, author = {Rushton, J. Philippe and Skuy, Mervyn and Bons, Trudy Ann}, year = {2004}, note = {shortDOI: 10/dcfdt2 KerkoCite.ItemAlsoKnownAs: 10.1111/j.0965-075x.2004.00276.x 10/dcfdt2 2339240:Y3T3Q6CX 2405685:KWTCKK28}, pages = {220--229}, } @article{ryan_intrinsic_2000, title = {Intrinsic and extrinsic motivations: classic definitions and new directions}, volume = {25}, issn = {0361-476X}, shorttitle = {Intrinsic and extrinsic motivations}, url = {https://www.sciencedirect.com/science/article/pii/S0361476X99910202}, doi = {10.1006/ceps.1999.1020}, abstract = {Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed.}, language = {en}, number = {1}, urldate = {2022-05-10}, journal = {Contemporary Educational Psychology}, author = {Ryan, Richard M. and Deci, Edward L.}, month = jan, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 10.1006/ceps.1999.1020 2339240:X6N9P7QB 2405685:QLADEWI4}, pages = {54--67}, } @misc{sadler_futility_2009, title = {The futility of attempting to codify academic achievement standards {\textbar} {SpringerLink}}, url = {https://link.springer.com/article/10.1007/s10734-013-9649-1}, urldate = {2022-06-24}, author = {Sadler, Royce}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WLDMM9AL 2405685:E3CC57J7}, } @article{sahni_using_2008, title = {Using {Digital} {Video} in {Rural} {Indian} {Schools}: {A} {Study} of {Teacher} {Development} and {Student} {Achievement}}, abstract = {This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400\% higher in English and almost 300\% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age.}, language = {en}, author = {Sahni, Urvashi and Gupta, Rahul and Hull, Glynda and Javid, Paul and Setia, Tanuja and Toyama, Kentaro and Wang, Randy}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E2UC5Z9S}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {30}, } @article{sahni_using_2008, title = {Using {Digital} {Video} in {Rural} {Indian} {Schools}: {A} {Study} of {Teacher} {Development} and {Student} {Achievement}}, abstract = {This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400\% higher in English and almost 300\% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age.}, language = {en}, author = {Sahni, Urvashi and Gupta, Rahul and Hull, Glynda and Javid, Paul and Setia, Tanuja and Toyama, Kentaro and Wang, Randy}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E2UC5Z9S}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {30}, } @inproceedings{sahni_using_2008, address = {New York}, title = {Using {Digital} {Video} in {Rural} {Indian} {Schools}: {A} {Study} of {Teacher} {Development} and {Student} {Achievement}}, url = {https://static1.squarespace.com/static/593ef400d2b85780fbc82544/t/5d700b1522833b0001a0181d/1567623958011/Using+Digital+Video+in+Rural+Indian+Schools+-+A+Study+of+Teacher+Development+and+Student+Achievement.pdf}, abstract = {This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400\% higher in English and almost 300\% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age.}, language = {en}, author = {Sahni, Urvashi and Gupta, Rahul and Hull, Glynda and Javid, Paul and Setia, Tanuja and Toyama, Kentaro and Wang, Randy}, month = mar, year = {2008}, note = {EdTechHub.ItemAlsoKnownAs:2405685:3F66MR43}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {30}, } @article{sampong_evaluative_2009, title = {An {Evaluative} {Study} of a {Distance} {Teacher} {Education} {Program} in a {University} in {Ghana}}, volume = {10}, issn = {1492-3831}, url = {http://www.irrodl.org/index.php/irrodl/article/view/725}, doi = {10.19173/irrodl.v10i4.725}, abstract = {The study used an adaptation of Provus’ discrepancy evaluation model to evaluate a distance teacher education program in the University of Cape Coast, the premier teacher education institution in Ghana. The study involved comparing performance data of the program as perceived by students and faculty/administrators to standards prepared from the program’s design. Performance data was obtained by administering two survey instruments to a random sample of students and faculty/administrators. Discrepancies between performance and standards were reported. The study concluded that although there were some discrepancies between program standards and performance the program is fulfilling its purpose of upgrading the professional and academic performance of a large number of teachers in the public K-8 schools in Ghana.}, language = {en}, number = {4}, urldate = {2020-05-16}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Sampong, Kwasi Addo}, month = sep, year = {2009}, note = {shortDOI: 10/gf7gv5 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.725 10/gf7gv5 2405685:6GPHTVKC}, } @inproceedings{sanchez_using_2009, title = {Using system dynamics to model student interest in science technology, engineering, and mathematics}, language = {en}, booktitle = {Proceedings of {The} 27th {International} {Conference} of the {System} {Dynamics} {Society}}, author = {Sanchez, H. Alex and Wells, Brian and Attridge, Joanne M.}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:ERANKEMP 2405685:XR5WTEMG}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {18}, } @inproceedings{sarfo_views_2007, address = {Nigata, Japan}, title = {The {Views} of {Educational} {Practitioners} in {Ghana} on {ICT} {Use} and {Instructional} {Design} {Practice} for {Promoting} {Quality} {Education}}, isbn = {978-0-7695-2916-5}, url = {http://ieeexplore.ieee.org/document/4281156/}, doi = {10.1109/icalt.2007.255}, abstract = {Many ICT boosters are of the view that ICT on its own can promote quality teaching and learning. In line with this metaphor, the need to provide computers in the classrooms often takes precedence over training teachers to acquire skills in instructional design. However, it is evident in the instructional technology literature that good design of the learning task by the teacher is the fundamental requirement for quality teaching. This study was intended to explore the views of 90 educational practitioners (students, teachers and policy makers) in Ghana on the use of ICT and good design of instruction by the teacher for quality teaching and learning. Five Point Likert-type scales were used for the data collection. The results of the study indicate that in Ghana students are not very certain as to whether ICT or teachers can facilitate the implementation of the first five principles of instruction for quality teaching and learning. Moreover, a great number of teachers and policy makers are of the view that teachers can facilitate the implementation of the first five principles of instruction better than an ICT. However, it was recommended by the students, teachers and policy makers that both teachers and students should be trained to use ICT to facilitate teaching and learning.}, language = {en}, urldate = {2020-03-17}, booktitle = {Seventh {IEEE} {International} {Conference} on {Advanced} {Learning} {Technologies} ({ICALT} 2007)}, publisher = {IEEE}, author = {Sarfo, Frederick Kwaku}, month = jul, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/icalt.2007.255 10/fpzwx6 2339240:85JT2CKA 2405685:L4RXKRZF}, pages = {775--779}, } @article{scher_professional_2009, title = {Professional {Development} for {K}–12 {Math} and {Science} {Teachers}: {What} {Do} {We} {Really} {Know}?}, volume = {2}, issn = {1934-5747, 1934-5739}, shorttitle = {Professional {Development} for {K}–12 {Math} and {Science} {Teachers}}, url = {http://www.tandfonline.com/doi/abs/10.1080/19345740802641527}, doi = {10.1080/19345740802641527}, abstract = {As investments in K–12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that explore mechanisms through which professional development programs influence teacher knowledge, teacher practices, and ultimately student achievement. We quantitatively pool the most rigorous evaluation research available to determine whether currently held beliefs in the field are supported by the evidence. Although this study does find some support for the guidance propounded by experts, it cautions policymakers and practitioners that the current evidence base is thin. We urge researchers to build on what we have learned through theory and practice to increase the rigor of evaluations on this important topic by incorporating valid and reliable measures of professional development components as well as valid measures of teacher knowledge and practices.}, language = {en}, number = {3}, urldate = {2020-05-15}, journal = {Journal of Research on Educational Effectiveness}, author = {Scher, Lauren and O'Reilly, Fran}, month = jul, year = {2009}, note = {shortDOI: 10/cxp3nf KerkoCite.ItemAlsoKnownAs: 10.1080/19345740802641527 10/cxp3nf 2405685:35I9GLWU}, keywords = {C:United States}, pages = {209--249}, } @book{schofield_achieving_2004, title = {Achieving {Equality} of {Student} {Internet} {Access} {Within} {Schools}.}, publisher = {American Psychological Association}, author = {Schofield, Janet Ward and Davidson, Ann Locke}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XUNMLW9M 2405685:QZQIJ954}, } @techreport{schwille_global_2007, address = {Paris}, title = {Global perspectives on teacher learning: improving policy and practice}, shorttitle = {Global perspectives on teacher learning: improving policy and practice}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000150261}, institution = {International Institute for Educational Planning}, author = {Schwille, J. and Dembélé, M.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R5FQ338D 2339240:FS3FY3F7 2405685:9WSGNMX9}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{schwille_global_2007, address = {Paris}, title = {Global perspectives on teacher learning: improving policy and practice}, shorttitle = {Global perspectives on teacher learning: improving policy and practice}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000150261}, institution = {International Institute for Educational Planning}, author = {Schwille, J. and Dembélé, M.