Development of digital diary for enhanced parental school involvement in Tanzania - Jeremiah, Sekione R.; Mtebe, Joel S. (The African Journal of Information Systems, 2018)
The study examined the use of digital diary as a tool for enhancing parental school involvement in Tanzania. The development of the digital diary followed eXtreme Programming agile method where 87 parents and 6 teachers from St. Florence school were involved. Parents and teachers were given six months to use the tool before testing for its effectiveness using data from 7 teachers and 156 parents through semi-structured interviews and questionnaires respectively. The study found that the majority of respondents (84.4% of parents and 96.7% of teachers) indicated that the digital diary was useful tool as enabled them to track children’s progress via their smartphones. Moreover, computer generated reports showed that messages to/from parents were delivered with approximately 90% success rate. This research argues for schools to adopt and use digital diaries for easy, engaging, and effective for better parental school involvement.
KerkoCite.ItemAlsoKnownAs: 2339240:W5QVIB2S 2405685:BYLMXZHB
Keywords: ⛔ No DOI found

Development Impact and You (DIY) Toolkit - NESTA UK (2014)
Practical tools to trigger & support social innovation
KerkoCite.ItemAlsoKnownAs: 2339240:GEFQTUQZ 2405685:7VCMN4PG

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

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

Development and evaluation of Ning social network for teaching training online surveillance - Mohd Nawi, Mohd Aliff; Jamsari, Ezad Azraai; Sulaiman, Adibah; Hamzah, Mohd Isa (Turkish Online Journal of Distance Education, 2013)
Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the "blog" is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.)
Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey KerkoCite.ItemAlsoKnownAs: 2405685:XGBJE4CK 2534378:5L9R6WLC 2534378:MFQCBZSB
Keywords: Courseware; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Interviews; Malaysia; Observation; Online Courses; Social Networks; Student Teachers; Supervisory Methods; Teacher Education Programs; Teacher Supervision; Teaching Methods; Trainees; Web 2.0 Technologies; __:import:01; __:match:final; __:matched; __:study_id:2098097; __finaldtb; ⛔ No DOI found

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

Developing TPACK in science and mathematics teacher education in Tanzania: A proof of concept study - Kafyulilo, Ayoub; Fisser, Petra (Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning, 2019)
Since 1997, the government of Tanzania has made several attempts at introducing technology into education. However, despite these efforts technology has not become integrated into educational practice. A main reason is that teachers do not embrace the use of technology in their teaching. This study was initiated to design, implement and evaluate a professional development arrangement aimed at promoting teachers’ use of technology in their teaching practice. The study started with a ‘proof of concept’ study. Based on experiences in Ghana and Kuwait, a professional development arrangement was developed that incorporated ‘learning technology by design’ to prepare pre-service science and math teachers for using technology in their teaching. The experiences from this study informed the design of a professional development arrangement for practicing science teachers. The iterative design, implementation and evaluation of the professional development arrangements will be presented and discussed.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-20062-6_8 2339240:MQPLNUJN 2405685:Z8QTSILA

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

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

Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach - Rose, R.; Garner, P.; Farrow, B. (Inclusion, Equity and Access for Individuals with Disabilities., 2019)
https://doi.org/10.100/ 978-981-13-5962-0_21 KerkoCite.ItemAlsoKnownAs: 2405685:AMF2AQAE

Developing great teaching: lessons from the international reviews into effective professional development - Cordingley, P; Higgins, S; Greany, T; Buckler, N; Coles-Jordan, D; Crisp, B; Saunders, L; Coe, R (Teacher Development Trust, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:VRGQHSQ6 2405685:P7V7CHIN

Developing Great Teaching: Lessons from the international reviews into effective professional development - Cordingley, Philippa; Higgins, Steve; Coe, Rob; Greany, Toby; Buckler, N.; Coles-Jordan, D.; Crisp, B.; Saunders, L. (Teacher Development Trust, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:UQJ8GNC7 2405685:4CD9B9MI 2405685:LLH3AAD5 2534378:BF6I8W9B
Keywords: C:England / International; ___working_potential_duplicate

Developing critical and theoretical approaches to educational technology research and practice - Jameson, Jill (British Journal of Educational Technology, 2019)
shortDOI: 10/gf62hg KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12775 10/gf62hg 2339240:2GDQTIZA 2339240:HWDKX456 2339240:RNTYTJ85 2405685:3X4HSMHB 2405685:UG65PX2M 2405685:UPPL58ZU

Developing BacaBicara: An Indonesian Lipreading System as an Independent Communication Learning for the Deaf and Hard-of-Hearing - Muljono, Muljono; Saraswati, Galuh Wilujeng; Winarsih, Nurul Anisa Sri; Rokhman, Nur; Supriyanto, Catur; Pujiono, Pujiono (International Journal of Emerging Technologies in Learning (iJET), 2019)
Deaf and hard-of-hearing people have limitations in communication, espe-cially on aspects of language, intelligence, and social adjustment. To com-municate, deaf people use sign language or lipreading. For normal people, it is very difficult to use sign language. They have to memorize many hand signs. Therefore, lipreading is a necessary for communication between nor-mal and deaf people. In Indonesia, there is still few education media for deaf people to learn lipreading. To overcome this challenge, we develop a lipread-ing educational media to help deaf and hard-of-hearing to learn Bahasa In-donesia, called BacaBicara. User-Centered Design (UCD) is implemented to design the application and to analyze the constraints and conceptual models for the needs of users. This conceptual model uses the picture, lipreading video, text, and sign language to help the users understand the contents. The High fidelity prototype was implemented for evaluating usability testing. Based on the evaluation of the application, the results show that the proto-type matches the usability goals and the user experience.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v14i04.9578 2339240:9IPNSKPY 2405685:QD5FWZIS
Keywords: Deaf and hard of hearing; Interaction; lipreading; user-centered design prototype

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

Developing and piloting interactive physics experiments for secondary schools in Tanzania - Msoka, Vidate C; Mtebe, Joel S; Kissaka, Mussa M; Kalinga, Ellen C (Journal of Learning for Development, 2015)
Students in secondary schools in Tanzania have been facing difficulties in conducting laboratory experiments. This has been due to the acute shortage of laboratory facilities and poor teaching methodologies. Consequently, students perceive science subjects as unattractive, difficult and irrelevant to understanding the world around them. An interactive physics experiment was developed and piloted in two schools with 157 students to investigate whether interactive experiments can be used as an alternative to physical experiments. Results show that students found the interactive experiment was easier and more efficient, and, therefore, can be used as an alternative to physical experiments.
KerkoCite.ItemAlsoKnownAs: 2339240:XHD7QLC5 2405685:MHEIT7PV
Keywords: ⛔ No DOI found

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

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

Developing a situational judment test for adminission into initial teacher education in Oman: An exploratory study - Al Hashmi, WaleedTalib Abdullah (University of York, 2018)
EdTechHub.ItemAlsoKnownAs: 2405685:CBV2XIFH

Developing a Quantitative Data Analysis Plan - Banks, Emily; Paige, Ellie; Mather, Tanya (Australian National University, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:XHJFCBTZ 2405685:7KGBUJMK

Developing a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programs - Klassen, Robert; Durksen, Tracy L.; Kim, Lisa; Patterson, Fiona; Rowett, Emma; Warwick, Jane; Warwick, Paul; Wolpert, Mary (International Journal of Assessment Tools in Education, 2016)
The purpose of this article is to report on the development of a proof-ofconcept situational judgment test (SJT) to assist in the selection of candidates for primary teacher education (ITE) programs. Nine development steps involving practising teachers, teacher educators, and applicants to ITE programs were carried out to establish target attributes and to develop content for the test. The results from administering the test to 124 primary ITE candidates showed a near-normal distribution, high levels of reliability, and significant positive correlations with a range of concurrently administered interview scores. We conclude with a description of the necessary next steps needed to implement evidencesupported teacher education selection processes in a range of international settings.
shortDOI: 10/ghgn46 KerkoCite.ItemAlsoKnownAs: 10/ghgn46 2405685:TZKLB6LA

Determining the feasibility of an e-portfolio application in a distance education teaching practice course - Kecik, Ilknur; Aydin, Belgin; Sakar, Nurhan; Dikdere, Mine; Aydin, Sinan; Yuksel, Ilknur; Caner, Mustafa (International Review of Research in Open and Distance Learning, 2012)
[...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).
Place: Athabasca Publisher: International Review of Research in Open and Distance Learning Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1634473704?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2405685:WS5G6A39 2534378:29ZCKBN5 2534378:YKJ8RPIT
Keywords: Collaboration; Cooperating teachers; Distance education; Distance learning; Education–Adult Education; Feedback; Independent study; Interactive learning; Supervisors; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096507; __finaldtb; adult learning; interactive learning environments; teaching practice

Determining the feasibility of an e-portfolio application in a distance education teaching practice course - Kecik, Ilknur; Aydin, Belgin; Sakar, Nurhan; Dikdere, Mine; Aydin, Sinan; Yuksel, Ilknur; Caner, Mustafa (The International Review of Research in Open and Distributed Learning, 2012)
In this study we aim to conduct a complete evaluation of the e-portfolio application in the distance teaching practice course that is part of the Distance English Language Teacher (DELT) program at Anadolu University from the perspective of three groups: university supervisors, preservice teachers, and cooperating teachers. Using a survey on the needs of preservice teachers and how well these were met according to the three groups’ perspectives, we gathered qualitative and quantitative data on the feasibility of the e-portfolio application. Our analysis of the findings revealed that all three groups agreed about the needs of preservice teachers. And despite some minor variance in the perspectives of each group, we determined that e-portfolio applications can meet the majority of the planning, teaching, and reflection needs in the teaching process. We offer suggestions to improve eportfolio applications so they will better meet preservice teachers’ needs.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2339240:TMPJKTC3 2405685:QTQSZ579

Determinants of social desirability bias in sensitive surveys: a literature review - Krumpal, Ivar (Quality & Quantity, 2013)
Survey questions asking about taboo topics such as sexual activities, illegal behaviour such as social fraud, or unsocial attitudes such as racism, often generate inaccurate survey estimates which are distorted by social desirability bias. Due to self-presentation concerns, survey respondents underreport socially undesirable activities and overreport socially desirable ones. This article reviews theoretical explanations of socially motivated misreporting in sensitive surveys and provides an overview of the empirical evidence on the effectiveness of specific survey methods designed to encourage the respondents to answer more honestly. Besides psychological aspects, like a stable need for social approval and the preference for not getting involved into embarrassing social interactions, aspects of the survey design, the interviewer’s characteristics and the survey situation determine the occurrence and the degree of social desirability bias. The review shows that survey designers could generate more valid data by selecting appropriate data collection strategies that reduce respondents’ discomfort when answering to a sensitive question.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11135-011-9640-9 2339240:M3NUZ3KB 2405685:W6WCHYKD

Determinants of Implementation of Public Sector Projects in Kenya: A Case of Laptop Project in Public Primary Schools in Kangundo Sub-County, Machakos County - Muinde, Samuel Mutisya; Mbataru, Patrick (2019)
In One-to-one laptop programs are becoming popular across the globe. However available evidence suggests that their implementations in schools are often faced with challenges. For example, even though the government of Kenya began supplying laptops to public primary schools in 2016; reports indicate that the gadgets have not fully been put into use in many schools. Most of the empirical studies done in this area have majorly focused on the level of success and factors influencing implementation of the project and not the extent to which specific variables determine implementation of the project, thus resulting to a research gap. In order to fill this gap, study focused on the determinants of implementation of the laptop project in public primary schools in Kangundo Sub-county. The study was guided by 4 research objectives: i.) To assess the extent to which teachers’ perception determine implementation of the laptop project; ii) To establish the extent to which teachers’ capacity in ICT determine implementation of the laptop project; iii) To establish the extent to which availability of facilities determine the implementation of the laptop project; and iv) To establish the extent to which availability of digital subject content determine implementation of the laptop project. The study was premised on three (3) theories; Technology Acceptance Model, Constructivist Learning Theory and Resource Based Theory. The study adopted descriptive survey design. It targeted all the public primary schools, all teachers in lower primary and all the Ministry of Education officials heading the four zones that constitute Kangundo Sub-county. The study targeted all the 74 public primary schools which have 222 lower primary teachers, 74 head teachers and 4 MOEST officials making a total target population of 300. It adopted stratified random sampling in stratifying the schools into four zones and randomly selected 22 schools. All 22 school heads and all 66 lower primary school teachers of the participating schools were purposively sampled. Additionally, the 4 MOEST officials heading the four zones were included, making a sample of 92 participants. Tools of data collection included questionnaires for teachers and school heads, an interview guide for MOEST officials and an observation checklist. The data analysis was conducted using SPSS. Content analysis was adopted in analyzing qualitative data whereas descriptive statistics such as frequencies and percentages were used in analyzing quantitative data. Tables and figures were used to present the study results. The inferential analysis conducted shows that there was a significant relationship between independent and dependent variables. Both teachers’ capacity on ICT and availability of facilities were found to have significant effect on implementation of the laptop project while teachers’ perception and availability of digital subject content were found to have insignificant effect on the project in public primary schools in Kangundo Sub-County.
Accepted: 2020-06-30T09:17:59Z Publisher: International Academic Journal of Law and Society KerkoCite.ItemAlsoKnownAs: 2339240:2GJGUH3T 2405685:BVJFPMCV
Keywords: ___working_potential_duplicate; ⛔ No DOI found

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

Designing OLPC learning environments: A case on 1:1 pedagogy in rural Tanzania - Pakarinen, S.; Apiola, M.; Moisseinen, N.; Tedre, M. (2013 Africon, 2013)
In the past two decades computers have become a standard educational tool in the industrialized countries. Recently, equipping each student with a personal device (one-to-one computing, OLPC) has been enthusiastically advocated for developing countries, too. However, despite a number of pioneering research studies, broader analyses of pedagogical, technical, and organizational aspects of one-to-one computing in developing countries are largely missing. In this participatory action research in a rural Tanzanian primary school, we identified a number of pedagogical elements that were beneficial for teaching and utilizing ICT in the classroom. We pinpointed exploratory and self-regulated learning, group problem solving, and constructive principles as facilitators of learning within the one-to-one computing paradigm in this context. Our results show that the introduction of children's computers also triggered a number of changes in dynamics both within the school but also outside the school.
ISSN: 2153-0033 KerkoCite.ItemAlsoKnownAs: 10.1109/AFRCON.2013.6757660 2339240:W653CXZ9 2405685:8SFQ3SZ7
Keywords: Context; Educational institutions; ICT utilization; Interviews; Materials; OLPC learning environment; Portable computers; Tanzania; computer aided instruction; constructive principles; educational institutions; educational tool; exploratory learning; group problem solving; information and communications technology; learning facilitators; one-to-one computing; organizational aspect; participatory action research; pedagogical aspect; pedagogical elements; pedagogy; rural primary school; self-regulated learning; teaching; technical aspect

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

Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia - Gove, Amber; Poole, Medina Korda; Piper, Benjamin (New Directions for Child and Adolescent Development, 2017)
Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.
shortDOI: 10/ggkzrw KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20195 10/ggkzrw 2405685:HTRYQVPL

Designing appropriate learning technologies for school vs home settings in Tanzanian rural villages - Uchidiuno, Judith; Yarzebinski, Evelyn; Madaio, Michael; Maheshwari, Nupur; Koedinger, Ken; Ogan, Amy (Proceedings of the 1st ACM SIGCAS Conference on Computing and Sustainable Societies, 2018)
Smartphone- and tablet-based learning systems are often posited as solutions for closing early literacy gaps between rural and urban regions in emerging economies. These systems are often developed based on experiences with students in urban contexts, limiting their success rates with children from rural areas who have had little to no prior exposure to technology. To explore how such technologies are used in different learning contexts, we deployed an early literacy learning application in school and home settings in a rural village in Tanzania. We use Rogoff's theory of instructional models to understand and describe the interaction between learners, adults, and peers. We found that in the presence of a school teacher, the instructional model was primarily "adult-run" where information was almost entirely disseminated by the teacher, while in home settings, the instructional model was similar to a "community-of-learners" model where children collaborate with other peers and adults to achieve their learning goals. We use these instructional models to surface six themes of support and scaffolding that were expressed differently across settings, and discuss the benefits and drawbacks of the instructional models observed in providing support across these themes.
KerkoCite.ItemAlsoKnownAs: 10.1145/3209811.3209881 2339240:CSDUPUSQ 2405685:TA6G2B8G
Keywords: Early Literacy; Educational Technology; Sub-Saharan Africa

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

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

Designing an Educational Innovation to Achieve Scale: Five Critical Concepts - Dede, Chris (The EvoLLLution, 2016)
Research has documented that in education, unlike other sectors of society, the scaling of successful instructional programs from a few settings to widespread use across a range of contexts is very difficult (Dede, Honan, & Peters, 2005). In fact, research typically shows a huge influence of setting (e.g., the teacher’s content preparation, students’ self-efficacy, prior […]
KerkoCite.ItemAlsoKnownAs: 2405685:TX3BDCL8

Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya - Dubeck, Margaret M.; Jukes, Matthew C.H.; Brooker, Simon J.; Drake, Tom L.; Inyega, Hellen N. (International Journal of Educational Development, 2015)
What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientiﬁc literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge.
shortDOI: 10/f7fghr KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.11.022 10/f7fghr 2405685:4WTUAF8V 2405685:USCCYKCK 2534378:5GJ88R44 2534378:DLHXICEY 2534378:NIUAY2PP
Keywords: ADULTS; BEST practices; EDUCATION; EDUCATIONAL innovations; EDUCATIONAL intervention; ELEMENTARY education; KENYA; Kenya; LITERACY; Literacy; Perception; Reading instruction; TEACHER development; TEACHING methods; Teacher education; Text messages; __:import:01; __:match:final; __:matched; __:study_id:2099920; ___working_potential_duplicate; __finaldtb

Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya - Dubeck, Margaret M.; Jukes, Matthew C.H.; Brooker, Simon J.; Drake, Tom L.; Inyega, Hellen N. (International Journal of Educational Development, 2015)
What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. [ABSTRACT FROM AUTHOR]
Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=108296506&site=ehost-live&scope=site KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.11.022 2339240:B8GCJR9U 2405685:7W777384 2534378:5GJ88R44 2534378:DLHXICEY 2534378:NIUAY2PP
Keywords: ADULTS; BEST practices; EDUCATION; EDUCATIONAL innovations; EDUCATIONAL intervention; ELEMENTARY education; KENYA; Kenya; LITERACY; Literacy; Perception; Reading instruction; TEACHER development; TEACHING methods; Teacher education; Text messages; __:import:01; __:match:final; __:matched; __:study_id:2099920; __finaldtb

Design Thinking for Educators - Schurr, Michael (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:MIZAQAF8 2447227:RRF4465C 261495:HPJKGN4A

Design Research in Education: A Practical Guide for Early Career Researchers - Bakker, Arthur (Routledge, 2018)
Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research.
Google-Books-ID: uI3gtAEACAAJ EdTechHub.Copy: 2129771:ZBKEAZHR KerkoCite.ItemAlsoKnownAs: 2129771:ZBKEAZHR 2339240:ZRBLTX25 2405685:IPVIQS97

Design Principles for Systematic Search Systems: A Holistic Synthesis of a Rigorous Multi-cycle Design Science Research Journey - Sturm, Benjamin; Sunyaev, Ali (Business & Information Systems Engineering, 2019)
Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12599-018-0569-6 2405685:6ZC2C36J 2486141:I75MLBTJ 2486141:UNR5E4GB
Keywords: Design principles; Design science research; Information retrieval; Literature review; Systematic literature searches; Systematic search systems; _Added-ailr-2024

Design of a Braille Learning Application for Visually Impaired Students in Bangladesh - Nahar, Lutfun; Jaafar, Azizah; Ahamed, Eistiak; Kaish, A. B. M. A. (Assistive Technology, 2015)
Visually impaired students (VIS) are unable to get visual information, which has made their learning process complicated. This paper discusses the overall situation of VIS in Bangladesh and identifies major challenges that they are facing in getting education. The Braille system is followed to educate blind students in Bangladesh. However, lack of Braille based educational resources and technological solutions have made the learning process lengthy and complicated for VIS. As a developing country, Bangladesh cannot afford for the costly Braille related technological tools for VIS. Therefore, a mobile phone based Braille application, “mBRAILLE”, for Android platform is designed to provide an easy Braille learning technology for VIS in Bangladesh. The proposed design is evaluated by experts in assistive technology for students with disabilities, and advanced learners of Braille. The application aims to provide a Bangla and English Braille learning platform for VIS. In this paper, we depict iterative (participatory) design of the application along with a preliminary evaluation with 5 blind subjects, and 1 sighted and 2 blind experts. The results show that the design scored an overall satisfaction level of 4.53 out of 5 by all respondents, indicating that our design is ready for the next step of development.
KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2015.1011758 10/f7svv7 2339240:PQ9MDIRA 2339240:S5PHSEX4 2405685:3JTWSRAR 2405685:V6F47JQW
Keywords: Visually Impaired Students (VIS); ___working_potential_duplicate; android platform; braille; education for VIS; mobile application

Design Kit - IDEO.org (Design Kit Methods for Human Centered Design, 2015)
Human-centered design is a practical, repeatable approach to arriving at innovative solutions. Think of these Methods as a step-by-step guide to unleashing your creativity, putting the people you serve at the center of your design process to come up with new answers to difficult problems.
KerkoCite.ItemAlsoKnownAs: 2339240:K6Q474LC 2405685:6Y4NPGWH

Design-Based Research and Design-Based Implementation Research | InformalScience.org - Crowley, Kevin (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:N6JXHCC5 2405685:ZME3DNCB

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

Design-Based Research: A decade of progress in education research? - Anderson, Terry; Shattuck, Julie (Educational Researcher, 2012)
Design-based research (DBR) evolved near the beginning of the 21st century and was heralded as a practical research methodology that could effectively bridge th...
Publisher: SAGE PublicationsSage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.3102/0013189X11428813 2339240:EV6A7JPL 2405685:IF68G7MA

Design-based online teacher professional development to introduce integration of STEM in Pakistan - Anwar, Tasneem (University of Minnesota, 2017)
In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN: 9781369679038 Pages: 284 Publication Title: ProQuest LLC KerkoCite.ItemAlsoKnownAs: 2339240:9I4QVZDI 2339240:DBDFJKBJ 2339240:X7AAWQUH 2405685:4364Q9YV 2405685:FR3HXWGG 2405685:MRNCUA28 2405685:XZPKBXP2 2534378:CGYHJZSS 2534378:DN6N2JCI 2534378:JGZHHY6I 2534378:PULZXS5Y 2534378:VMIH94FH
Keywords: 0530:Teacher education; 0714:Science education; Attitude Measures; Community of practice; Design; Design-based research; ERIC; Resources in Education (RIE); Education; Educational Technology; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Interdisciplinary Approach; Interviews; Models; Online Courses; Online teacher professional development; Pakistan; Reflective practices; STEM Education; Science education; Stem integration; Student Centered Learning; Teacher Attitudes; Teacher education; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096054; __finaldtb

Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice - Fishman, Barry J; Penuel, William R; Allen, Anna-Ruth; Cheng, Britte Haugan; Sabelli, Nora (Teachers College Record: The Voice of Scholarship in Education, 2013)
This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.
EdTechHub.Copy: 2129771:JIBWPGSE KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501415 2129771:JIBWPGSE 2339240:2FIFHB2M 2339240:TJLDAUNX 2339240:UWS3I3ET 2405685:6UJQ32JH 2405685:8T9Z277Z 2405685:NYT7JDUT
Keywords: ⛔ No DOI found

Design and Implementation of a Software for Teaching Health Related Topics to Deaf Students: the First Experience in Iran - Ahmadi, Maryam; Abbasi, Masoomeh; Bahaadinbeigy, Kambiz (Acta Informatica Medica, 2015)
Introduction: Deaf are not able to communicate with other community members due to hearing impaired. Providing health care for deaf is more complex because of their communication problems. Multimedia tools can provide multiple tangible concepts (movie, subtitles, and sign language) for the deaf and hard of hearing. In this study, identify the priority health needs of deaf students in primary schools and health education software has been created. Method: Priority health needs and software requirements were identified through interviews with teachers in primary schools in Tehran. After training videos recorded, videos edited and the required software has been created in stages. Results: As a result, health care needs, including: health, dental, ear, nails, and hair care aids, washing hands and face, the corners of the bathroom. Expected Features of the software was including the use of sign language, lip reading, pictures, animations and simple and short subtitles. Discussion: Based on the results of interviews and interest of educators and students to using of educational software for deaf health problems, we can use this software to help Teachers and student’s families to education and promotion the health of deaf students for learn effectively.
KerkoCite.ItemAlsoKnownAs: 10.5455/aim.2015.23.76-80 2339240:VTT3R5G4 2405685:6APQM7RL

Design and Evaluation of Mobile Learning Applications for Autistic Children in Pakistan - Ahmad, Muneeb Imtiaz; Shahid, Suleman (Human-Computer Interaction – INTERACT 2015, 2015)
In this paper, we present the design and evaluation of culturally specific mobile learning applications, designed as a tool to encourage social interaction in autistic children. These applications were designed for Pakistani children keep their cultural context in mind. We performed longitudinal evaluation (around eight weeks) of these applications at an autistic school in Pakistan. Our initial results, based on pre and post evaluation questionnaires and video analysis of social interactions, showed that the applications had a positive effect on the development of socio-emotional skills of children and were appreciated not only by children but also by the teachers.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-22701-6_32 2339240:Z35DS3UQ 2405685:FA9V4SCD
Keywords: App; Autism; Culture; Social skills; Tablet

Design and development of a Web Based Learning System in lower primary schools: A Case study of Makini Primary School, Kenya - Akinyi, Beatrice Ochieng (Moi University, 2015)
Web design technology arises from continued technological trend of computing. Globally the rise of application of information communication technology to the learning programme of primary schools is not much emphasized on. There is empirical evidence to prove that information communication technology is highly beneficial wherever it is applied. The study aimed at designing and developing a web based system of learning that can enhance the academic and social growth of lower primary school pupils. The objectives of the study were: to examine the correlation between the increased use of web based systems of learning and learner‟s academic performance; to identify the set of skills required for lower primary pupils to fully exploit the potential of web based systems of learning; to find out the specification and technical attributes of web based systems of learning that facilitate learning and lastly to design a web based learning system for lower primary school pupils. The study focused on Makini lower primary school in Nairobi County. The study employed case study method and qualitative approach. Rapid Application Development life cycle was used in software development process. Purposive sampling method was used to identify the respondents. Data was collected using interviews and focus group discussions. Findings of the study were: increased use of web based system that enhanced the learner‟s academic performance, the web based system of learning was able to identify games which exploit the pupils‟ skill in learning hence reducing monotony and lastly the web based system was able to identify some technical attributes such as use of graphics and access rights that facilitated learning and testing. The conclusion showed that developing of a web based learning system would reduce monotony in learning and enabled pupils to be in control and also increased the creativity and thinking level. The study recommends that: additions be made to the system such as a module to generate a feasible master timetable for each teacher; the web application of the system be further expanded to help attendance recording by the class teacher and for the parents to be able to view the status of their children performance using the Internet or Intranet of the school and lastly the system be made for every teacher to have some specific free periods or some part of days off and that will require an efficient search technique.
Accepted: 2018-07-19T06:28:17Z KerkoCite.ItemAlsoKnownAs: 2339240:2NYT4UPN 2339240:9UIGBGDA 2405685:II4IEI4L 2405685:UZS2AQCD
Keywords: ___working_potential_duplicate

DES JOURNAL 2012.pdf - Meno, Yeba Judith Sama Mouokuio (Journal of Continuing, Open and Distance Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:HCIDMNIQ
Keywords: ⛔ No DOI found

Demonstrating a situated learning approach for in-service teacher education in rural India: The Quality Education Programme in Rajasthan - Saigal, Anju (Teaching and Teacher Education, 2012)
Recent educational policy in India has repositioned elementary school teachers as active, reflective practitioners, not just ‘deliverers’ of syllabus material. This article examines innovations in teacher support in Rajasthan's government schools through the ‘Quality Education Program.’ Drawing on qualitative research of collaborative learning processes, the paper discusses two support strategies used by the program: professional dialogic interactions and modeling of pedagogic strategies, which paralleled introductory or developmental phases within a ‘collaborative apprenticeship model’ of teacher professional development. In doing so, the paper outlines the potential of situated, collaborative approaches for Indian in-service teacher education and education development reform, more broadly.
shortDOI: 10/f37ckq KerkoCite.ItemAlsoKnownAs: 10/f37ckq 2405685:62L4J6HD

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

Delaying child marriage through community-based skills-development programs for girls: Results from a randomized controlled study in rural Bangladesh - Amin, Sajeda; Ahmed, Johana; Saha, Jyotirmoy; Hossain, Md.; Haque, Eashita (Population Council, 2016)
KerkoCite.ItemAlsoKnownAs: 10.31899/pgy9.1009 2339240:YW7SLW72 2405685:QGJZ86U6

Delay in teachers’ salaries sparks unrest in Liberia - Andalou Agency (2019)
Students took to streets, demanding release of payments to their teachers and return to class work - Anadolu Agency
Library Catalog: www.aa.com.tr KerkoCite.ItemAlsoKnownAs: 2405685:LT97PP6U

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

Defining 'leave no one behind' - Stuart, Elizabeth; Samman, Emma (Overseas Development Institute, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:3RBJYYZ2 2405685:2EE927XT

Decolonisation in Universities: The politics of knowledge - Jansen, Jonathan (Wits University Press, 2019)
Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This book brings together some of the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curricula and can it be undone? How is the project of curricula decolonisation similar to or different from the quest for post-colonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? Strong conceptual analyses are combined with case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. This comparative perspective enables reasonable judgments to be made about the prospects for institutional take-up within the curriculum of century-old universities. Decolonisation in Universities is essential reading for undergraduate teaching, postgraduate research and advanced scholarship in the field of curriculum studies.Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.
KerkoCite.ItemAlsoKnownAs: 2405685:ZNXFPM2C

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

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

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

Day of the Girl Child - 2016 - UNICEF (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:YPVKV9FR 2405685:ITLXFDVB

Daughters of the Nile: Egyptian women changing their world - Spencer, S.I. (Cambridge Scholars Publishing, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:ZR4EGXPQ 2405685:J2EGTGIH 8836279:4NUAEXU7 8836279:NHFYJUTP 8836279:QG95BB97 8836279:RWYRBVNY 8836279:YN2PEZKN

Data Protection Act 2018 - UK Data Protection Act (2018)
Publisher: Queen's Printer of Acts of Parliament KerkoCite.ItemAlsoKnownAs: 2339240:HNU89ZMS 2405685:JDHA3K3Q

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

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

Data Governance and Stewardship - U.S. Department of Education (2015)
Successful data management requires a proactive approach to addressing stakeholders’ needs for high-quality data, while protecting the privacy of individual respondents. To accomplish this, organizations are advised to develop and implement a comprehensive data governance program. A sound governance program will help organizations to improve their decisionmaking and improve efficiency of operations through establishing a coordinated response to common issues, such as data access controls and staff training; standardizing data definitions and processes; and implementing a holistic approach to mitigating data security risks.
KerkoCite.ItemAlsoKnownAs: 2339240:JD3JVUN2 2405685:YP2J6X8N
Keywords: ⛔ No DOI found

Data governance: A conceptual framework, structured review, and research agenda - Abraham, Rene; Schneider, Johannes; vom Brocke, Jan (International Journal of Information Management, 2019)
Data governance refers to the exercise of authority and control over the management of data. The purpose of data governance is to increase the value of data and minimize data-related cost and risk. Despite data governance gaining in importance in recent years, a holistic view on data governance, which could guide both practitioners and researchers, is missing. In this review paper, we aim to close this gap and develop a conceptual framework for data governance, synthesize the literature, and provide a research agenda. We base our work on a structured literature review including 145 research papers and practitioner publications published during 2001-2019. We identify the major building blocks of data governance and decompose them along six dimensions. The paper supports future research on data governance by identifying five research areas and displaying a total of 15 research questions. Furthermore, the conceptual framework provides an overview of antecedents, scoping parameters, and governance mechanisms to assist practitioners in approaching data governance in a structured manner.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2019.07.008 2339240:QNUP8K53 2405685:IHNENRTG
Keywords: Conceptual framework; Data governance; Information governance; Literature review; Research agenda

Data for learning: Building a smart education data system - Abdul-Hamid, Husein (World Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:7H5MJ922 2339240:Q76HYYDX 2405685:K9XZYD5C 2405685:L35JT7CP
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Data Collection Survey on Possibilities of Educational Support with ICT and Japanese Companies Promotion in Mongolia - JICA (Japan International Cooperation Agency, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:239E56EY 2339240:RC54QSKZ 2405685:4MTLKFBX 2405685:JEGDNZCT
Keywords: ___working_potential_duplicate

Data Collection Survey on Possibilities of Educational Support with ICT and Japanese Companies Promotion in Mongolia - JICA (Japan International Cooperation Agency, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:239E56EY 2405685:4MTLKFBX
Keywords: ___working_potential_duplicate

Data Availability and Use - Australian Government Productivity Commission (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:K27TZBX7 2405685:YIPJ56YY

Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis. - Belotto, Michael J. (The Qualitative Report, 2018)
KerkoCite.ItemAlsoKnownAs: 10.46743/2160-3715/2018.3492 2405685:5N7JRUCZ 2405685:VFBZDQZ4 2534378:6EM4AA2V 2534378:EHPTTHWF
Keywords: ___working_potential_duplicate

Data Access Protocol - Department of Education Children Services (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:MPJEIYTY 2405685:PY3ZWV84

Daring Progress: Telecommunications Public Policy 2014-2015 - Ministry Of Telecommunications (Lebanon) (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:PR6LVJ8C 2405685:PXT872T3

Dar es Salaam Primary Schools: Do parents act to improve child learning? - Twaweza (Twaweza Brief No. 5, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:TG9E4XPS 2405685:NTGZWCJQ

Cyclone Idai: On the Ground Data from Mozambique - Becker, Nick (GeoPoll, 2019)
GeoPoll has conducted an SMS survey in Mozambique to reach those affected by Cyclone Idai. Data from Sofala province and Beira city following the cyclone.
EdTechHub.ItemAlsoKnownAs: 2405685:BNT75G27

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

Curriculum Leadership - Glatthorn, A; Boschee, F; Whitehead, B; Boschee, B (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:QDYREIE8 2405685:MK6VHNE4

Curriculum Development: Teacher Involvement in Curriculum Development - Alsubaie, Merfat Ayesh (Journal of Education and Practice, 2016)
In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program (“Guide to curriculum development,” 2006). It can be subject specific or a generalized overview of expectation. It must be a usable tool to assists teachers in the development of individualized strategies and the methods and materials necessary for them to be successful.
KerkoCite.ItemAlsoKnownAs: 2339240:GU3TUVJA 2405685:66FHN3GQ
Keywords: ⛔ No DOI found