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R5FQ338D 2339240:FS3FY3F7 2405685:9WSGNMX9}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{schwille_global_2007, title = {Global perspectives on teacher learning: improving policy and practice}, shorttitle = {Global perspectives on teacher learning}, url = {https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice}, abstract = {This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... {\textbar} Find, read and cite all the research you need on ResearchGate}, language = {en}, urldate = {2020-09-15}, journal = {UNESCO-IIEP}, author = {Schwille, Jack and Dembelé, Martial}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E54PCBBP 2534378:Q4HM2RDT}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{schwille_global_2007, title = {Global perspectives on teacher learning: improving policy and practice}, shorttitle = {Global perspectives on teacher learning}, url = {https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice}, abstract = {This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... {\textbar} Find, read and cite all the research you need on ResearchGate}, language = {en}, urldate = {2020-09-15}, journal = {UNESCO-IIEP}, author = {Schwille, Jack and Dembelé, Martial}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E54PCBBP 2534378:Q4HM2RDT}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{schwille_global_2007, title = {Global {Perspectives} on {Teacher} {Learning}: improving policy and practice {\textbar} {Request} {PDF}}, shorttitle = {Global {Perspectives} on {Teacher} {Learning}}, url = {https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice}, abstract = {Request PDF {\textbar} Global Perspectives on Teacher Learning: improving policy and practice {\textbar} Incl. bibl. This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... {\textbar} Find, read and cite all the research you need on ResearchGate}, language = {en}, urldate = {2020-09-15}, journal = {UNESCO-IIEP}, author = {Schwille, Jack and Dembelé, Martial}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AHQCWIAH 2534378:Q4HM2RDT}, keywords = {⛔ No DOI found}, } @book{schwille_global_2007, address = {Paris}, title = {Global perspectives on teacher learning: improving policy and practice}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000150261}, publisher = {UNESCO: International Institute for Educational Planning}, author = {Schwille, John and Dembélé, Martial}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XX6H8UUD}, keywords = {C:International, \_\_\_working\_potential\_duplicate}, } @article{segal_developing_2002, title = {Developing an {HIV}/{AIDS} {Education} {Curriculum} for {Takalani} {Sesame}, {South} {Africa}'s {Sesame} {Street}}, volume = {13}, issn = {1040-9289}, url = {https://doi.org/10.1207/s15566935eed1304_2}, doi = {10.1207/s15566935eed1304_2}, abstract = {The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them.}, number = {4}, urldate = {2020-03-25}, journal = {Early Education and Development}, author = {Segal, Lauren and Cole, Charlotte Frances and Fuld, Janice}, month = oct, year = {2002}, note = {shortDOI: 10/fhjtsf KerkoCite.ItemAlsoKnownAs: 10.1207/s15566935eed1304\_2 10/fhjtsf 2339240:VV58PTMZ 2339240:YD9NA82U 2405685:BSUIDDJH 2405685:BVB9XUXR 2405685:SDJSW8BC}, pages = {363--378}, } @book{selwyn_defining_2002, address = {Cardiff}, title = {Defining the {Digital} {Divide}: {Developing} a {Theoretical} {Understanding} of {Inequalities} in the {Information} {Age}}, isbn = {978-1-872330-96-9}, shorttitle = {Defining the {Digital} {Divide}}, language = {English}, publisher = {Cardiff University School of Social Sciences}, author = {Selwyn, Neil}, month = mar, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RQ3X93P5}, } @book{sen_development_2001, title = {Development as {Freedom}}, isbn = {978-0-19-289330-7}, abstract = {In Development as Freedom Amartya Sen explains how in a world of unprecedented increase in overall opulence millions of people living in the Third World are still unfree. Even if they are not technically slaves, they are denied elementary freedoms and remain imprisoned in one way or another by economic poverty, social deprivation, political tyranny or cultural authoritarianism. The main purpose of development is to spread freedom and its 'thousand charms' to the unfree citizens. Freedom, Sen persuasively argues, is at once the ultimate goal of social and economic arrangements and the most efficient means of realizing general welfare. Social institutions like markets, political parties, legislatures, the judiciary, and the media contribute to development by enhancing individual freedom and are in turn sustained by social values. Values, institutions, development, and freedom are all closely interrelated, and Sen links them together in an elegant analytical framework. By asking 'What is the relation between our collective economic wealth and our individual ability to live as we would like?' and by incorporating individual freedom as a social commitment into his analysis Sen allows economics once again, as it did in the time of Adam Smith, to address the social basis of individual well-being and freedom.}, language = {en}, publisher = {OUP Oxford}, author = {Sen, Amartya}, month = jan, year = {2001}, note = {Google-Books-ID: Qm8HtpFHYecC KerkoCite.ItemAlsoKnownAs: 2339240:9V25PEIJ 2405685:T9Y67E3I}, keywords = {Business \& Economics / Economics / General, Political Science / General}, } @article{sendi_affordability_2001, title = {Affordability and cost-effectiveness: decision-making on the cost-effectiveness plane}, volume = {10}, issn = {1057-9230}, shorttitle = {Affordability and cost-effectiveness}, url = {http://dx.doi.org/10.1002/hec.639}, doi = {10.1002/hec.639}, abstract = {Much recent research interest has focused on handling uncertainty in cost-effectiveness analysis and in particular the calculation of confidence intervals for incremental cost-effectiveness ratios (ICERs). Problems of interpretation when ICERs are negative have led to two important and related developments: the use of the net-benefit statistic and the presentation of uncertainty in cost-effectiveness analysis using acceptability curves. However, neither of these developments directly addresses the problem that decision-makers are constrained by a fixed-budget and may not be able to fund new, more expensive interventions, even if they have been shown to represent good value for money. In response to this limitation, the authors introduce the affordability curve which reflects the probability that a programme is affordable for a wide range of threshold budgets. The authors argue that the joint probability an intervention is affordable and cost-effective is more useful for decision-making since it captures both dimensions of the decision problem faced by those responsible for health service budgets.}, language = {en-GB}, number = {7}, urldate = {2022-03-29}, journal = {Health Economics}, author = {Sendi, P. P. and Briggs, A. H.}, month = oct, year = {2001}, note = {Number: 7 Publisher: John Wiley and Sons KerkoCite.ItemAlsoKnownAs: 10.1002/hec.639 2339240:SXUMKWQZ 2405685:CQBIWZXP}, pages = {675--680}, } @book{shadish_experimental_2002, title = {Experimental and quasi-experimental designs for generalized causal inference}, isbn = {0-395-61556-9}, publisher = {Houghton, Mifflin and Company}, author = {Shadish, William R and Cook, Thomas D and Campbell, Donald T}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4NSL4FTX 2339240:ZUQ373S8 2405685:2GJAJDYU}, } @article{shalom_integrating_2007, title = {Integrating technology into mother-tongue education: {Examples} from {Hebrew}}, volume = {7}, copyright = {Copyright (c) 2021 L1-Educational Studies in Language and Literature}, issn = {1573-1731}, shorttitle = {Integrating technology into mother-tongue education}, url = {https://l1research.org/article/view/237}, doi = {10.17239/L1ESLL-2007.07.02.03}, abstract = {This paper describes the current approach to the instruction of Hebrew as a mother-tongue (L1) language based on technological developments and on the relationship between technology and pedagogy. As such, we rely on well-known models of integrating computerized tools and distance learning in the educational system, while emphasizing the potential contribution of these environments to L1 education. At the core of this paper is the combination of linguistic and didactic approaches to L1 teaching that bring together both theoretical and functional aspects of learning and teaching language via a computer. The focus here is on technologically-based L1 learning environments that combine different types of computerized tools within a comprehensive language-learning/teaching system that is designed for facilitating and improving language skills. This system is cognitively motivated, and is modeled on a combination of elements, such as principles of constructivist, social, and active learning. The structural-conceptual framework of this environment complies with principles of both local and global connectivity and hierarchy. For example, at the local level, learning materials are connected through a hypertext structure; at the global level, the entire system is inter-connected, with assignments linked to dictionaries and relevant websites, and the learners themselves connected through email and forums. The teaching/learning processes that take place within this L1 environment are illustrated by examples of both online and offline computerized courses.}, language = {en}, urldate = {2022-04-06}, journal = {L1-Educational Studies in Language and Literature}, author = {Shalom, Tsila and Nir-Sagiv, Bracha}, month = jul, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.17239/L1ESLL-2007.07.02.03 2405685:I9YKXUSB 4042040:BLP2VH55}, keywords = {technology}, pages = {121--140}, } @article{sharma_civil_2004, title = {Civil society and right to information: a perspective on {India}’s experience}, url = {https://www.eldis.org/document/A41898}, urldate = {2022-06-20}, journal = {Eldis}, author = {Sharma, P}, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LKKBYR4W 2405685:EYSZZTRW}, keywords = {⛔ No DOI found}, } @techreport{shriberg_teaching_2007, title = {Teaching {Well}? {Educational} reconstruction efforts and support to teachers in postwar {Liberia}}, url = {http://www.ungei.org/resources/files/doc_1_Teaching_Well_-_IRC_Liberia_Report-1.pdf}, urldate = {2020-05-19}, institution = {International Rescue Committee}, author = {Shriberg, Janet}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HZ5IGX9C}, } @book{silvernail_maines_2007, title = {Maine’s middle school laptop program: {Creating} better writers}, publisher = {Gorham, ME: Maine Education Policy Research Institute}, author = {Silvernail, David L and Gritter, Aaron K}, year = {2007}, note = {00079 KerkoCite.ItemAlsoKnownAs: 2129771:KSDKETRQ 2405685:62DD3BB5}, } @article{sims_beyond_2006, title = {Beyond {Instructional} {Design}: {Making} {Learning} {Design} a {Reality}}, volume = {1}, issn = {1832-8342}, shorttitle = {Beyond {Instructional} {Design}}, url = {https://eric.ed.gov/?id=EJ1066491}, abstract = {When we reflect on the emergence of online education and e-learning as the leading contender to confront the traditions of face-to-face teaching and learning, it is not only a case of better understanding the characteristics of online environments, but also timely to assess the relevance of theories and frameworks informing the design and implementation of those environments. Over the past twenty five years, the value of technology to education has been a significant focus of teachers, learners and institutional administration; it is also a period that has been characterised by lighthouse success stories, rigorous research, technological determinism and unfulfilled promises. As each new generation of technology appeared in the classroom (microcomputers, colour monitors, hypermedia, multimedia, internet), a new generation of early adopters appeared, each seemingly unaware of the research and knowledge gained by the previous generation. In this paper the argument is proposed that even with the strong foundation of knowledge that informs the appropriate ways to use technology for teaching and learning, too often that knowledge has been misunderstood or misused or ignored. The paper is based on the keynote presentation to the Online Learning and Teaching Conference held in Brisbane on September 23rd, 2005. The theme of the conference, "Beyond Delivery," was extremely timely as it marked the assertion that it was time to put the simple digitisation of materials behind us and focus on the active, engaging learning opportunities that effectively put the learning back into e-learning to take advantage of collaborative tools, learning communities and mediated conversation for new millennial learners. More importantly the statement that we are "beyond delivery" also suggests that it is time to embrace change and reflect on new ways to conceptualise the design of online learning environments. Through this paper an argument is presented for a proactive approach to the conceptualisation, formation and maintenance of online environments that cater specifically for the individual learner. Through an analysis of design strategies, proactive modelling and interactive metrics, a new framework is presented to address the pedagogy of online environments and present an alternative to common instructional design practices. For those committed to online teaching and learning environments populated with collaborating and reflective participants, this framework goes well beyond delivery to a pedagogy centred on emancipation and empowerment for the engaged learner.