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

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

Cumulative Risk and Teacher Well-Being in the Democratic Republic of the Congo - Wolf, Sharon; Torrente, Catalina; McCoy, Marissa; Rasheed, Damira; Aber, J. Lawrence (Comparative Education Review, 2015)
shortDOI: 10/gftr57 KerkoCite.ItemAlsoKnownAs: 10.1086/682902 10/gftr57 2405685:CW48D6C7
Keywords: C:DRC

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

Cultivating a personal learning network that leads to professional change - Stewart, Benjamin L. (Northcentral University, 2015)
Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online.
ISBN: 978-1-339-39148-9 Publication Title: ProQuest Dissertations and Theses 3746019 Loc in Archive 1758252241 KerkoCite.ItemAlsoKnownAs: 2405685:TCB3AT84 2534378:8ZJEL8UE 2534378:HG5HYUVR
Keywords: 0444:Foreign language education; 0449:Educational leadership; 0710:Educational technology; Actor-network theory; Complexity; Content analysis; Education; Educational leadership; Educational technology; English; Foreign Language; Learning; Personal learning network; Polls & surveys; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2096277; __finaldtb

Cultivating a Personal Learning Network that Leads to Professional Change - Stewart, Benjamin L (2015)
Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about
KerkoCite.ItemAlsoKnownAs: 2339240:LTYD65AU 2405685:N45ZAWC5
Keywords: ⛔ No DOI found

Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty - Bhuasiri, Wannasiri; Xaymoungkhoun, Oudone; Zo, Hangjung; Rho, Jae Jeung; Ciganek, Andrew P. (Computers & Education, 2012)
This study identifies the critical success factors that influence the acceptance of e-learning systems in developing countries. E-learning is a popular mode of delivering educational materials in higher education by universities throughout the world. This study identifies multiple factors that influence the success of e-learning systems from the literature and compares the relative importance among two stakeholder groups in developing countries, ICT experts and faculty. This study collected 76 usable responses using the Delphi method and Analytic Hierarchy Process (AHP) approach. The results reveal 6 dimensions and 20 critical success factors for e-learning systems in developing countries. Findings illustrate the importance of curriculum design for learning performance. Technology awareness, motivation, and changing learners behavior are prerequisites for successful e-learning implementations. Several recommendations are provided to aid the implementation of e-learning systems for developing countries which have relevance for researchers and practitioners. Limitations as well as possible research directions are also discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.10.010 10/dp8bv8 2339240:AGES4SVM 2339240:JTA584Q4 2339240:PRLY7JT2 2405685:4V5A5CV2
Keywords: AHP; Critical success factors; Delphi method; Developing countries; E-learning

Critical Perspectives on Technology and Education - Bulfin, Scott; Johnson, Nicola F.; Rowan, Leonie (Palgrave Macmillan US, 2015)
This book offers critical readings of issues in education and technology and demonstrates how researchers can use critical perspectives from sociology, digital media, cultural studies, and other fields to broaden the "ed-tech" research imagination, open up new topics, ask new questions, develop theory, and articulate an agenda for informed action.
shortDOI: 10/ghgk6w KerkoCite.ItemAlsoKnownAs: 10.1057/9781137385451 10/ghgk6w 2339240:AHVAPHQK 2405685:VZPWUIH7

Critical issues in advancing the special education technology evidence base - Edyburn, Dave L. (Exceptional Children, 2013)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/001440291308000107 2339240:CEK85TUR 2405685:CZ25UJQH

Critical Digital Pedagogy: a Definition - Stommel, Jesse (Hybrid Pedagogy, 2014)
We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use).
KerkoCite.ItemAlsoKnownAs: 2129771:3QHFMD2Y 2405685:YH4DACU8 2486141:CJVXDLLV

Critical analysis of the problems of education in Pakistan: possible solutions - Ahmad, Iqbal; Ur Rehman, Kahil; Ali, Asghar; Khan, Itbar; Khan, Fazal Akber (International Journal of Evaluation and Research in Education (IJERE), 2014)
Education lays the foundation for political, social and economic development of any country. A viable education system enables the nation to achieve its national goals. Pakistan as a developing country has faced critical problems of education since its inception and therefore, the system of education has failed to deliver according to the aspirations of the nation. There are various factors responsible for this situation. This paper explores some of the critical problems that have so far plagued the education system of Pakistan. On the basis of critical review of available literature, the paper presents solutions to the existing problems of the education system of Pakistan.
shortDOI: 10/ghgn44 KerkoCite.ItemAlsoKnownAs: 10.11591/ijere.v3i2.1805 10/ghgn44 2339240:CS2TT3KG 2405685:7JLBTCBP 2405685:RZNKC7HN

Creating new forms of teacher education: Open Educational Resources (OERs) and the Teacher Education in Sub-Saharan Africa (TESSA) programme - Moon, Bob (Teacher education through open and distance learning, 2010)
Publisher: Citeseer KerkoCite.ItemAlsoKnownAs: 2405685:JQZG4SQP 2534378:PCFN73ZM
Keywords: ⛔ No DOI found

Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning - Pritchett, Lant (Rise Programme, 2015)
Existing systems of education have some elements promoting learning as an objective, but are mainly coherent as systems only around enrollment targets. This paper builds an accountability framework of actors and the four design elements of accountability (delegation, financing, information and motivation) to emphasize that effectiveness in promoting learning requires systems of education that are coherent, in two ways. First, each accountability relationship has to be coherent across its elements, that is, the delegation of what agents are asked to do has to be coherent with the financing, information, and motivation, rather than "pay for one thing and expect another." Second, the relationships have to be coherent across relationships of accountability. That is, if teachers are accountable both to their employer and indirectly to parents/students/communities, then if these two have very different objectives the accountability of teachers will be made incoherent. Such incoherence can explain why small changes in the "right" direction (towards that of high performing systems or demonstrated in other contexts) might consistently fail even where a directed and coherent reform could have major impact.
KerkoCite.ItemAlsoKnownAs: 2339240:2A6I8LQN 2339240:Y8SPCGYJ 2405685:2P79XJ32 2405685:5BZQCFZR 2405685:ANBB56PV
Keywords: Systems Framework; ⛔ No DOI found

Creating an Analysis Plan - Centers for Disease Control and Prevention (2013)
KerkoCite.ItemAlsoKnownAs: 2339240:G5FA6TLA 2405685:4MMWUV5A

Creating a Data Analysis Plan: What to Consider When Choosing Statistics for a Study - Simpson, Scot H (The Canadian Journal of Hospital Pharmacy, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:LQR5JM4P 2405685:8E9Y8CL3

Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM) - UNESCO Digital Library - UNESCO (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZYAMHNPT 2405685:5BXPUUTA

Country Profile: Lebanon - Huawei (Global Connectivity Index, 2019)
Select and compare the status of your nation's digital transformation against up to 3 nations around the world
KerkoCite.ItemAlsoKnownAs: 2339240:RCNK4LTR 2405685:6F99JY9Y

Country Partnership Strategy (FY2013–2017) for the Republic of Senegal - World Bank (2013)
KerkoCite.ItemAlsoKnownAs: 2405685:YH9WZL9A

Country Overview: Bangladesh - Rogers, Mike (GSMA, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:JVDAQ8RC 2405685:V38NVLIS

Country list with HDI, iHDI, MPI and Gini (version 1) - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
This is pdf of a country list with HDI, iHDI, MPI and Gini. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB (which will also be available as a data file).
previousshortDOI: 10/ghgk6v previousDOI: 10.5281/zenodo.3346903 EdTechHub.Source: 2405685:3BG5X7VG EdTechHub.Source: <this> shortDOI: 10/ghgk6v KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3346903 10.53832/edtechhub.0017 10/ghgk6v 2129771:FLGEYF22 2339240:SZ4GSDD6 2405685:3BG5X7VG
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:q; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Country Economic Overview - Malawi Consulate (2017)
Country Economic Overview The Malawi economy is agro based with agriculture contributing 37% of the national GDP and employing 80% of the total workforce....
KerkoCite.ItemAlsoKnownAs: 2339240:84EBRSYI 2405685:KWAAJTHP

Country Diagnostic of Senegal - World Bank (2019)
EdTechHub.ItemAlsoKnownAs: 2405685:HPZVAMCI

#CostingEquity: The case for disability-responsive education financing - Myers, Juliette; Pinnock, Helen; Baboo, Nafisa; Lewis, Ingrid (International Disability and Development Consortium, 2018)
The #CostingEquity research project investigated the benefits of financing disability-inclusive education, the current state of education financing with regard to inclusion, and what needs to change in order for education financing to effectively support the realisation of SDG 4. The #CostingEquity research report addresses three broad questions: • How do international donors and domestic governments currently fund disability-inclusive education? • What are the gaps and challenges in financing disability-inclusive education? • What needs to change to increase quality, equitable financing for learners with disabilities? The report aims to contribute to a better understanding of the issues related to equitable financing for education for learners with disabilities. It considers additional marginalising factors such as gender, socio-economic status, social circumstances and urban/rural location. It offers key arguments for civil society activists, donors and government advisors to make the case for building and strengthening inclusive education systems. Detailed case studies provide useful examples of financing gaps, challenges and promising practice from developing country contexts, major education donors, and new and emerging philanthropic donor foundations. The focus of case studies and examples is on low and lower-middle income countries and were chosen to reflect a broad range of regions and countries.The report concludes with a series of recommendations for domestic and external financing approaches.
KerkoCite.ItemAlsoKnownAs: 2339240:3XWFXVAP 2339240:DU3DQXWC 2405685:9WX2Z28W 2405685:EQP34VAJ

Cost-effectiveness with equity: Raising learning for marginalised girls through Camfed's programme in Tanzania - Sabates, Ricardo; Rose, Pauline; Delprato, Marcos; Alcott, Benjamin (Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018), 2018)
This policy paper provides a cost-effectiveness analysis of Camfed’s programme in Tanzania. Camfed’s programme adopts a multidimensional approach that is aimed at reaching marginalised girls at risk of dropping out from secondary schools by using interventions that are aimed at both increasing their chances of staying in school and learning.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1247315 2339240:844SXSWR 2339240:NJNE53N8 2405685:PGA6QWXT 2405685:VQQK7F6G
Keywords: ___working_potential_duplicate; _not_EdTechHub

Cost Effectiveness of Interactive Radio Instruction Program Karnataka: Basic and Program Cost Effectiveness - Bakshi, Shubhashansha (eSocialSciences, 2011)
The Program CEA extends to the study to an impact analysis of the Radio programs to assess whether the expenditure being made for this intervention is helping the students in improving their learning outcomes. This would then serve as a true measure of effectiveness that is; linking the outreach with the outcomes. This requires tracking a cohort of treatment and control groups over a period of three years. Also the study has documented the qualitative behaviour as observed in these groups. URL:[http://cbps.in/Publications.aspx].
Publication Title: Working Papers KerkoCite.ItemAlsoKnownAs: 2339240:L8345RND 2405685:ESR8WZQI
Keywords: Attendance; CEA; Central Tendency; Cost Effectiveness; Enrolment; Interactive Radio Instruction Program; Karnataka; Qualitative analysis; Research; Teachers; cohort of treatment; data; outcomes; qualitative behaviour; school; villages

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

Cost-Effectiveness and Affordability of Interventions, Policies, and Platforms for the Prevention and Treatment of Mental, Neurological, and Substance Use Disorders - Levin, Carol; Chisholm, Dan (Mental, Neurological, and Substance Use Disorders: Disease Control Priorities, 2016)
Since the turn of the millennium, considerable progress has been made in developing an evidence base on which interventions are effective and feasible for improving mental health in low- and middle-income countries (LMICs). Such evidence provides a critical input to the formulation of plans and priorities to address the large and growing burden of mental, neurological, and substance use (MNS) disorders. However, for successful and sustainable scale-up of effective interventions and innovative service delivery strategies, decision makers require not only evidence of an intervention’s impact on health and other outcomes, such as equity or poverty, but also evidence of its cost and cost-effectiveness. Cost data provide information relevant to the financial planning and implementation of prioritized, evidence-based strategies; cost-effectiveness analysis indicates the relative efficiency or value for money associated with interventions or innovations. The application of economic evaluation to MNS disorders has largely focused on the assessment of a specific intervention’s costs and health outcomes, relative to some comparator, which may be treatment as usual, another innovation, or no intervention. Such assessments have often been conducted alongside clinical trials, enabling health economic researchers to add resource use questions to study protocols, generate estimates of each trial participant’s health care costs, and relate these costs to primary outcome measures in the form of cost-effectiveness ratios. We review this type of economic evidence over the course of this chapter, with a particular focus on studies that have been successfully carried out in LMICs. However, the number of completed studies remains small and insufficient to inform resource allocation decisions in all the national settings where cost-effectiveness information would be valuable, including the many countries where informal or traditional health care represents the predominant model of service availability. This paucity of economic evidence reflects the overall lack of resources and infrastructure for mental health services in LMICs, including research capacity. Partly to address the paucity of cost-effectiveness trials, as well as their intrinsic specificity to the setting in which they are conducted, a broader, modeling-based approach has also been used to build up economic evidence for international mental health policy and planning. This approach includes the earlier editions of the Disease Control Priorities (DCP) project and the World Health Organization’s (WHO) CHOosing Interventions that are Cost-Effective (CHOICE) project. Such model-based studies rely on existing data, as well as several analytical assumptions; these studies have adopted an epidemiological, population-based approach that identifies the expected costs and health impacts of delivering evidence-based interventions at scale in the population as a whole, whether a specific country or an entire region. We also review this form of economic evidence and comment on important gaps in the current evidence base, as well as the relative strengths and limitations of this approach. One important limitation of conventional cost-effectiveness analysis—whether garnered through trial-based or model-based approaches—is that it is restricted to consideration of the specific implementation costs and health-related outcomes of an intervention; it does not typically extend to the nonhealth or wider economic or social value of investing in mental health innovation and service scale-up. In particular, cost-effectiveness analysis in its conventional form has little to say about the equitable distribution of costs and health gains across different groups of the target population. Incorporation of such concerns into economic evaluation represents a major objective of extended cost-effectiveness analysis, which is explored and addressed specifically in chapter 13 in this volume (Chisholm, Johansson, and others 2015). In this chapter, we review the available cost-effectiveness evidence for the different levels and underpinning strategies of the mental health care system, with a focus on information generated in or for LMICs. Based on the overall analytical framework and priority intervention matrices developed for this volume, the remainder of the chapter is presented as follows. First, we consider the economic evidence for mental health prevention and protection at the population and community levels of the health and welfare system, including legislative, regulatory, and informational measures at the public policy level (population platform), as well as school-, workplace-, and community-based programs (community platform). We then examine the economic evidence relating to the identification and treatment of MNS disorders (health care platform), focusing on the relative cost-effectiveness or efficiency of treatment programs implemented in nonspecialized versus more specialized health care settings. Finally, we assess the financial costs and budgetary implications of implementing or scaling up a set of prioritized, cost-effective interventions. Our review is based on available, published literature. A systematic search of the literature for LMICs was undertaken in PubMed to find articles published since 2000 in English. The search combined terms for specific mental health interventions with economic terms such as “cost,” “cost-effectiveness,” or “quality-adjusted life year (QALY),” as well as the names of all LMICs and their respective regions (see annex 12A for a list of search terms used to identify relevant literature). Where little or no literature was found for LMICs on interventions of potential importance, this systematic search was augmented by selective searches of the literature available since 1995 for high-income countries (HICs); however, these results are not included in the figures or tables. Annex 12B provides the search statistics. Articles included in the review were graded using the checklist of Drummond and others (2005) to generate a quality score for each article, with most studies graded between 7 and 10. Annex 12C provides a list of studies that were used to generate the tables and figures presented in this chapter. It presents detailed information on the intervention characteristics and comparators, target population group, geographic location, methodology, results, and quality scores. All cost-effectiveness results are presented in 2012 US$ except where noted otherwise. Consistent with earlier iterations of DCP, reported regional estimates refer to the World Bank’s categorization of countries by income.
KerkoCite.ItemAlsoKnownAs: 2339240:MMWPL7JY 2405685:NEXA5KQM

Corsi blocks - Colman, Andrew M. (A Dictionary of Psychology, 2015)
A popular test of *short-term memory and *spatial ability based on a set of nine wooden blocks, arranged
KerkoCite.ItemAlsoKnownAs: 2339240:6KPHZ7NQ 2405685:GTXC8Z4A

Cornerstone Mathematics: Designing digital technology for teacher adaptation and scaling - Hoyles, Celia; Noss, Richard; Vahey, Phil; Roschelle, Jeremy (ZDM, 2013)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-013-0540-4 2339240:78W225AM 2405685:DEFNNFF5

Cooperation Management for Practitioners Managing Social Change With Capacity Works. - GIZ (Gabler, 2015)
OCLC: 893897509 KerkoCite.ItemAlsoKnownAs: 2281034:96YVCMD4 2339240:G2IY97SJ 2405685:KPJ7AUXJ 2447227:X7L5UCIQ

Continuing the Conversation About Face-to-Face, Online, and Blended Learning a Meta-Analysis of Empirical Literature 2006-2017 - Wandera, Silas (Wilmington University (Delaware), 2017)
This paper serves two purposes. First, it statistically compares learning outcomes of face-to-face, online and blended learning instruction. Then it looks at the instructional practices that are associated with effective blended and online learning. A meta-analysis of 30 studies, with 3,687 participants, resulted in 36 effect sizes. The contrasts comprised of 21 studies that looked at blended learning vs. face-to-face education, eight contrasts that looked at online learning vs. face-to-face education, and seven contrasts that looked at blended vs. online learning. The observed summary effect size was a small effect size of 0.397 with Confidence Interval (CI) of 0.242 to 0.553, with a Z-total of 5.000, and significant p <0.000. This implies that the overall effect size in treatment condition (blended or online learning) is 0.397 standard deviations higher than the control condition (face-to-face or online learning). There were eight instructional practices; self-directedness, peer interactions, feedback, multiple learning ways, student orientation, instructor presence, multiple assessments, and accountability. Instructional practices with over 90% reported in studies included: accountability (100%), multiple assessments (92%), feedback (92%), and multiple learning ways (92%). All the instructional practices reported according to Cohen (1988) revealed a small average effect size. This meta-analysis recognizes that blended learning will be replacing face-to-face education and results showed a small significant gain in learning outcomes from a previous meta-analysis (Benard, Borokhovski, Schmid, Tamim, & Abrami, 2014a, 2014b; Means, Toyama, Murphy, & Baki, 2013; Vo, Zhu, & Diep, 2017; Zhao, Lei, Yan, Lai, & Tan, 2005).
ISBN: 9780355384215 KerkoCite.ItemAlsoKnownAs: 2405685:HB4YNPAY
Keywords: Blended learning; Education; Face-to-face; Hybrid learning; Instructional practices; Meta-analysis; Online learning

Continued progress: promising evidence on personalized learning - Pane, John F.; Steiner, Elizabeth D.; Baird, Matthew D.; Hamilton, Laura S. (RAND Corporation, 2015)
Students at schools that offer personalized ways to learn (e.g., competency-based progression, flexible learning environments) made significant gains in mathematics and reading. Also, the lowest-performing students made substantial gains relative to their peers.
Publisher: RAND Corporation KerkoCite.ItemAlsoKnownAs: 2339240:ERGVRY23 2405685:KI6SCG6B
Keywords: Potential Usefulness: M

Continental Education Strategy For Africa (2016 – 2025) - African Union (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:EH4P26FW

Contextualized-OLPC education project in rural India: measuring learning impact and mediation of computer self-efficacy - Ale, Komathi; Chib, Arul; Loh, Yvonne (Educational Technology Research and Development, 2017)
The One Laptop per Child (OLPC) initiative has been at the forefront of introducing low-cost computers in developing countries. We argue that the problem is not as much as a focus on the provision of affordable technologies, but the lack of consideration of deeply contextualized implementation design and the lack of understanding of psychological mechanisms at the user-level that influence learning impact. A longitudinal quasi-experimental design among nine rural Indian primary schools involved pre- and postexperiment measures conducted with both test (n = 126) and control groups (n = 79). The study objective was to prioritize local contexts during technology implementation design in order to attain educational impact in terms of improved learning outcomes for students. The Contextualized-OLPC education project utilized strategies identified by the Technology- Community-Management model to address contextually germane factors of teacher training, unbiased gender access, and local language use. A second objective was to assess impact of technology introduction while countering extant techno-determinist approaches of impact assessment. We first demonstrated that technological knowledge was associated positively with functional literacy. We situated the experiment in the social cognitive theory to demonstrate that computer self-efficacy mediates the relationship between technological literacy attained as a consequence of the Contextualized-OLPC education project and a specific learning outcome, functional literacy. Overall, the research illustrated that giving primacy to mere deployment of OLPC laptops has limited relevance to children, both in use and outcome. In support, the results demonstrated the role of contextualized technology in rural classrooms alongside an understanding of user psychology that influence learning impact.
shortDOI: 10/gbgzmw KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-017-9517-2 10/gbgzmw 2405685:IPX2ETJ4

Contextualising the Use of Digital Technologies - Phillips, Michael (2016)
This chapter reflects on the often uncritical debates about educational policy and the use of digital technologies by schoolteachers that have persisted over the past 30 years. Most commentators have tended to approach digital technology in unrealistic terms—either as having the potential to completely transform schools for the better or herald their imminent demise. This chapter examines these polarised ways of thinking, highlighting a failure to account for the complex, compromised and often ‘messy’ realities of classroom technology used by schoolteachers. This argument emphasises that critical considerations of the knowledge required by teachers and the context in which they work are necessary to understand the complexity of teachers’ technology (non) use. Discussion in the second half of the chapter highlights the need to reconsider ‘knowledge’ and ‘context’ as contested terms that are pivotal in examining educational technology policy and practice. Through the introduction of technological, pedagogical and content knowledge (TPACK) framework, the reader is provided with a theoretical lens through which the notions of knowledge and context can be critically explored.
KerkoCite.ItemAlsoKnownAs: 10.1057/978-1-137-52462-1_1 2339240:SK4VPZTF 2405685:XAYZRBZW

Contextual Analysis of eGranary Implementation in sub Saharan countries - Gafinowitz, Nicola (2016)
KerkoCite.ItemAlsoKnownAs: 2405685:DFGWGXRT
Keywords: ⛔ No DOI found