}, language = {en}, number = {2}, urldate = {2020-09-18}, journal = {Journal of Learning Design}, author = {Sims, Rod}, year = {2006}, note = {Publisher: Queensland University of Technology KerkoCite.ItemAlsoKnownAs: 2405685:RX8KWKNW}, keywords = {Active Learning, Audio Equipment, Cognitive Style, Communities of Practice, Computer Mediated Communication, Conferences (Gatherings), Cooperative Learning, Educational Technology, Electronic Learning, Empowerment, Epistemology, Feedback (Response), Guidelines, Instructional Design, Models, Online Courses, Student Role, Teacher Role, Teaching Methods, Video Technology, ⛔ No DOI found}, pages = {1--9}, } @book{singer_applied_2003, title = {Applied {Longitudinal} {Data} {Analysis}: {Modeling} {Change} and {Event} {Occurrence}}, isbn = {978-0-19-515296-8}, shorttitle = {Applied {Longitudinal} {Data} {Analysis}}, abstract = {Change is constant in everyday life. Infants crawl and then walk, children learn to read and write, teenagers mature in myriad ways, the elderly become frail and forgetful. Beyond these natural processes and events, external forces and interventions instigate and disrupt change: test scores may rise after a coaching course, drug abusers may remain abstinent after residential treatment. By charting changes over time and investigating whether and when events occur, researchers reveal the temporal rhythms of our lives. Applied Longitudinal Data Analysis is a much-needed professional book for empirical researchers and graduate students in the behavioral, social, and biomedical sciences. It offers the first accessible in-depth presentation of two of today's most popular statistical methods: multilevel models for individual change and hazard/survival models for event occurrence (in both discrete- and continuous-time). Using clear, concise prose and real data sets from published studies, the authors take you step by step through complete analyses, from simple exploratory displays that reveal underlying patterns through sophisticated specifications of complex statistical models.Applied Longitudinal Data Analysis offers readers a private consultation session with internationally recognized experts and represents a unique contribution to the literature on quantitative empirical methods.Visit http://www.ats.ucla.edu/stat/examples/alda.htm for:DT Downloadable data setsDT Library of computer programs in SAS, SPSS, Stata, HLM, MLwiN, and moreDT Additional material for data analysis}, language = {en}, publisher = {Oxford University Press, USA}, author = {Singer, Judith D. and Willett, John B.}, month = mar, year = {2003}, note = {Google-Books-ID: PpnA1M8VwR8C KerkoCite.ItemAlsoKnownAs: 2339240:NZ8WQ53P 2405685:29VUNMHC}, keywords = {Mathematics / Probability \& Statistics / General, Medical / Epidemiology, Psychology / Statistics}, } @book{siraj-blatchford_guide_2006, title = {A guide to developing the {ICT} curriculum for early childhood education.}, publisher = {Stylus Publishing, LLC.}, author = {Siraj-Blatchford, I and Siraj-Blatchford, J}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZC6SPGTJ 2405685:2UIM9IDR}, } @article{smith_stills_2009, title = {Stills, not full motion, for interactive spatial training: {American}, {Turkish} and {Taiwanese} female pre-service teachers learn spatial visualization}, volume = {52}, issn = {0360-1315}, shorttitle = {Stills, not full motion, for interactive spatial training}, url = {https://www.sciencedirect.com/science/article/pii/S0360131508001127}, doi = {10.1016/j.compedu.2008.07.011}, abstract = {This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial visualization and mental rotation. The study used a pretest, intervention, posttest research design with experimental and comparison groups. The experimental group participated in transformational geometry visualization exercises, once a week for six weeks, for approximately 20minutes each session. Instruments were standardized measures of spatial visualization and mental rotation; intervention activity worksheets directed the participants through 2D and 3D transformational geometry tasks in computer environments. For Turkish and Taiwanese participants, the experimental group improved significantly more than the control group in spatial visualization, while the American participants showed no such significant improvement.}, language = {en}, number = {1}, urldate = {2022-08-23}, journal = {Computers \& Education}, author = {Smith, Glenn Gordon and Gerretson, Helen and Olkun, Sinan and Yuan, Yuan and Dogbey, James and Erdem, Aliye}, month = jan, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2008.07.011 2339240:4JEBPYJ9 2405685:2TFCTXTC}, keywords = {Applications in subject areas, Improving classroom teaching, Interactive learning environments, Pedagogical issues, Teaching/learning strategies}, } @techreport{smits_home_2008, title = {Home language and education in the developing world}, url = {https://www.observatoireplurilinguisme.eu/images/Education/home%20language%20and%20education%20in%20the%20developping%20world.pdf}, abstract = {In this report the relationship between the language spoken at home and educational attendance and attainment is studied for 26 developing countries from all regions of the developing world. For these 26 countries, we have constructed country profiles that show the percentages of the population belonging to the major linguistic groups and the variation in adult educational attainment and children’s educational attendance among the these groups. The profiles reveal for most of the countries substantial variation in educational attendance and attainment according to home language. This variation is present both for men and women and in urban and rural areas. To gain insight into the causes of the variation in attendance of children, two multivariate analyses are performed. The first analysis focuses on the variation within the countries. It shows that in most countries a substantial part of the variation in attendance among linguistic groups is due to variation in household wealth, parental education, gender, and urbanization of place of living of the members of the groups. In the second analysis we use multilevel models to study for 153 linguistic groups whether the variation in attendance of children is related to variation in the availability of mothertongue based multilingual education, in concentration of the groups in rural areas, and in the country’s degree of linguistic fractionalization. Educational attendance is higher when there is mother-tongue instruction in the language spoken by the group and it is lower for groups concentrated in rural areas. The positive effects of mother-tongue instruction are stronger for groups concentrated in rural areas, thus highlighting its potential for improving the situation of groups in more difficult circumstances. Group size and linguistic fractionalization of the country have no effect on attendance and the effects of mother-tongue instruction are about equally strong for girls and boys.}, language = {en}, author = {Smits, Jeroen and Huisman, Janine and Kruijff, Karine}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FI2FQN9D 4042040:YLXVSDB3}, } @article{snowden_leaders_2007, title = {A leader's framework for decision making}, volume = {85}, number = {11}, journal = {Harvard business review}, author = {Snowden, David J. and Boone, Mary E.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:98AMTKKA 2405685:E4NREQGZ}, keywords = {⛔ No DOI found}, pages = {68}, } @article{sobhan_aid_2002, title = {Aid {Effectiveness} and {Policy} {Ownership}}, volume = {33}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-7660.00267}, doi = {10.1111/1467-7660.00267}, number = {3}, journal = {Development and Change}, author = {Sobhan, R}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/1467-7660.00267 10/dqm388 2339240:4NCLWIGB 2405685:ZMMG5MJL}, } @article{sonawat_study_2007, title = {A study on {NGO} services for children in {Mumbai}, {India}}, volume = {4}, doi = {10.24002/jik.v4i1.231}, abstract = {The present research was conducted to study NGOs services for children in Mumbai through a child rights perspective. The study was exploratory in nature and aimed to assess the implementation of child rights by the NGOs. 35 NGOs working for children in the city of Mumbai comprised the sample and were studied using a questionnaire and rating scale as tools. Findings revealed that education (74 percent) and health (54 percent) were the most common concerns of the organizations. Only 17 percent of the NGOs considered child rights to be a concern. The NGOs implemented the right to participation better than any other right. The right to survival was, however, grossly neglected. It was concluded that there are several gaps and areas of lack in the services offered to children. There is also an urgent need to spread awareness amongst the NGO workers themselves to make child rights a part of organizational mandates.}, number = {1}, journal = {Jurnal Ilmu Komunikasi}, author = {Sonawat, Reeta and Sikh, Shanna}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.24002/jik.v4i1.231 2339240:D29VTY5F 2405685:T4MF6TW7}, pages = {73--94}, } @misc{spencer_quality_2003, title = {Quality in {Qualitative} {Evaluation}: {A} framework for assessing research evidence}, shorttitle = {Quality in {Qualitative} {Evaluation}}, url = {https://www.gov.uk/government/publications/government-social-research-framework-for-assessing-research-evidence}, abstract = {Guidance on maintaining the quality of qualitative evaluation for use in Government research}, language = {en}, urldate = {2019-12-11}, journal = {GOV.UK}, author = {Spencer, Liz and Ritchie, Jane and Lewis, Jane and Dillon, Lucy}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:EDU8825D 2405685:PJG3KMYH EDU8825D}, } @techreport{statistics_sierra_leone_sierra_2009, address = {Freetown, Sierra Leone}, title = {Sierra {Leone} {Demographic} and {Health} {Survey} 2008}, url = {https://dhsprogram.com/pubs/pdf/FR225/FR225.pdf}, language = {en}, institution = {Ministry of Health and Sanitation}, author = {{Statistics Sierra Leone}}, month = jul, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XJLGGACD}, pages = {459}, } @article{sterman_learning_2006, title = {Learning from evidence in a complex world}, volume = {96}, doi = {10.2105/AJPH.2005.066043}, number = {3}, journal = {American journal of public health}, author = {Sterman, John D.