Context and Appropriate Technology: The Unavoidable Partnership - Onguko, Brown (Proceedings of the European Conference on e-Government, ECEG, 2012)
Teachers in rural parts of Kenya lack opportunities for professional development (PD). In addition, the teachers have no access to eLearning opportunities like their colleagues in urban parts. Among the factors that do not favor Kenyan rural teachers’ access to PD through eLearning include: lack of access to relevant technologies and lack of electricity. This paper shares research findings on provision of teachers’ PD through a blended learning approach, utilizing appropriate technologies in a rural school in western Kenya. Ten teachers and two Professional Development Teachers (PDTs) participated in this research. In the study, teachers’ needs assessment was done, to inform the instructional design on the topic: How to teach a large class of mixed ability students. The PD was implemented by engaging teachers in a variety of activities including: pairs of teachers collaboratively using a tablet to access self-study content; teachers studying through multimedia content; teachers planning and delivering lessons using activity-based learning and cooperative learning approaches; and PDTs and teachers participating in fortnightly face-to-face meetings. The findings of the study suggest that teaching practices of rural educators can be improved working with local experts to create locally-relevant content for needs-based PD, implemented in a blended learning approach while providing technology stewardship. Teachers accessed and studied through offline content; planned for and implemented cooperative learning and activity-based learning in lessons, using locally available materials; engaged in reflective conversations on successes and challenges; and spontaneously engaged in very lively professional dialogues. While teachers appreciated that it took long to prepare for active learning lessons, it was less strenuous to implement the lessons, because the students took responsibility for their own learning.
KerkoCite.ItemAlsoKnownAs: 2339240:24H28YGJ 2339240:ISIT39J6 2405685:5KI53BLU 2405685:W7KJBF6N 2405685:X3EGT59M 2405685:ZHM4CF5K 2534378:7IHB745E 2534378:SU4VP6FM
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2096499; __finaldtb; ⛔ No DOI found

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

Constructivist Assistive Technology in a Mathematics Classroom for the Deaf: Going Digital at a Rural Namibian Primary School - Abiatal, Loide K.S.; Howard, Grant R. (Proceedings of the South African Institute of Computer Scientists and Information Technologists 2019, 2019)
Within the context of almost nine million children with hearing disabilities in Sub-Saharan Africa, their education is an important topic. The problem was the lack of conclusive research about the effects of digital assistive technologies for educating deaf learners in Sub-Saharan African countries, such as Namibia. The question was could a digital assistive technology improve the mathematics achievement of deaf children? The research objective was to gather scientific evidence by conducting a quantitative experiment with constructivist digital assistive technology and qualitative interviews with the teachers involved. The findings from the experiment suggest that the constructivist digital assistive technology may have had a positive effect on the mathematics achievement of the learners, which was supported by the findings from the interviews. This makes an original contribution to the domain and offers an intervention that was feasible, practical and potentially effective for improving the teaching and learning of mathematics for deaf learners.
KerkoCite.ItemAlsoKnownAs: 10.1145/3351108.3351136 2339240:9RXUDFHE 2405685:QSKYPSUP
Keywords: Constructivism; Constructivist assistive technology; Deaf learners; Digital assistive technology; Experiment; Hearing disability; Interviews; Mathematics education; Namibia; Primary school education; Sub-Saharan Africa; Teaching and learning

Constraints to Senior Management’s Capacity to Implement the Performance Management System in Senior Secondary Schools in Botswana - Bulawa, Philip (International Education Studies, 2013)
KerkoCite.ItemAlsoKnownAs: 10.5539/ies.v6n5p56 10/ggrw4k 2339240:9IE3DJ78 2405685:ULLQQKQA

Constant review vital for National ICT Policy - Musarurwa, Tawanda (The Sunday Mail (Zimbabwe), 2018)
The Leading Family Newspaper in Zimbabwe
KerkoCite.ItemAlsoKnownAs: 2405685:8CFQIYUW

CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials - Welch, Vivian A.; Norheim, Ole F.; Jull, Janet; Cookson, Richard; Sommerfelt, Halvor; Tugwell, Peter; Symposium, CONSORT-Equity and Boston Equity (BMJ, 2017)
We outline CONSORT-Equity 2017 reporting standards, an extension to the CONSORT (Consolidated Standards of Reporting Trials) statement that aims to improve the reporting of intervention effects in randomised trials where health equity is relevant. Health inequities are unfair differences in health that can be avoided by reasonable action. We defined a randomised trial where health equity is relevant as one that assesses effects on health equity by evaluating an intervention focused on people experiencing social disadvantage or by exploring the difference in the effect of the intervention between two groups (or as a gradient across more than two groups) experiencing different levels of social disadvantage, or both. We held a consensus meeting with diverse potential users from high, middle, and low income countries, including knowledge users such as patients and methodologists. We discussed evidence for each proposed extension item from empirical studies, reviews, key informant interviews, and an online survey, aiming to improve clarity of reporting without imposing undue burden on authors. The new guidance contains equity extensions to 16 items from CONSORT 2010 plus one new item on research ethics reporting, with examples of good practice and a brief explanation and elaboration for each. Widespread uptake of this guidance for the reporting of trials where health equity is relevant will make it easier for decision makers to find and use evidence from randomised trials to reduce unfair inequalities in health.
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.j5085 10/ggcjsx 2339240:G5NEM4NZ 2405685:AXTB8AA8
Keywords: _C:Bulgaria BGR; _C:Canada CAN; _C:India IND; _C:Madagascar MDG; _C:Malawi MWI; _C:Mexico MEX; _C:New Zealand NZL; _C:Norway NOR; _C:Pakistan PAK; _C:Thailand THA; _C:Uganda UGA; _C:United States USA; __C:scheme:1

Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade - Mishra, Punya (2019)
zotzenLib.CopiedFrom: 2339240:TC4KJBR7 KerkoCite.ItemAlsoKnownAs: 10.1080/21532974.2019.1588611 2339240:TC4KJBR7 2405685:U6MW264I

Connecting the Last Mile, a Fundamental of Digital Transformation - Garba, Aminata A. (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:NVSNZNY9 2405685:69ZV4LDK

Connecting africa using the TV white spaces: from research to real world deployments - Roberts, Sidney; Garnett, Paul; Chandra, Ranveer (The 21st IEEE International Workshop on Local and Metropolitan Area Networks, 2015)
More than 4 billion people are not connected to the Internet. This is either because there is no infrastructure or because Internet access is not affordable. This digital divide is extreme in Africa. At Microsoft, we have been investigating various technologies to bridge this divide. In this paper we describe our research around the TV White Spaces, and how we have leveraged it, and worked with our partners to connect communities in Kenya, Tanzania, Ghana, Botswana, Namibia and South Africa.
KerkoCite.ItemAlsoKnownAs: 10.1109/LANMAN.2015.7114729 2339240:CEDDLEIY 2405685:5QX7YZNE

Connected Society: The State of Mobile Internet Connectivity 2019 - Bahia, Kalvin; Suardi, Stefano (GSMA, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:T6WZDVKT

Conducting Semi-Structured Interviews - Adams, William C. (Handbook of Practical Program Evaluation, 2015)
Conducted conversationally with one respondent at a time, the semi-structured interview (SSI) employs a blend of closed- and open-ended questions, often accompanied by follow-up why or how questions. About one hour is considered a reasonable maximum length for SSIs in order to minimize fatigue for both interviewer and respondent. This chapter begins with a discussion on the disadvantages and advantages of SSIs. Despite the disadvantages and costs of SSIs, they offer some extraordinary benefits as well. Semi-structured interviews are superbly suited for a number of valuable tasks, particularly when more than a few of the open-ended questions require follow-up queries. The chapter presents some recommendations that can be considered when constructing an SSI guide. All in all, effectively conducted semi-structured interviews, even though labor intensive, should be worth the effort in terms of the insights and information gained.
Section: 19 _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781119171386.ch19 KerkoCite.ItemAlsoKnownAs: 10.1002/9781119171386.ch19 2339240:69ZTFIC2 2405685:VQD9I55K
Keywords: SSI guide; open-ended questions; semi-structured interviews

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

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yilmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.
Place: New York Publisher: Taylor & Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1797266405?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2405685:BPKXJCAS 2534378:B2LVIZIL 2534378:HHXXSZS8 2534378:LCRTTW4I
Keywords: Computer Assisted Instruction; Computer Software; Computer assisted instruction–CAI; Computer-assisted instruction (CAI); ERIC; Current Index to Journals in Education (CIJE); Education–Computer Applications; Educational Technology; Foreign Countries; GeoGebra; Mathematics; Mathematics Education; Mathematics teachers; Mixed Methods Research; Program Effectiveness; Questionnaires; Secondary Education; Secondary School Mathematics; Student Attitudes; Teacher Education Programs; Turkey; Wilcoxon Matched Pairs Signed Ranks Test; __:import:01; __:match:final; __:study_id:2098412; __finaldtb; achievement; definite integral

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yılmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.
KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2016.1177480 2339240:RFF77FWI 2405685:HKM9RVSU

Computers and the academic performance of elementary school-aged girls in China's poor communities - Yang, Yihua; Zhang, Linxiu; Zeng, Junxia; Pang, Xiaopeng; Lai, Fang; Rozelle, Scott (Computers & Education, 2013)
Experts agree that computers and computing play an important role in education. Since the 1980s there has been a debate about gender as it relates to computers and education. However, results regarding gender differences concerning computer use in education are not consistent. In particular there is little work done in China on this issue. Therefore, the overall goal of this paper is to demonstrate whether girls and boys can gain equally from computer-based education in China's elementary schools. To do so we analyze results from three randomized field experiments of a Computer Assisted Learning (CAL) program and One Laptop Per Child (OLPC) program. The field experiments are carried out in three kinds of schools: Shannxi rural public schools; Qinghai minority public schools; and Beijing migrant schools. Although CAL and OLPC have been considered cost effective means to improve learning outcomes, it is not known whether the programs impact girls differently than boys. Our analysis shows that, in fact, there were no differences between female and male students in either the improvement in standardized math test scores or Chinese test scores with either the CAL or OLPC programs. Our study suggests that among disadvantaged students in China's rural areas and migrant communities, there is reason to believe that computer based learning can benefit both girls and boys equally. This finding has possible implications for China's ongoing efforts to integrate computers and computing technologies into the nation's underserved schools.
shortDOI: 10/f4g6qc KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.08.011 10/f4g6qc 2339240:MK5NR7LT 2405685:6XU8AFCQ 2405685:JJ2NC7PA
Keywords: Country-specific developments; Elementary education; Evaluation of CAL systems; Gender studies; Teaching/learning strategies

Computerizing Primary Schools in Rural Kenya: Outstanding Challenges and Possible Solutions - Ogembo, Javier Gordon; Ngugi, Benjamin; Pelowski, Matthew (The Electronic Journal of Information Systems in Developing Countries, 2012)
This paper investigates the outstanding challenges facing primary schools’ computerization in rural Kenya. Computerization of schools is often envisaged as a ‘magic’, or at least a particularly efficient, solution to many of the problems that developing countries face in improving primary school education. However, while a great deal of consideration is given to the technical issues surrounding computer implementation, government policy makers, administrators, aid organizations and individuals participating in school computerization programs often have not carefully considered the contextual questions surrounding this endeavour. Specifically: 1.) what problems do rural schools actually want to solve with computerization; 2.) is computerization the most important priority for rural schools; 3.) are schools ready, in terms of infrastructure, for a computer in the classroom; or 4.) might there be better avenues for implementing access to the benefits of the digital age? These questions and the issue of school computerization are considered via results from a survey of thirty-seven rural Kenyan primary public schools. Results indicate that, while all schools had low ICT status making them primary targets for computerization, only eleven percent had at least one ICT compliant teacher, of which all were considered to require further training. In addition we found inadequate infrastructural preparedness – lack of access to electricity, internet; no classroom computer space, few desks, secure walls and protective roofing – posing severe challenges to the outstanding conception of computerization. We consider these results and make recommendations for better adapting programs for computer introduction, and also suggest the use of new innovative devices, such as cell phones, which might already have overcome many of the technical challenges found.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/j.1681-4835.2012.tb00371.x KerkoCite.ItemAlsoKnownAs: 10.1002/j.1681-4835.2012.tb00371.x 10/gf7gs8 2339240:33SJHXL4 2405685:NMZU3HHJ
Keywords: ICT; cell phone; classrooms; computerization; primary schools; techno-literacy