}, year = {2006}, note = {Publisher: American Public Health Association KerkoCite.ItemAlsoKnownAs: 10.2105/AJPH.2005.066043 2339240:S4A7BF3D 2405685:47LVMS7V}, pages = {505--514}, } @article{stiggins_formative_2005, title = {From formative assessment to assessment {FOR} learning: a path to success in standards-based schools}, volume = {87}, issn = {0031-7217}, shorttitle = {From formative assessment to assessment for learning}, doi = {https://www.jstor.org/stable/20441998}, number = {4}, urldate = {2021-11-11}, journal = {The Phi Delta Kappan}, author = {Stiggins, Rick}, year = {2005}, note = {Publisher: [Phi Delta Kappa International, Sage Publications, Inc.] KerkoCite.ItemAlsoKnownAs: 2339240:72EF4Q36 2405685:IK2V8YQJ}, keywords = {⚠️ Invalid DOI}, pages = {324--328}, } @article{straub_understanding_2009, title = {Understanding technology adoption: theory and future directions for informal learning}, volume = {79}, issn = {0034-6543, 1935-1046}, shorttitle = {Understanding technology adoption}, url = {http://journals.sagepub.com/doi/10.3102/0034654308325896}, doi = {10.3102/0034654308325896}, abstract = {How and why individuals adopt innovations has motivated a great deal of research. This article examines individuals’ computing adoption processes through the lenses of three adoption theories: Rogers’s innovation diffusion theory, the Concerns-Based Adoption Model, the Technology Acceptance Model, and the United Theory of Acceptance and Use of Technology. Incorporating all three models, this article suggests technology adoption is a complex, inherently social, developmental process; individuals construct unique yet malleable perceptions of technology that influence their adoption decisions. Thus, successfully facilitating technology adoption must address cognitive, emotional, and contextual concerns. This article also focuses specific attention on adoption theory outside of a formal organization and the implications of adoption theory on informal environments.}, language = {en}, number = {2}, urldate = {2021-11-10}, journal = {Review of Educational Research}, author = {Straub, Evan T.}, month = jun, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.3102/0034654308325896 2339240:SXNKWGBZ 2405685:UMNMVJE4}, pages = {625--649}, } @techreport{stubbs_inclusive_2008, address = {Oslo, Norway}, title = {Inclusive {Education} {Where} there are {Few} {Resources}}, url = {http://www.eenet.org.uk/resources/docs/IE%20few%20resources%202008.pdf}, institution = {The Atlas Alliance}, author = {Stubbs, Sue}, month = sep, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KTZ6U4JX 2405685:UNKUFT5B}, pages = {156}, } @techreport{suda_teacher_2007, address = {Melbourne}, title = {Teacher {Learning} {Circles}: {Reading} {Theory} in {Practice} {Through} {Dialogue}}, url = {https://d1wqtxts1xzle7.cloudfront.net/39855136/LizSuda_TeacherLearningCircles-paper-libre.pdf?1447141994=&response-content-disposition=attachment%3B+filename%3DTeacher_Learning_Circles.pdf&Expires=1699054502&Signature=OenCSaZ7Nm8kDcdGxBjpZl6heJCRJ9WlAie5Jp~py4b8nO1lUNsMVNec28e3T-PKHSLa~QwVsWP9i6WJq5vJjlS49uyHfd8mtr29ue72I3T~cfyc0qn0JcMf7PkJT2fb9axQJHntvGKb2R6j7lyqSw45WQR1e1hTApxASgAEquP3qG6re3zyrU-VG5jCbjjbZxCh0z6Dq55kugcpLzs3xRikAS4~0e48mO858N9ecuNEoSRvwOC65N5lDH0UkMQiJTFQBzxN5i0eW-rn9JlEvMagijY1WjiDDm9QEkr2VKPRvY2XbRL0guR36u339y9G-OmIpOeKYAYy2pKvlXtljw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA}, language = {en}, author = {Suda, Liz}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:73SGFQU8 2405685:QKTS75KP}, } @article{sultana_emis_2003, title = {An {EMIS} for {Palestine} – the {Education} {Management} {Information} {System} in the {West} {Bank} and {Gaza} {Strip}}, volume = {7}, doi = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.520.1792&rep=rep1&type=pdf}, number = {2}, journal = {Mediterranean Journal of Educational Studies}, author = {Sultana, Ronald G.}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y7HXXPA3 2405685:MPK25NGN}, keywords = {⚠️ Invalid DOI, ⛔ No DOI found}, pages = {61--92}, } @misc{swiss_agency_for_development_and_cooperation_sdc_story_2007, title = {Story {Guide}: {Building} bridges using narrative techniques – {Story}-telling aid}, shorttitle = {Story {Guide}}, url = {https://www.eda.admin.ch/deza/en/home/suche/suchresultat.html/content/publikationen/en/deza/diverse-publikationen/geschichten-handbuch}, language = {en}, urldate = {2023-05-19}, publisher = {SDC}, author = {{Swiss Agency for Development and Cooperation [SDC]}}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:IL49VDHX}, } @article{taylor_bridging_2005, title = {Bridging research and policy: a {UK} perspective}, volume = {17}, copyright = {Copyright © 2005 John Wiley \& Sons, Ltd.}, issn = {1099-1328}, shorttitle = {Bridging research and policy}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/jid.1237}, doi = {10.1002/jid.1237}, language = {en}, number = {6}, urldate = {2020-09-23}, journal = {Journal of International Development}, author = {Taylor, Matthew}, year = {2005}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/jid.1237 KerkoCite.ItemAlsoKnownAs: 10.1002/jid.1237 2339240:X64RIS6M 2405685:PBSIK557}, pages = {747--757}, } @techreport{the_republic_of_ghana_ghana_2003, title = {The {Ghana} {ICT} for {Accelerated} {Development} {Policy}}, url = {https://www.moc.gov.gh/sites/default/files/downloads/Ghana-ICTAD%20Policy-Master-final-2.pdf}, urldate = {2020-06-29}, author = {The Republic of Ghana}, month = jun, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:AISVIFYF}, } @misc{the_united_republic_of_tanzania_ministry_of_communications_and_transport_narional_2003, title = {Narional {Information} and {Communications} {Technologies} policy}, url = {http://www.ist-africa.org/home/files/Tanzania_ICTPolicy.pdf}, urldate = {2020-06-29}, author = {The United Republic of Tanzania Ministry of Communications {and} Transport}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WSFBVSX6}, } @book{theobald_increasing_2006, title = {Increasing student motivation: strategies for middle and high school teachers}, isbn = {978-1-4522-1521-1}, shorttitle = {Increasing student motivation}, url = {https://books.google.co.uk/books?id=sXjDAgAAQBAJ&dq=Increasing+student+motivation:+strategies+for+middle+and+high+school+teachers}, abstract = {This unique resource provides a wealth of theories and strategies for teachers to help spark students' motivations to learn and succeed beyond their formal schooling years.}, language = {en}, publisher = {Corwin Press}, author = {Theobald, Margaret A.}, year = {2006}, note = {Google-Books-ID: hYlyAwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:36JVNFDI 2405685:MU3JMLD8}, keywords = {Education / General}, } @article{thorne_qualitative_2004, title = {Qualitative {Metasynthesis}: {Reflections} on {Methodological} {Orientation} and {Ideological} {Agenda}}, volume = {14}, issn = {1049-7323}, shorttitle = {Qualitative {Metasynthesis}}, url = {https://doi.org/10.1177/1049732304269888}, doi = {10.1177/1049732304269888}, abstract = {In an era of pressure toward evidence-based health care, we are witnessing a new enthusiasm for qualitative metasynthesis as an enterprise distinct from conventional literature reviews, secondary analyses, and the many other scholarly endeavors with which it is sometimes confused. This article represents the reflections of five scholars, each ofwhom has authored a distinct qualitative metasynthesis strategy. By providing the reader a glimpse into the tradition of their various qualitative metasynthesis projects, these authors offer a finely nuanced examination of the tensions between comparison and integration, deconstruction and synthesis, and reporting and integration within the metasynthesis endeavor. In so doing, they account for many of the current confusions about representation and generalization within the products of these inquiries. Through understanding the bases of their unique angles of vision, the reader is invited to engage in their commitment to scholarly integrity and intellectual credibility in this emerging methodological challenge.}, language = {en}, number = {10}, urldate = {2019-11-15}, journal = {Qualitative Health Research}, author = {Thorne, Sally and Jensen, Louise and Kearney, Margaret H. and Noblit, George and Sandelowski, Margarete}, month = dec, year = {2004}, note = {shortDOI: 10/djqm9s KerkoCite.ItemAlsoKnownAs: 10.1177/1049732304269888 10/djqm9s 2339240:T7C35YGI 2405685:SJTGGGWB}, pages = {1342--1365}, } @article{tilvawala_information_2009, title = {Information {Literacy} in {Kenya}}, volume = {39}, issn = {1681-4835}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/j.1681-4835.2009.tb00275.x}, doi = {10.1002/j.1681-4835.2009.tb00275.x}, abstract = {There are a growing number of information and communications technologies (ICT) initiatives in developing countries. These initiatives are usually undertaken on the basis that they are important for social and economic development. However, one barrier to the efficient utilisation of ICT in developing countries is the relatively low level of information literacy. Without the ability to manipulate and use information effectively, investments in ICT-for-development projects may be unsuccessful. In this research project, three ICT initiatives in Kenya are analysed in the light of the dimensions of information literacy. Implications for other developing countries are discussed.}, language = {en}, number = {1}, urldate = {2021-03-19}, journal = {The Electronic Journal of Information Systems in Developing Countries}, author = {Tilvawala, Khushbu and Myers, Michael D. and Andrade, Antonio Díaz}, year = {2009}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/j.1681-4835.2009.tb00275.x KerkoCite.ItemAlsoKnownAs: 10.1002/j.1681-4835.2009.tb00275.x 10/gj37f3 2339240:BP8W3QED 2405685:2BHNSFRF}, keywords = {Information and communications technology, Kenya, developing countries, information literacy}, pages = {1--11}, } @techreport{tilya_ict_2007, address = {The Hague}, type = {Thematic {Brief}}, title = {{ICT} in education in {Tanzania}: {Lessons} and experiences from {IICD}-supported projects}, url = {http://www.bibalex.org/search4dev/files/287918/118801.pdf}, language = {EN}, urldate = {2022-02-02}, institution = {International Institute for Communication and Development (IICD)}, author = {Tilya, Frank}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NFKEZ7I9 2405685:FW2NJQDZ}, pages = {8}, } @book{timperley_teacher_2007, address = {Wellington, N.Z.}, title = {Teacher professional learning and development: best evidence synthesis iteration ({BES})}, isbn = {978-0-7903-2628-3}, shorttitle = {Teacher professional learning and development}, url = {https://thehub.swa.govt.nz/assets/documents/42432_TPLandDBESentireWeb_0.pdf}, language = {eng}, publisher = {Ministry of Education}, author = {Timperley, Helen}, year = {2007}, note = {OCLC: 191120634 KerkoCite.ItemAlsoKnownAs: 2339240:637XHZ8P 2339240:VMDWGMWX 2405685:FUMAUAXK 2405685:J6RGES7A 2405685:QMWASTW4 2405685:RWFWTTS2 2405685:TKHJYKZR}, keywords = {C:New Zealand}, } @article{troseth_young_2006, title = {Young children's use of video as a source of socially relevant information}, volume = {77}, issn = {0009-3920}, doi = {10.1111/j.1467-8624.2006.00903.x}, abstract = {Although prior research clearly shows that toddlers have difficulty learning from video, the basis for their difficulty is unknown. In the 2 current experiments, the effect of social feedback on 2-year-olds' use of information from video was assessed. Children who were told "face to face" where to find a hidden toy typically found it, but children who were given the same information by a person on video did not. Children who engaged in a 5-min contingent interaction with a person (including social cues and personal references) through closed-circuit video before the hiding task used information provided to find the toy. These findings have important implications for educational television and use of video stimuli in laboratory-based research with young children.}, language = {English}, number = {3}, journal = {Child Development}, author = {Troseth, G. L. and Saylor, M. M. and Archer, A. H.}, month = jun, year = {2006}, note = {Place: Hoboken Publisher: Wiley WOS:000237394700018 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8624.2006.00903.x 2339240:RLTHFNDK 2405685:53A22D6L}, keywords = {behavior, blues-clues, comprehension, find, guide, imitation, infants, learn, perception, television}, pages = {786--799}, } @misc{trucano_knowledge_2005, title = {Knowledge {Maps}: {ICTs} in {Education}}, shorttitle = {Knowledge {Maps}}, url = {https://www.infodev.org/articles/knowledge-maps-icts-education}, abstract = {Recent work at infoDev created a series of Knowledge Maps of what is known and what isnt about ICT use in education.}, language = {en}, urldate = {2021-05-22}, author = {Trucano, M.}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RNYZIPC4 2405685:NFADFZUL}, } @misc{trucano_-line_2009, title = {On-line safety for students in developing countries}, url = {https://blogs.worldbank.org/edutech/online-safety-for-students}, abstract = {When participating in discussions with officials planning for the use of computers and the Internet in schools in many developing countries, I am struck by how child Internet safety issues are often only considered as an afterthought -- if indeed they are considered at all. Yet these issues almost *always* present themselves during implementation, and ...}, language = {en}, urldate = {2022-11-18}, author = {Trucano, Mike}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6F2RLCQS 2405685:5W4VQIV4}, } @article{tschannen-moran_teacher_2001, title = {Teacher {Efficacy}: {Capturing} an elusive construct}, url = {https://wmpeople.wm.edu/asset/index/mxtsch/tsesshort}, doi = {10.1016/S0742-051X(01)00036-1}, number = {17}, urldate = {2021-10-11}, journal = {Teaching and Teacher Education}, author = {Tschannen-Moran, Megan and Hoy, Anita Woolfolk}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/S0742-051X(01)00036-1 2339240:D3W592I8 2405685:TYE4TW26}, pages = {783--805}, } @misc{uncrpd_convention_2006, title = {Convention on the {Rights} of {Persons} with {Disabilities} ({CRPD}) {\textbar} {United} {Nations} {Enable}}, url = {https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html}, abstract = {Convention Ratifications/Accessions: 182 Signatories*: 164 Optional Protocol Ratifications/Accessions: 96 Signatories*: 94 (* Signatories include countries or regional integration organizations that have signed the Convention and its Optional Protocol) 10th Anniversary of the adoption of CRPD: 2006 to 2016 Infographic on the CRPD and the COSP (prepared October 2016: (Word, PDF) Status of Ratifications to the CRPD (prepared May 2016) (JPG, […]}, language = {en-US}, urldate = {2020-12-10}, author = {UNCRPD}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5IDS3FHB 2405685:ZCMN87NZ}, } @techreport{undp_human_2009, address = {New York, NY, USA}, title = {Human {Development} {Report} 2009: {Overcoming} barriers—{Human} mobility and development}, url = {https://www.un.org/en/development/desa/population/events/pdf/8/UNDP_OHDR_Klugmann.pdf}, institution = {United Nations Development Programme (UNDP)}, author = {UNDP}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JCKNGM3L 2405685:XEIHRBY3}, } @book{unesco_education_2008, title = {Education for {All} by 2015: will we make it? {EFA} global monitoring report, 2008}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000154743}, urldate = {2022-11-11}, author = {{UNESCO}}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6SPS224U 2339240:YBX3GHWA 2405685:E9PR3GI4 2405685:GMYQD3MX 4656463:7WI3RQ4H 4656463:NKLWNZFL}, } @techreport{unesco_ict_2008, address = {Paris}, title = {{ICT} competency standards for teachers: policy framework}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000156210}, institution = {UNESCO}, author = {{UNESCO}}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:WJ3FMNHE 2534378:DFXARHI2}, } @book{unesco_overcoming_2009, series = {{EFA} {Global} {Monitoring} {Report}}, title = {Overcoming inequality: why governance matters}, shorttitle = {Overcoming inequality}, url = {http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2009-governance/}, urldate = {2014-05-14}, author = {UNESCO}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X7ICVKB8 2405685:3YGT6Z7I}, keywords = {EfA, GMR}, } @book{unesco_quality_2005, edition = {2nd printing}, series = {{EFA} global monitoring report}, title = {The quality imperative}, isbn = {978-92-3-103976-8}, language = {en}, editor = {UNESCO and Education for All}, year = {2005}, note = {OCLC: 253877447 KerkoCite.ItemAlsoKnownAs: 2339240:QKLGEX34 2405685:7LX5DJIF}, } @techreport{unicef_quality_2008, address = {Dar Es Salaam}, title = {The quality of teaching and learning in {Tanzanian} primary schools: {A} baseline study.}, institution = {UNICEF}, author = {{UNICEF}}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NVXUG589 2405685:5GITRF8Z}, } @misc{univeristy_of_virginia_citizens_2009, title = {Citizens {In} 34 {Countries} {Show} {Implicit} {Bias} {Linking} {Males} {More} {Than} {Females} {With} {Science}}, url = {https://www.sciencedaily.com/releases/2009/06/090622171410.htm}, abstract = {Implicit stereotypes -- thoughts that people may be unwilling to express or may not even know that they have -- may have a powerful effect on gender equity in science and mathematics engagement and performance, according to a new study.}, language = {en}, urldate = {2021-12-14}, journal = {ScienceDaily}, author = {Univeristy of Virginia}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SQGPCWLJ 2405685:TMHVFA4Z}, } @article{unwin_towards_2005, title = {Towards a framework for the use of {ICT} in teacher training in {Africa}}, volume = {20}, issn = {0268-0513}, url = {https://www.researchgate.net/publication/44836272_Towards_a_framework_for_the_use_of_ICT_in_teacher_training_in_Africa}, doi = {10.1080/02680510500094124}, abstract = {There is a gulf between the rhetoric of those advocating the use of ICT in education in Africa and the reality of classroom practice. This paper explores some of the reasons for this, and outlines a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It argues that six fundamental principles of good practice must be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre‐service and in‐service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; and an emphasis on the development of sustainable costing models. The paper concludes with a framework for action to deliver the very real benefits of ICT for teacher training in Africa.}, number = {2}, urldate = {2020-09-01}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Unwin, Tim}, month = jun, year = {2005}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02680510500094124 Extra URL: https://doi.org/10.1080/02680510500094124 KerkoCite.ItemAlsoKnownAs: 10.1080/02680510500094124 2339240:KKN62XAA 2405685:JJX3EQD5}, keywords = {Africa, Education policy, ICT, Teacher training}, } @article{valentine_distance_2002, title = {Distance {Learning}: {Promises}, {Problems}, and {Possibilities}}, volume = {5}, shorttitle = {Distance {Learning}}, url = {https://www.westga.edu/~distance/ojdla/fall53/valentine53.html}, number = {3}, urldate = {2021-02-23}, journal = {Online Journal of Distance Learning Administration}, author = {Valentine, Doug}, month = sep, year = {2002}, note = {Publisher: University of West Georgia Distance and Distributed Education Center KerkoCite.ItemAlsoKnownAs: 2339240:6Y2GJ3M4 2405685:5HW66XTV}, keywords = {⛔ No DOI found}, } @article{varvasovszky_stakeholder_2000, title = {A stakeholder analysis}, volume = {15}, issn = {14602237}, url = {https://academic.oup.com/heapol/article-lookup/doi/10.1093/heapol/15.3.338}, doi = {10.1093/heapol/15.3.338}, language = {en}, number = {3}, urldate = {2020-12-01}, journal = {Health Policy and Planning}, author = {Varvasovszky, Z.}, month = sep, year = {2000}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/heapol/15.3.338 2339240:JCIETF3L 2405685:MEBP44LD}, pages = {338--345}, } @article{vavrus_cultural_2009, title = {The cultural politics of constructivist pedagogies: {Teacher} education reform in the {United} {Republic} of {Tanzania}}, volume = {29}, issn = {0738-0593}, shorttitle = {The cultural politics of constructivist pedagogies}, url = {http://www.sciencedirect.com/science/article/pii/S0738059308000485}, doi = {10.1016/j.ijedudev.2008.05.002}, abstract = {This article examines recent educational reforms in Tanzania by looking at the cultural politics of pedagogical change in secondary and teacher education. It presents an ethnography of a teachers college founded on the principles of social constructivism in a country where formalistic, teacher-centered pedagogy is the norm. Using data collected through a year of participant observation, it argues that the cultural, economic, and political dimensions of teachers’ practice need to be considered alongside efforts to reform the country's educational system. It offers contingent constructivism as an alternative to the international consensus on a single model of excellent teaching.}, language = {en}, number = {3}, urldate = {2020-05-22}, journal = {International Journal of Educational Development}, author = {Vavrus, Frances}, month = may, year = {2009}, note = {shortDOI: 10/cfjzn4 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2008.05.002 10/cfjzn4 2405685:4LJMMWWE}, keywords = {Development, Educational policy, International education, Tanzania, Teacher education}, pages = {303--311}, } @article{vernaudon_vers_2009, title = {Vers une école plurilingue: {Dans} les collectivités françaises d'{Océanie} et de {Guyane}}, shorttitle = {Vers une école plurilingue}, journal = {Vers une école plurilingue}, author = {Vernaudon, Jacques and Fillol, Véronique}, year = {2009}, note = {Publisher: L'Harmattan KerkoCite.ItemAlsoKnownAs: 2405685:KS8MMNGD 4042040:IF35AMA6}, keywords = {⛔ No DOI found}, pages = {1--322}, } @book{voogt_international_2008, address = {New York, NY}, series = {Springer international handbooks of education}, title = {International handbook of information technology in primary and secondary education}, volume = {20}, isbn = {978-0-387-73314-2}, url = {https://teachwithict.files.wordpress.com/2011/08/dede.pdf}, language = {en}, publisher = {Springer Science+Business Media}, editor = {Voogt, Joke and Knezek, Gerald}, year = {2008}, note = {Extra URL: https://www.springer.com/gp/book/9780387733142 KerkoCite.ItemAlsoKnownAs: 2405685:9BC9Z253 2534378:ZTADYSJJ}, } @article{wagner_it_2001, title = {{IT} and {Education} for the {Poorest} of the {Poor}: {Constraints}, {Possibilities}, and {Principles}}, shorttitle = {{IT} and {Education} for the {Poorest} of the {Poor}}, url = {https://repository.upenn.edu/literacyorg_articles/14}, abstract = {Long before the term "Digital Divide" became a common term to describe gaps between the rich and poor in the effective access and use of information technology (IT), most policy makers, researchers and practitioners could at least agree on one thing: Reaching the poorest of the poor was going to be the most difficult of challenges.}, language = {en}, number = {July/August}, journal = {TechKnowLogia: International Journal for the Advancement of Knowledge and Learning}, author = {Wagner, Daniel}, month = jul, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6MA9RTAZ 2339240:X47HG28W 2405685:4VR3QH65 2405685:9ISIB2PQ 2405685:EKYG84SU}, keywords = {⛔ No DOI found}, pages = {48--50}, } @article{wagner_monitoring_2005, title = {Monitoring and evaluation of {ICT} in education projects. {A} handbook for developing countries}, volume = {7}, url = {https://ictlogy.net/bibliography/reports/projects.php?idp=329}, urldate = {2023-11-26}, journal = {Washington DC: infoDev. Retrieved July}, author = {Wagner, Daniel A. and Day, Bob and James, Tina and Kozma, Robert B. and Miller, Jonathan and Unwin, Tim}, year = {2005}, keywords = {⛔ No DOI found}, pages = {2006}, } @inproceedings{wagner_monitoring_2005, address = {Washington D.C.}, title = {Monitoring and evaluation of {ICT} in education projects: {A} handbook for developing countries}, shorttitle = {Monitoring and evaluation of {ICT} in education projects}, url = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.540.4312&rep=rep1&type=pdf#page=13}, abstract = {an infoDev publication www.infodev.org Pre-publication draft for circulation at the World Summit on the Information Societ}, booktitle = {the {International} {Conference} on {Educational} {Technology}}, publisher = {InfoDev / World Bank}, author = {Wagner, Daniel A. and Day, Bob and James, Tina and Kozma, Robert B. and Miller, Jonathan and Unwin, Tim}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7QZI26SM 2339240:M7LUSBY2 2339240:T2GA7JBZ 2405685:3L5SB7BB 2405685:7H8YJAHN 2405685:DL93TR89}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{wagner_who_2008, title = {Who is responsible for {E}-{Learning} {Success} in {Higher} {Education}? {A} {Stakeholders}' {Analysis}}, url = {https://www.jstor.org/stable/pdf/jeductechsoci.11.3.26.pdf}, doi = {https://www.jstor.org/stable/pdf/jeductechsoci.11.3.26.pdf}, author = {Wagner, Nicole and Hassanein, Khaled and Head, Milena}, year = {2008}, note = {zotzenLib.CopiedFrom: 2339240:P7FRB8GG KerkoCite.ItemAlsoKnownAs: 2339240:P7FRB8GG 2405685:IFHE4TQT}, keywords = {⚠️ Invalid DOI}, } @misc{wako_education_2003, title = {Education {Management} {Information} {Systems} ({EMIS}): a guide for young managers}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000220621}, urldate = {2022-04-07}, author = {Wako, Tegegn Nuresu}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Q6QJGR4W 2405685:VI76XAD4 4656463:SFKSXPT2}, } @article{wang_design-based_2005, title = {Design-based research and technology-enhanced learning environments}, volume = {53}, issn = {1042-1629, 1556-6501}, url = {http://link.springer.com/10.1007/BF02504682}, doi = {10.1007/BF02504682}, language = {en}, number = {4}, urldate = {2023-08-16}, journal = {Educational Technology Research and Development}, author = {Wang, Feng and Hannafin, Michael J.}, month = dec, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/BF02504682 2405685:EJDCIGTI}, pages = {5--23}, } @article{wang_learning_2006, title = {Learning styles and formative assessment strategy: enhancing student achievement in {Web}-based learning}, volume = {22}, issn = {1365-2729}, shorttitle = {Learning styles and formative assessment strategy}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2729.2006.00166.x}, doi = {10.1111/j.1365-2729.2006.00166.x}, abstract = {The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three different formative assessment strategies was developed. The formative assessment strategies included Formative Assessment Module of the Web-Based Assessment and Test Analysis system (FAM-WATA) (with six Web-based formative assessment strategies), Normal Module of Web-Based Assessment and Test Analysis system (N-WATA) (only with partial Web-based formative assessment strategy) and Paper and Pencil Test (PPT) (without Web-based formative assessment strategy). Subjects were tested using Kolb's Learning Style Inventory, and assigned randomly by class into three groups. Each group took Web-based courses using one of the formative assessment strategies. Pre- and post-achievement testing was carried out. A one-way ANCOVA analysis showed that both learning style and formative assessment strategy are significant factors affecting student achievement in a Web-based learning environment. However, there is no interaction between these two factors. A post hoc comparison showed that performances of the FAM-WATA group are higher than the N-WATA and PPT groups. Learners with a ‘Diverger’ learning style performed best followed by, ‘Assimilator’, ‘Accommodator’, and ‘Converger’, respectively. Finally, FAM-WATA group students are satisfied with six strategies of the FAM-WATA.}, language = {en}, number = {3}, urldate = {2020-07-20}, journal = {Journal of Computer Assisted Learning}, author = {Wang, K. H. and Wang, T. H. and Wang, W. L. and Huang, S. C.}, year = {2006}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2729.2006.00166.x shortDOI: 10/fgkwjr KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2006.00166.x 10/fgkwjr 2405685:HQSUKKNZ}, keywords = {Kolb's learning style, WATA system, Web-based formative assessment, biology, e-learning effects, middle school}, pages = {207--217}, } @book{warschauer_technology_2003, address = {Cambridge, Mass. ; London}, title = {Technology and social inclusion: rethinking the digital divide}, isbn = {978-0-262-23224-1}, shorttitle = {Technology and social inclusion}, publisher = {MIT Press}, author = {Warschauer, Mark}, year = {2003}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YPSD9Y39}, keywords = {Digital divide, Marginality, Social}, } @article{warschauer_promoting_2004, series = {Incorporating {Multimedia} {Capability} in the {Reporting} of {Applied} {Linguistics} {Research}}, title = {Promoting academic literacy with technology: successful laptop programs in {K}-12 schools}, volume = {32}, issn = {0346-251X}, shorttitle = {Promoting academic literacy with technology}, url = {https://www.sciencedirect.com/science/article/pii/S0346251X04000764}, doi = {10.1016/j.system.2004.09.010}, abstract = {One of the main challenges that US schools face in educating English language learners is developing their academic literacy. This paper presents case studies of two K-12 schools that successfully employ high-technology environments, including laptop computers for each student, toward the development of English language learners’ academic language proficiency and academic literacy. In the first school, Latino fourth-grade students use laptops and other new technologies for a wide variety of pre- and post-reading tasks as part of their effort to transition from learning to read to reading to learn. In the second school, diverse immigrant and refugee students at the middle school level combine technology use with Expeditionary Learning to carry out community projects leading to the development of sophisticated products. In both schools, technology is used to engage students in cognitively demanding activity, motivate independent reading, and provide scaffolding for language development, while the researchers also made use of technology to document learning processes and outcomes. Taken together, the schools offer valuable lessons for utilization of technology to promote academic literacy among culturally and linguistically diverse students.}, language = {en}, number = {4}, urldate = {2021-05-24}, journal = {System}, author = {Warschauer, Mark and Grant, David and Real, Gabriel Del and Rousseau, Michele}, month = dec, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.system.2004.09.010 10/ffr68w 2339240:CR5JUUTC 2405685:9TQ7P4IC}, keywords = {Laptops, Literacy, Technology}, pages = {525--537}, } @article{warschauer_technology_2004, title = {Technology and equity in schooling: {Deconstructing} the digital divide}, volume = {18}, shorttitle = {Technology and equity in schooling}, doi = {10.1177/0895904804266469}, number = {4}, journal = {Educational policy}, author = {Warschauer, Mark and Knobel, Michele and Stone, Leeann}, year = {2004}, note = {Publisher: Sage Publications Sage CA: Thousand Oaks, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0895904804266469 2339240:KTIX4GZT 2339240:LWSDVEBV 2405685:6PBK22NX}, keywords = {equity, technology}, pages = {562--588}, } @article{waszak_fertility_2001, title = {Fertility {Behavior} and {Psychological} {Stress}: {The} {Mediating} {Influence} of {Gender} {Norm} {Beliefs} {Among} {Egyptian} {Women}}, volume = {25}, issn = {0361-6843, 1471-6402}, shorttitle = {Fertility behavior and psychological stress}, url = {http://journals.sagepub.com/doi/10.1111/1471-6402.00021}, doi = {10.1111/1471-6402.00021}, abstract = {The influence of gender norms on women's family planning experiences is a finding that cuts across numerous studies included in Family Health International's multi-country Women's Studies Project. This paper explores findings from one of these studies on the mediating influence of beliefs about gender norms on the relationship between fertility behavior and psychological well-being. Using cross-sectional survey data from 4,908 Egyptian women, hierarchical multiple regression models were tested with depression and anxiety as the dependent variables. Independent variables included three demographic variables, two measures of beliefs about gender norms developed from survey items using exploratory factor analytic techniques, and two fertility behavior variables—use of family planning and number of children. Gender norm beliefs predicted both anxiety and depression. The statistical analyses demonstrated a separate effect of family planning use on anxiety, independent of gender norm beliefs, but the effect of family planning behaviors on depression disappeared when gender norm beliefs were included in the regression model, which indicates a mediating effect of gender norm beliefs. Although cross-sectional data do not allow for the determination of causality among the three types of variables, a conceptual framework is offered for the possible causal mechanisms for the identified relationships.}, language = {en}, number = {3}, urldate = {2022-03-04}, journal = {Psychology of Women Quarterly}, author = {Waszak, Cynthia and Severy, Lawrence J. and Kafafi, Laila and Badawi, Isis}, month = sep, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/1471-6402.00021 2339240:CQZIAGQH 2339240:YVK5KDBR 2405685:LIQKUT75 2405685:N24ZFKYH}, pages = {197--208}, } @techreport{watson_blending_2008, title = {Blending {Learning}: {The} {Convergence} of {Online} and {Face}-to-{Face} {Education}}, url = {https://files.eric.ed.gov/fulltext/ED509636.pdf}, language = {en}, institution = {North American Council for Online Learning}, author = {Watson, John}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5YJCZ5U6}, keywords = {⛔ No DOI found}, } @article{wayne_experimenting_2008, title = {Experimenting {With} {Teacher} {Professional} {Development}: {Motives} and {Methods}}, volume = {37}, issn = {0013-189X}, shorttitle = {Experimenting {With} {Teacher} {Professional} {Development}}, url = {https://doi.org/10.3102/0013189X08327154}, doi = {10.3102/0013189X08327154}, abstract = {A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and?for those conducting and interpreting such studies?discusses the unique methodological issues encountered when experimental methods are applied to the study of PD.}, number = {8}, urldate = {2020-05-15}, journal = {Educational Researcher}, author = {Wayne, Andrew J. and Yoon, Kwang Suk and Zhu, Pei and Cronen, Stephanie and Garet, Michael S.}, month = nov, year = {2008}, note = {Publisher: American Educational Research Association shortDOI: 10/fhz33n KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X08327154 10/fhz33n 2405685:FDVV5CN4}, keywords = {C:United States / International}, pages = {469--479}, } @article{webb_does_2006, title = {Does changing behavioral intentions engender behavior change? {A} meta-analysis of the experimental evidence}, volume = {132}, issn = {0033-2909}, shorttitle = {Does changing behavioral intentions engender behavior change?}, doi = {10.1037/0033-2909.132.2.249}, abstract = {Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency.}, language = {eng}, number = {2}, journal = {Psychological Bulletin}, author = {Webb, Thomas L. and Sheeran, Paschal}, month = mar, year = {2006}, pmid = {16536643}, note = {shortDOI: 10/c9ffrz KerkoCite.ItemAlsoKnownAs: 10.1037/0033-2909.132.2.249 10/c9ffrz 2405685:FQQMQ9MQ}, keywords = {Attitude, Cooperative Behavior, Female, Humans, Intention, Male, Social Behavior}, pages = {249--268}, } @book{wedell_planning_2009, title = {Planning for educational change: putting people and their contexts first}, language = {en}, publisher = {Bloomsbury publishing}, author = {Wedell, Martin}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:97JNXGSM}, keywords = {⛔ No DOI found}, } @book{wegerif_dialogic_2007, title = {Dialogic education and technology: {Expanding} the space of learning}, volume = {7}, shorttitle = {Dialogic education and technology}, publisher = {Springer Science \& Business Media}, author = {Wegerif, Rupert}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KMLUFFVC 2405685:XZNNLE7Y}, } @inproceedings{weiqi_li_constructivist_2001, title = {Constructivist learning systems: a new paradigm}, shorttitle = {Constructivist learning systems}, doi = {10.1109/ICALT.2001.943967}, abstract = {The educational enterprise is in the midst of a philosophical shift from a behaviorist to a constructivist paradigm. If constructivism is to be taken seriously as a new educational paradigm in the information age, learning technology R\&D must pay more attention to learners instead of teachers. A constructivist learning environment (CLE) is a technology-rich, open place where a learner can use a variety of tools and information resources in his pursuit of learning goals and problem-solving activities. Wherein the learner can draw upon information resources and tools to actively construct knowledge, generate a diverse array of ideas, develop multiple modes of representation, engage in social interaction, and solve authentic problems. Four major elements are bound together by their roles in the establishment of a CLE: public knowledge system; distributed instructional system; learning community; constructivist learning system.}, booktitle = {Proceedings {IEEE} {International} {Conference} on {Advanced} {Learning} {Technologies}}, author = {Weiqi Li}, month = aug, year = {2001}, note = {shortDOI: 10/chckwf KerkoCite.ItemAlsoKnownAs: 10/chckwf 2405685:4VQVBBWR}, keywords = {Buildings, CLE, Collaborative work, Education, Educational technology, Information technology, Learning systems, Problem-solving, Process control, Research and development, Shape, constructivist learning environments, constructivist learning systems, constructivist paradigm, distributed instructional system, educational enterprise, educational paradigm, educational technology, human factors, information age, information resources, learning community, learning goals, learning technology R\&d, philosophical shift, problem-solving activities, public knowledge system, social aspects of automation, social interaction, teaching, user interfaces}, pages = {433--434}, } @article{weiss_computerized_2004, title = {Computerized {Adaptive} {Testing} for {Effective} and {Efficient} {Measurement} in {Counseling} and {Education}}, volume = {37}, issn = {0748-1756, 1947-6302}, url = {https://www.tandfonline.com/doi/full/10.1080/07481756.2004.11909751}, doi = {10.1080/07481756.2004.11909751}, language = {en}, number = {2}, urldate = {2022-06-17}, journal = {Measurement and Evaluation in Counseling and Development}, author = {Weiss, David J.}, month = jul, year = {2004}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/07481756.2004.11909751 2339240:8T3SAT24 2405685:EDBDPZH3}, pages = {70--84}, } @misc{who_international_2002, title = {International {Classification} of {Functioning}, {Disability} and {Health} {Framework} ({ICF})}, url = {https://www.who.int/classifications/international-classification-of-functioning-disability-and-health#:~:text=The%20International%20Classification%20of%20Functioning,%20Disability%20and%20Health,,is%20a%20classification%20of%20health%20and%20health-related%20domains.}, urldate = {2020-12-10}, author = {WHO}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M77VEEWU 2405685:UHN66MY9}, } @book{wilber_sex_2001, title = {Sex, ecology, spirituality: {The} spirit of evolution}, shorttitle = {Sex, ecology, spirituality}, publisher = {Shambhala Publications}, author = {Wilber, Ken}, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7NZCM5SR 2405685:VEWX4ZSL}, } @article{williams_two_2002, title = {Two degrees of separation in complex food webs}, volume = {99}, doi = {10.1073/pnas.192448799}, number = {20}, journal = {Proceedings of the National Academy of Sciences}, author = {Williams, Richard J. and Berlow, Eric L. and Dunne, Jennifer A. and Barabási, Albert-László and Martinez, Neo D.}, year = {2002}, note = {Publisher: National Acad Sciences KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.192448799 2339240:32QBK3M6 2405685:MDKLUVY4}, pages = {12913--12916}, } @article{williamson_educational_2009, title = {Educational reform, enquiry‐based learning and the re‐professionalisation of teachers}, volume = {20}, issn = {0958-5176, 1469-3704}, url = {https://www.researchgate.net/publication/248993852_Educational_reform_enquiry-based_learning_and_the_re-professionalisation_of_teachers}, doi = {10.1080/09585170903195894}, language = {en}, number = {3}, urldate = {2021-05-31}, journal = {The Curriculum Journal}, author = {Williamson, Ben and Morgan, John}, year = {2009}, note = {Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1080/09585170903195894 KerkoCite.ItemAlsoKnownAs: 10.1080/09585170903195894 2339240:UECZRQMK 2405685:3J8IQVHB 2405685:BU4DA77T 2405685:JR8QJ4C7 2534378:ZGC3LGMX}, pages = {287--304}, } @book{wilson_other_2005, address = {San Francisco, CA}, edition = {1 edition}, title = {The {Other} {Blended} {Learning}: {A} {Classroom}-{Centered} {Approach}}, isbn = {978-0-7879-7401-5}, shorttitle = {The {Other} {Blended} {Learning}}, abstract = {In The Other Blended Learning, Diann Wilson and Ellen Smilanich explain how to successfully blend a variety of learning methods?including mentoring, coaching, on-the-job training, and e-learning?around classroom-delivered content. Though blended learning is most often associated with e-learning, this ?other? blend shows how to maximize the classroom experience to aid learning transfer and improve performance.  Written in an easy-to-use format, The Other Blended Learning offers a practical guide for understanding and implementing a successful blended learning approach in any organization no matter what its size or mission.}, language = {English}, publisher = {Pfeiffer}, author = {Wilson, Diann and Smilanich, Ellen M.}, month = jul, year = {2005}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:Z3R5NFEU}, } @article{wims_investing_2007, title = {Investing in {ICTs} in educational institutions in developing countries: {An} evaluation of their impact in {Kenya}}, shorttitle = {Investing in {ICTs} in educational institutions in developing countries}, url = {/paper/Investing-in-ICTs-in-educational-institutions-in-An-Wims-Lawler/b03fde9c23d7a02d3bbcffb9350e9910e007d80b}, abstract = {ABSTRACT The incorporation of Information and Communication Technologies (ICT) into the educational curriculum has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this research seeks to redress this by examining the impact of ICT projects in educational institutions in Kenya. Teaching staff, current students and former students together with parents of current students were surveyed. Key informants were also interviewed to establish the current policies concerning ICT in education in Kenya. An absence of educational software was found, as was the lack of Internet access and use of e-mail. Some 35-40\% of secondary school teachers had never used a computer. The research revealed tangible benefits to students from exposure to ICT. It was also found that exposure to computers in schools influenced the career choices of former students. It was concluded that reform of the telecommunications sector is necessary to hasten the rollout of computer technology in educational institutions in Kenya. At school level, the key issues which arose included staff training, mainstreaming of ICT across the curriculum and provision of adequate ICT equipment. Keywords: ICTs; Developing Countries; Education INTRODUCTION This paper investigates the use of computers in educational institutions in the Rift Valley province in Kenya. The adoption of Information and Communication Technologies (ICT) has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this study examines ICT projects in educational institutions in Kenya, in order to establish normal practice and to determine the effects of adopting ICTs at school level. BACKGROUND TO THE RESEARCH The country of Kenya experiences many of the problems typical of sub Sahara Africa enumerated by Langmia (2006) in that it is lagging behind in information superhighway technology. In terms of telecommunications infrastructural developments, the growth of the fixed telephone network throughout Kenya has been below expectations; according to the Central Bureau of Statistics (2006), the fixed line tele-density was 1.02\% (number of fixed lines per one hundred population) during the year 2003 but this has actually deteriorated since then due to the steady population increase in the absence of infrastructural developments. Most of these fixed line subscribers are concentrated in urban areas which account for 94\% of the fixed lines while 6\% are in rural areas (ibid). In contrast, cellular services have expanded rapidly from under 15,000 customers in 1999 to over 2.8 million in 2004 (Export Processing Zones Authority, 2005). By April 2004, there were an estimated one million internet users and over one thousand cyber cafes throughout the country (ibid.). Keiyo District is one of 18 districts of the Rift Valley Province and lies just north of the equator, at its centre approximately 350km north west of Nairobi. The western and southern areas of the district are fertile and support the highest population. Livestock rearing and tillage farming are the main occupations of the community. To the north of Iten, the administrative centre, the land gradually rises through forests of indigenous trees and bleak high merino-sheep country. Lumbering is also carried on in this area. The total population of Keiyo District was estimated at 144,000 in 2004, and the population density was estimated to be 100 persons per square km (CKRC, 2004). Keiyo District is the eighth most densely populated district in the Rift Valley Province and has an average life expectancy of 61 years. …}, language = {en}, urldate = {2021-05-22}, journal = {undefined}, author = {Wims, Pádraig and Lawler, M.}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZNLA847W 2405685:EQDB5T6L}, keywords = {⛔ No DOI found}, } @article{wiske_dewey_2005, title = {Dewey goes digital: {Scaling} up constructivist pedagogies and the promise of new technologies}, volume = {18}, shorttitle = {Dewey goes digital}, journal = {Scaling up success: Lessons learned from technology-based educational innovation. New York: Jossey-Bass}, author = {Wiske, M. S. and Perkins, D.}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9PL5T8PF 2405685:3F5PV9TQ}, keywords = {⛔ No DOI found}, } @article{wood_new_2007, title = {New {Look} at {Habits} and the {Habit}-{Goal} {Interface}}, volume = {114}, url = {https://www.researchgate.net/publication/5936907_A_New_Look_at_Habits_and_the_Habit-Goal_Interface}, doi = {10.1037/0033-295X.114.4.843}, language = {en}, number = {4}, urldate = {2020-08-20}, journal = {Psychological Review}, author = {Wood, Wendy and Neil, David}, year = {2007}, note = {shortDOI: 10/dsb8bv KerkoCite.ItemAlsoKnownAs: 10.1037/0033-295X.114.4.843 10/dsb8bv 2405685:XZK2S4WM}, pages = {843--863}, } @techreport{world_bank_briefing_2009, title = {Briefing note on e-learning}, url = {https://web.worldbank.org/archive/website01006/WEB/0__C-331.HTM}, language = {EN}, urldate = {2020-04-26}, author = {World Bank}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:R8SD9XHC 2405685:IRPDPJ5Z}, } @techreport{world_bank_dhaka_2007, address = {The World Bank Office, Dhaka}, title = {Dhaka: improving living conditions for the urban poor}, url = {https://documents1.worldbank.org/curated/en/938981468013830990/pdf/404240BD0Dhaka10ALSO03582401PUBLIC1.pdf}, number = {No. 17}, urldate = {2021-10-25}, author = {{World Bank}}, month = jun, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:N4KX2CI5 2405685:U5Y84Z3H}, } @techreport{world_bank_improving_2005, title = {Improving {Educational} {Quality} through {Interactive} {Radio} {Instruction}}, url = {http://documents.worldbank.org/curated/en/288791468035958279/pdf/357420AFRHD0521lkit1nov10501PUBLIC1.pdf}, language = {EN}, author = {World Bank}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P8RFXRRD 2405685:NJE9HJMQ}, } @article{wright_relations_2001, title = {The {Relations} of {Early} {Television} {Viewing} to {School} {Readiness} and {Vocabulary} of {Children} from {Low}-{Income} {Families}: {The} {Early} {Window} {Project}}, volume = {72}, shorttitle = {The {Relations} of {Early} {Television} {Viewing} to {School} {Readiness} and {Vocabulary} of {Children} from {Low}-{Income} {Families}}, url = {https://pubmed.ncbi.nlm.nih.gov/11700636/}, doi = {10.1111/1467-8624.t01-1-00352}, abstract = {For two cohorts of children from low- to moderate-income families, time-use diaries of television viewing were collected over 3 years (from ages 2-5 and 4-7 years, respectively), and tests of reading, math, receptive vocabulary, and school readiness were administered annually. Relations between viewing and performance were tested in path analyses with controls for home environment quality and primary language (English or Spanish). Viewing child-audience informative programs between ages 2 and 3 predicted high subsequent performance on all four measures of academic skills. For both cohorts, frequent viewers of general-audience programs performed more poorly on subsequent tests than did infrequent viewers of such programs. Children's skills also predicted later viewing, supporting a bidirectional model. Children with good skills at age 5 selected more child-audience informative programs and fewer cartoons in their early elementary years. Children with lower skills at age 3 shifted to viewing more general-audience programs by ages 4 and 5. The results affirm the conclusion that the relations of television viewed to early academic skills depend primarily on the content of the programs viewed.}, number = {5}, journal = {Child development}, author = {Wright, John and Huston, Aletha and Murphy, Kimberlee and Peters, Michelle and Pinõn, M. and Scantlin, R. and Kotler, Jennifer}, month = sep, year = {2001}, note = {KerkoCite.ItemAlsoKnownAs: 10.1111/1467-8624.t01-1-00352 2339240:86SXG6MH 2405685:DJ3VHEIC}, pages = {1347--66}, } @techreport{yoon_reviewing_2007, title = {Reviewing the evidence on how teacher professional development affects student achievement}, language = {en}, number = {033}, institution = {National Center for Education Evaluation and Regional Assistance}, author = {Yoon, Kwang Suk and Duncan, Teresa and Wen-yu Lee, Sylvia and Scarloss, Beth and Shapley, Kathy}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YJCET4KE}, keywords = {C:United States}, pages = {62}, } @article{yu_political_2009, title = {The {Political} {Economy} of {Data} {Protection}}, volume = {84}, language = {en}, author = {Yu, Peter K}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LJFB55TY 2405685:QQ2D5FDM}, pages = {27}, } @article{zame_educational_2008, title = {Educational reform in {Ghana}: the leadership challenge}, volume = {22}, issn = {0951-354X}, shorttitle = {Educational reform in {Ghana}}, url = {https://www.emerald.com/insight/content/doi/10.1108/09513540810853521/full/html}, doi = {10.1108/09513540810853521}, language = {en}, number = {2}, urldate = {2020-03-10}, journal = {International Journal of Educational Management}, author = {Zame, Martin Y. and Hope, Warren C. and Respress, Trinetia}, month = feb, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/09513540810853521 2339240:ID5R2WPC 2405685:GKKVCZ85}, pages = {115--128}, } @article{zelazo_dimensional_2006, title = {The {Dimensional} {Change} {Card} {Sort} ({DCCS}): a method of assessing executive function in children}, volume = {1}, copyright = {2006 Nature Publishing Group}, issn = {1750-2799}, shorttitle = {The {Dimensional} {Change} {Card} {Sort} ({DCCS})}, url = {https://www.nature.com/articles/nprot.2006.46}, doi = {10.1038/nprot.2006.46}, abstract = {The dimensional change card sort (DCCS) is an easily administered and widely used measure of executive function that is suitable for use with participants across a wide range of ages. In the standard version, children are required to sort a series of bivalent test cards, first according to one dimension (e.g., color), and then according to the other (e.g., shape). Most 3-year-olds perseverate during the post-switch phase, exhibiting a pattern of inflexibility similar to that seen in patients with prefrontal cortical damage. By 5 years of age, most children switch when instructed to do so. Performance on the DCCS provides an index of the development of executive function, and it is impaired in children with disorders such as attention-deficit/hyperactivity disorder (ADHD) and autism. We describe the protocol for the standard version (duration = 5 min) and the more challenging border version (duration = 5 min), which may be used with children as old as 7 years. *Note: In the version of the article originally published, the boat in the upper right of the figure was blue. It should be red. The error has been corrected in the HTML and PDF versions of the article.}, language = {en}, number = {1}, urldate = {2019-12-09}, journal = {Nature Protocols}, author = {Zelazo, Philip David}, month = jun, year = {2006}, note = {shortDOI: 10/b9853h KerkoCite.ItemAlsoKnownAs: 10.1038/nprot.2006.46 10/b9853h 2339240:4NWH2QGZ 2405685:JDIERCD8}, pages = {297--301}, } @article{zhao_factors_2003, title = {Factors {Affecting} {Technology} {Uses} in {Schools}: {An} {Ecological} {Perspective}}, volume = {40}, issn = {0002-8312}, shorttitle = {Factors {Affecting} {Technology} {Uses} in {Schools}}, url = {https://doi.org/10.3102/00028312040004807}, doi = {10.3102/00028312040004807}, abstract = {Why is technology not used more in schools? Many researchers have tried to solve this persistent puzzle. The authors of this article report on their study of technology uses in 19 schools. They suggest an ecological metaphor, using the example of the introduction of the zebra mussel into the Great Lakes, to integrate and organize sets of factors that affect implementation of computer uses. Their findings suggest that an ecological perspective can provide a powerful analytical framework for understanding technology uses in schools. That perspective points out new directions for research and has significant policy and practical implications for implementing innovations in schools.}, language = {en}, number = {4}, urldate = {2021-03-17}, journal = {American Educational Research Journal}, author = {Zhao, Yong and Frank, Kenneth A.}, year = {2003}, note = {Publisher: American Educational Research Association zotzenLib.CopiedFrom: 2339240:LJV7RSEV KerkoCite.ItemAlsoKnownAs: 10.3102/00028312040004807 2339240:LJV7RSEV 2405685:KSZIKTG8}, keywords = {computers in schools, diffusion of innovation, educational technology, school ecology, teacher development}, pages = {807--840}, } @article{zhao_social_2006, title = {The {Social} {Life} of {Technology}: {An} {Ecological} {Analysis} of {Technology} {Diffusion} in {Schools}}, volume = {1}, issn = {1554-480X, 1554-4818}, shorttitle = {The {Social} {Life} of {Technology}}, url = {http://www.tandfonline.com/doi/abs/10.1207/s15544818ped0102_5}, doi = {10.1207/s15544818ped0102_5}, language = {en}, number = {2}, urldate = {2020-01-07}, journal = {Pedagogies: An International Journal}, author = {Zhao, Yong and Lei, Jing and Frank, Kenneth A.}, month = apr, year = {2006}, note = {shortDOI: 10/d7h88f KerkoCite.ItemAlsoKnownAs: 10.1207/s15544818ped0102\_5 10/d7h88f 2339240:5VZLQSJV 2339240:WS4YPJXX 2405685:CXPZTPRP 2405685:RZ7JQCIS}, pages = {135--149}, } @techreport{zhao_what_2005, title = {What makes the difference? {A} practical analysis of research on the effectiveness of distance education}, shorttitle = {What makes the difference?}, author = {Zhao, Yong and Lei, Jing and Yan, Bo and Tan, Sophia and Zhao, Yong}, year = {2005}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JMMKDC2T}, }