Computer technology in education: evidence from a pooled study of computer assisted learning programs among rural students in China - Mo, Di; Huang, Weiming; Shi, Yaojiang; Zhang, Linxiu; Boswell, Matthew; Rozelle, Scott (China Economic Review, 2015)
There is a great degree of heterogeneity among the studies that investigate whether computer technologies improve education and how students beneﬁt from them – if at all. The overall goal of this study is to assess the effectiveness of computing technologies to raise educational performance and non-cognitive outcomes and identify what program components are most effective in doing so. To achieve this aim we pool the data sets of ﬁve separate studies about computer technology programs that include observations of 16,856 students from 171 primary schools across three provinces in China. We ﬁnd that overall computing technologies have positive and signiﬁcant impacts on student academic achievement in both math and in Chinese. The programs are found to be more effective if they are implemented out-of-school, avoiding what appear to be substitution effects when programs are run during school. The programs also have heterogeneous effects by gender. Speciﬁcally, boys gain more than girls in Chinese. We did not ﬁnd heterogeneous effects by student initial achievement levels. We also found that the programs that help students learn math—but not Chinese—have positive impacts on student self-efﬁcacy.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.chieco.2015.09.001 2339240:A5M4MBX2 2405685:8HEWT634

Computer literacy and e-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences - Bediang, Georges; Stoll, Beat; Geissbuhler, Antoine; Klohn, Axel M; Stuckelberger, Astrid; Nko’o, Samuel; Chastonay, Philippe (BMC Medical Education, 2013)
Background: Health science education faces numerous challenges: assimilation of knowledge, management of increasing numbers of learners or changes in educational models and methodologies. With the emergence of e-learning, the use of information and communication technologies (ICT) and Internet to improve teaching and learning in health science training institutions has become a crucial issue for low and middle income countries, including sub-Saharan Africa. In this perspective, the Faculty of Medicine and Biomedical Sciences (FMBS) of Yaoundé has played a pioneering role in Cameroon in making significant efforts to improve students’ and lecturers’ access to computers and to Internet on its campus. The objective is to investigate how computer literacy and the perception towards e-learning and its potential could contribute to the learning and teaching process within the FMBS academic community. Method: A cross-sectional survey was carried out among students, residents and lecturers. The data was gathered through a written questionnaire distributed at FMBS campus and analysed with routine statistical software. Results: 307 participants answered the questionnaire: 218 students, 57 residents and 32 lecturers. Results show that most students, residents and lecturers have access to computers and Internet, although students’ access is mainly at home for computers and at cyber cafés for Internet. Most of the participants have a fairly good mastery of ICT. However, some basic rules of good practices concerning the use of ICT in the health domain were still not well known. Google is the most frequently used engine to retrieve health literature for all participants; only 7% of students and 16% of residents have heard about Medical Subject Headings (MeSH). The potential of e-learning in the improvement of teaching and learning still remains insufficiently exploited. About two thirds of the students are not familiar with the concept of e-leaning. 84% of students and 58% of residents had never had access to e-learning resources. However, most of the participants perceive the potential of e-learning for learning and teaching, and are in favour of its development at the FMBS. Conclusion: The strong interest revealed by the study participants to adopt and follow-up the development of elearning, opens new perspectives to a faculty like the FMBS, located in a country with limited resources. However, the success of its development will depend on different factors: the definition of an e-learning strategy, the implementation of concrete measures and the adoption of a more active and participative pedagogy.
KerkoCite.ItemAlsoKnownAs: 10.1186/1472-6920-13-57 10/gb332f 2339240:UWNK53WJ 2405685:B67TQHQM

Computer Laptop Project Strategy for Basic Education Schools in Kenya - Wambugu, Geoffrey M.; Ogenga, Stephen; Shikali, Casper; Muliaro, Joseph (2017)
Kenya’s Vision 2030 recognizes the enabling role of Information and Communication Technology (ICT) and anchors some of its key aspirations upon the availability and adoption of computers for schools. The overall objective of this strategy paper is to provide direction for acquisition of equitable and efficient laptop computers to all pupils in public primary schools. The existing education policy on ICT is imbedded in three documents namely; e-Government Strategy, National ICT Policy and Sessional Paper No. 1 of 2005 which is a Policy Framework for Education, Training and Research. There is a need therefore to consolidate these documents into one. The overall objective of the consolidation is to merge and integrate education policy on ICT including the scope, usage, administration and ways to address innovations and attendant Intellectual Property Rights. In the process of strategic planning for utilizing ICT in education, key stakeholders require to be consulted. In addition to the above mentioned, specific stakeholders include the National ICT integration and innovation Centre, Kenya Institute for Curriculum Development, Center for Mathematics, Science and Education in Africa, Teacher Service Commission, Primary Teacher Training Institutions, Universities and the National ICT Steering Committee. The strategy identifies the following as key weaknesses that hamper the implementation of ICT projects: slow integration of ICT in operations and programs; inadequate human and financial resources in some key service areas to meet the rapidly growing work-related demands. In addition there exists lack of appropriate learning facilities and/or infrastructure in some education and training institutions and inadequate number of trainers in modern technology coupled with a mismatch of skills learnt and demands of the labour market. It is also noted that the legal framework is non-harmonized and this inhibits the performance of Ministry of Education, Science and Technology. Further, a number of policy frameworks are yet to be operationalized thus hampering delivery of services. The strategy also identifies a Strategic Model for Laptop Project and an implementation matrix.
Accepted: 2017-09-08T06:46:45Z Publisher: IJICT Journals KerkoCite.ItemAlsoKnownAs: 2339240:2JE4BW6G 2339240:Q7M63VSV 2405685:RXLFLZGW 2405685:Z4L66S4G
Keywords: ⛔ No DOI found

Computer assisted learning as extracurricular tutor? Evidence from a randomised experiment in rural boarding schools in Shaanxi - Lai, Fang; Zhang, Linxiu; Hu, Xiao; Qu, Qinghe; Shi, Yaojiang; Qiao, Yajie; Boswell, Matthew; Rozelle, Scott (Journal of Development Effectiveness, 2013)
This paper uses a clustered randomised field experiment to explore the effects of a computer assisted learning (CAL) programme on student academic and non-academic outcomes in poor, rural public schools in China. Our results show that a remedial, game-based CAL programme in math held outside of regular school hours with boarding students in poor rural public schools improved standardised math scores by 0.12 standard deviations. Students from poorer families tended to benefit more from the programme. However, CAL did not have any significant impact on either Chinese language standardised test scores or non-academic outcomes.
Publisher: Routledge _eprint: https://doi.org/10.1080/19439342.2013.780089 KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2013.780089 2339240:3GKNTENQ 2339240:MTJEQG8W 2405685:9LXLIXNU 2405685:HC5TZ6RW
Keywords: China; computer assisted learning; development; education; random assignment; rural schools; test scores

Computer Assisted Language Learning in Pakistan: Teachers' Perspectives - Rashid, Shaista (Journal of Asia Tefl, 2017)
Place: Gwangju Publisher: Asia Tefl WOS:000429931900016 KerkoCite.ItemAlsoKnownAs: 10.18823/asiatefl.2017.14.4.16.802 2339240:4FN4JLRF 2405685:K47U7R9B

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

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

Comprehensive Indicators of Preschool Education - MECSS (Ministry of Education, Culture, Sciences and Sports, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:EGE8WEFY 2405685:7FI7LACE

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

Complexity leadership theory:: a framework for leading in Australian early childhood education settings - Gibbs, Leanne; Press, Frances; Wong, Sandie (Leadership in Early Education in Times of Change, 2019)
This conceptual and theoretical chapter focuses upon the challenges and opportunities of leading in Australian early childhood education (ECE). Leading and leadership in ECE is enacted within a complex landscape comprising complicated legislation, a volatile workforce, comprehensive standards of practice and a diversity of children and families. In that context, the chapter highlights the perceptions that reinforce the challenges of leading in ECE and goes on to discuss an alternative theoretical framework; -complexity leadership theory and complex adaptive systems theory. This framework is proposed as a way of thinking about the emergence of leadership in an environment where educators can
KerkoCite.ItemAlsoKnownAs: 10.2307/j.ctvmd84fc.16 2339240:QSK8QXYM 2405685:EVWY4XH8

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

Complexity and Considerations in Delivering Adaptive Learning Digital Services - Proctor, Jamie (EdTech Hub, 2019)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 4561896 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4561896 2339240:M4PBAXK6 2405685:XU7B7DHZ
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Complementary Education Programme (CEP) and the Opportunity to Learn In the Northern Region of Ghana - Arkorful, Kingsley K D (University of Sussex, 2013)
KerkoCite.ItemAlsoKnownAs: 2405685:KDTYGMTI

Compás Millennial: La generación Y en la era de la integración 4.0 - Basco, Ana Inés; Carballo, Marita; Pernas, Mariana; Alzualde, Paula; Codoni, Soledad; Conte Grand, Ramiro; Wulff, Alejandra; Basco, Ana Inés; Carballo, Marita (Inter-American Development Bank, 2017)
KerkoCite.ItemAlsoKnownAs: 10.18235/0000726 2339240:3AM622JQ 2405685:L25Q4V8W

Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping - Lin, C.-P.; Wong, L.-H.; Shao, Y.-J. (Journal of Computer Assisted Learning, 2012)
00005 shortDOI: 10/cxp3pm KerkoCite.ItemAlsoKnownAs: 10/cxp3pm 2129771:GG442MGK 2405685:QVRRBCQP

Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement - Zimmerman, Barry J.; Kitsantas, Anastasia (Contemporary Educational Psychology, 2014)
Using a multi-source, multi-measure research design involving 507 high school students and their teachers, we compared prediction of these students’ academic achievement by a composite of students’ and teachers’ measures of students’ self-regulation (SR) with a composite of students’ and teachers’ measures of students’ self-discipline (SD). Hierarchical regression analyses revealed that the SR composite was more predictive of students’ grade point average and performance on a state-wide achievement test than the SD composite. Confirmatory factor analyses showed that, although SD and SR latent factors correlated significantly, a two-factor solution provided an acceptable fit for the results. Structural Equation Modeling analyses indicated that the SR latent factor predicted both measures of students’ achievement significantly, but the SD factor did not predict either achievement measure significantly. No significant gender differences were found with students’ SD, SR, or achievement measures. These results suggest a path for integrating two relatively separate streams in self-regulation research on the basis of a well-established distinction between learning and performance processes.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2014.03.004 2339240:I8SVNEQF 2405685:PKX284WX
Keywords: Academic achievement; Self-discipline; Self-regulation

Comparing student performance in blended and traditional courses: Does prior academic achievement matter? - Asarta, Carlos J.; Schmidt, James R. (The Internet and Higher Education, 2017)
The performance of students in blended and traditional versions of a collegiate course is compared within the context of students' prior academic achievement. The blended version of the course used flipped and flexible instructional modes, in which only online lectures were available, class periods were used for complementary learning activities, and there was no punitive attendance policy. Significant differences in student performance between the blended and traditional versions were found within two of three zones of grade point averages. At low grade point averages, performance was higher in the traditional version of the course. At high grade point averages, performance was higher in the blended version. No significant difference was detected in the middle zone of grade point averages. Predictive models of student performance were also prepared for the two versions of the course. Partial effects from measures of prior academic achievement upon performance in the blended version were significantly different from partial effects provided by the same measures in the traditional version of the course.
shortDOI: 10/f9gk4k KerkoCite.ItemAlsoKnownAs: 10.1016/j.iheduc.2016.08.002 10/f9gk4k 2405685:BBRD74WX
Keywords: Achievement; Blended course; Performance differences; Traditional course; Zones

Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania - Vavrus, Frances; Bartlett, Lesley (Comparative Education Review, 2012)
This article examines how epistemological differences regarding knowledge production and material differences in the conditions of teaching influence teachers’ and teacher educators’ understandings of learner-centered pedagogy. Emerging from a 5-year collaboration between teams of US and Tanzanian teacher educators, the research focuses on six Tanzanian secondary schools whose teachers participated in a workshop on learner-centered pedagogy and pedagogical content knowledge. We find that teachers’ views of knowledge production are profoundly shaped by the cultural, economic, and social contexts in which they teach. We conclude not only that teachers’ working conditions are important contextual factors in comparative studies of schooling but that the conditions themselves need to be conceptualized more fully in theories of knowledge production and global/local reforms of teacher education.
Extra URL: https://www.journals.uchicago.edu/doi/10.1086/667395 KerkoCite.ItemAlsoKnownAs: 10.1086/667395 2339240:3HI6ILD9 2405685:E6MNXDVH 2405685:Q9B7WUKH 2405685:ZKQCX7CV 2534378:6JTIABX8

Comparative Judgement as a Promising Alternative to Score Competences - Lesterhuis, Marije; Verhavert, San; Coertjens, Liesje; Donche, Vincent; Maeyer, Sven De (Innovative Practices for Higher Education Assessment and Measurement, 2017)
To adequately assess students' competences, students are asked to provide proof of a performance. Ideally, open and real-life tasks are used for such performance assessment. However, to augment the reliability of the scores resulting from performance assessment, assessments are mostly standardised....
ISBN: 9781522505310 Pages: 119-138 Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-5225-0531-0.ch007 2339240:UE3LKEDA 2405685:Y88QTIX4

Comparative Cost-Effectiveness Analysis to Inform Policy in Developing Countries: A General Framework with Applications for Education - Dhaliwal, Iqbal; Duflo, Esther; Glennerster, Rachel; Tulloch, Caitlin (Education policy in developing countries, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:DG9Q8TQF 2405685:YEG3692Q

Community-supported models for girls’ education in diverse contexts in Pakistan: Key issues for policy and practice - Razzaq, Jamila (Brookings, 2015)
Jamila Razzaq explores three models of community-supported education—in a state of fragility, in a socially conservative area experiencing resistance to girls’ education, and in an urban slum area—to explain the diverse reality of girls' education in Pakistan. She presents a set of recommendations to the government to establish complementary frameworks for promoting girls’ education and recommends a process framework to NGOs that is suitable for establishing flexible and responsive education service models.
KerkoCite.ItemAlsoKnownAs: 2339240:IBNFYH5Z 2405685:DAQ5IBXP

Community Participation in School Management in Developing Countries - Nishimura, Mikiko (Oxford Research Encyclopedia of Education, 2017)
Community participation in school management has great potentials for removing mistrust and distance between people and schools by nurturing transparency of information and a culture of mutual respect and by jointly pursuing improvement of school by sharing vision, process, and results. Individual and organizational behavioral changes are critical to increase the level of participation. In countries where the administrative structures are weak, the bottom-up approach to expanding educational opportunity and quality learning may be the only option.Nevertheless, when community participation is implemented with a top-down manner without wider consultation on its aims, processes, and expected results, the consequences are likely to be conflicts between actors, a strong sense of overwhelming obligation, fatigue, inertia, and disparity in the degree and results of community participation between communities. Political aspects of school management and socio-cultural difference among the population require caution, as they are likely to induce partial participation or nonparticipation of the community at large. Community participation in school management will result in a long-term impact only if it involves a wide range of actors who can discuss and practice the possibilities of revisiting the definition of community and the way it should be.
ISBN: 9780190264093 KerkoCite.ItemAlsoKnownAs: 10.1093/acrefore/9780190264093.013.64 10/ggn6cs 2339240:8A8V8P9M 2405685:ZM3Y87L2

Community outreach projects as a sustainable way of introducing information technology in developing countries - Zlotnikova, Irina; van der Weide, Theo (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2015)
The paper describes an approach to the sustainable introduction of IT in developing countries based on international collaboration between students taking the form of a knowledge bridge. The authors consider the challenges for introducing information technologies in developing countries; one of these is lack of reading materials ultimately leading to lack of reading skills in pupils and poor overall performance. A theoretical framework for the sustainable introduction of IT is proposed. It comprises the following components: (1) the model of a knowledge bridge, (2) the managerial model of the interactions between key stakeholders, and (3) the model of impact of a Community Outreach Project (COP) on target schools. The proposed models have been mapped to the widely adopted DPSIR framework used in sustainable development studies. As a case study, the authors discuss the E-readers Project run in two primary schools in Northern Tanzania. The paper also demonstrates how interaction and collaboration between Tanzanian and Dutch students was organized during preparatory stage and project implementation. The paper concludes with general recommendations on how to run a sustainable IT-based COP. These recommendations have been drawn from the analysis of the COP experience in the developing country, namely Tanzania.
KerkoCite.ItemAlsoKnownAs: 2339240:5ZZ2V4QY 2405685:PJTVSTPT
Keywords: ⛔ No DOI found

Community Involvement and Teacher Attendance in Basic Schools: The Case of East Mamprusi District in Ghana - Donkor, Anthony Kudjo; Waek, Biliman Izal (International Journal of Education and Practice, 2018)
KerkoCite.ItemAlsoKnownAs: 10.18488/journal.61.2018.62.50.63 2129771:E9APLJTI 2405685:PP65IURJ 4556019:EPP8DR5S

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

Community Development through Open Learning and Distance Education - Mehmood, Tahir; Hussain Ch, Abid; Saeed, Amna (Bulletin of Education and Research, 2016)
The global need for community development is greater now in the early 21st century than ever before. According to UNESCO, half of the world's 195 countries will have to expand their stock of educationist significantly, some by tens of thousands, if the goal development targets are desired to achieve. Socioeconomic inequities, political instability, demographic changes and crises such as the HIV/AIDs epidemic have engendered huge shortfalls in teacher supply and low teacher quality in many developing countries. Education serves as back bone in development process. Open learning and distance education programs are serving as pivotal part of development process. It is now clear that "bricks and mortar" approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed. The study is designed to measure the perceptions of teaching learning community about community development with special reference to open and distance learning. It was descriptive study which targeted teachers, students, community members and experts. Data analysis was carried out by using statistical techniques served by SPSS. Findings reflected that audience perceives open and distance learning as change agent and as development tool. It is noticed that target audience has driven prominent performance by using facility of open and distance learning.
Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:VXX3G7KQ 2405685:GTVRNDQ9
Keywords: Access to Education; Change Agents; Community Development; Developing Nations; Distance Education; Economic Development; Educational Change; Educational Quality; Foreign Countries; Gender Differences; Nongovernmental Organizations; Open Educational Resources; Social Differences; Specialists; Student Attitudes; Teacher Attitudes; Teacher Shortage; ⛔ No DOI found

Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia - Mardapi, Djemari; Herawan, Tutut (Journal of Teacher Education for Sustainability, 2019)
Teacher empowerment is a central issue in relation to the efforts to improve the quality of education. However, teacher empowerment will remain an abstract idea if its implementation is not supported by an appropriate strategy. The demands for a quality education will be unreciprocated if teachers do not have the opportunity to empower themselves. This research aims to investigate the teacher empowerment strategy in Indonesia, which has been conducted by employing a community-based teacher training program. This study has highlighted several research questions: What is meant by community-based training program? Why is the training program needed? Who is the target of the training program? What model has been used to implement the training? What are the results of the training that has been executed? This research was conducted from November 2018 to January 2019. The research data were collected by means of documentation studies and interviews. The data analysis was carried out quantitatively and qualitatively, where the quantitative analysis was processed based on the document study data, meanwhile the qualitative analysis was performed based on the interview data. The research results showed that community-based teacher training was transformation of teacher development strategy as a follow-up on teachers’ competency test in Indonesia. The community-based teacher training succeeded in increasing the professionalism of teachers in Indonesia, particularly in terms of implementing their pedagogical and professional competencies. The training is also successful in motivating the teachers to engage themselves in continuous learning efforts through building strong teachers’ network and working collaboratively with colleagues. Quantitatively, training was proven to increase the average of teacher competency by 23.97 (on a scale of 100). The research results are expected to provide information about the best practice in teacher coaching that is conducted massively in a national scope based on the local community so that a lifelong learning culture for teachers is established to support the development of sustainable education.
KerkoCite.ItemAlsoKnownAs: 10.2478/jtes-2019-0004 2405685:8YANT76F

Communications for Development - Fink, Günther; Karlan, Dean; Udry, Christopher; Osei, Robert (Harvard Dataverse, 2019)
In 2012, Ghana Health Services (GHS), with funding from the United Nations Children’s Fund (UNICEF), launched a Communication for Development (C4D)...
KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/CQRNC7 2405685:GVUSAT6F
Keywords: Health and Life Sciences; Medicine; Social Sciences

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

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

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

Collective action and the deployment of teachers in Niger: a political economy analysis - Cummings, Clare (2016)
This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.
KerkoCite.ItemAlsoKnownAs: 2129771:J2DAW36G 2405685:U52CDIP3 4556019:2MDNIQ4B
Keywords: C:Niger

Collective action and the deployment of teachers in Niger - Cummings, Clare; Noura, Idi Mahamadou Mamane (2016)
KerkoCite.ItemAlsoKnownAs: 2339240:LST7TSU2 2405685:X365MBV4

Collboard: Fostering new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards - Alvarez, Claudio; Salavati, Sadaf; Nussbaum, Miguel; Milrad, Marcelo (Computers & Education, 2013)
Education systems worldwide must strive to support the teaching of a set of New Media Literacies (NMLs). These literacies respond to the need for educating human capital within participatory cultures in a highly technologized world. In this paper, we present Collboard, a constructivist problem solving activity for fostering the development of speciﬁc NMLs in classrooms: collective intelligence, distributed cognition and transmedia navigation. Collboard encompasses successive individual and collaborative work phases that prompt active student participation and engagement. It integrates digitally augmented appliances, namely, digital pens as a means to support individual work, and interactive whiteboards as a collaborative knowledge construction space. We report on the conceptual design of Collboard, its different technological and software components, as well as our ﬁndings from experiences we conducted in a Swedish school with 12 students from a 7th grade maths class. Findings from the experience provide an indication that Collboard can be well integrated in classroom teaching, and that it can foster the development of collective intelligence, distributed cognition and transmedia navigation in different knowledge domains.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.12.019 10/f22ppg 2339240:6WTNQGQP 2405685:AJS4NZNG

Collaborative learning - Education Endowment Foundation (2018)
Toolkit Strand: Collaborative learning, Moderate impact for very low cost, based on extensive evidence.
KerkoCite.ItemAlsoKnownAs: 2405685:XZTVAWVE

Collaborative inquiry as a professional learning structure for educators: a scoping review - DeLuca, Christopher; Shulha, Jason; Luhanga, Ulemu; Shulha, Lyn M.; Christou, Theodore M.; Klinger, Don A. (Professional Development in Education, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.933120 2339240:UZNSRZ87 2405685:P9ZIAF7Z 2405685:V5T5TF7R 2534378:UEDI3VF6

Collaborative design as a form of professional development - Voogt, Joke; Laferriere, Therese; Breuleux, Alain; Itow, Rebecca C.; Hickey, Daniel T.; McKenney, Susan (Instructional science, 2015)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11251-014-9340-7 2339240:T29XMDGU 2405685:YLC97CYN

Cohort profile: the Young Lives study - Barnett, Inka; Ariana, Proochista; Petrou, Stavros; Penny, Mary E; Duc, Le Thuc; Galab, S; Woldehanna, Tassew; Escobal, Javier A; Plugge, Emma; Boyden, Jo (International Journal of Epidemiology, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1093/ije/dys082 2339240:MC6B34MC 2405685:4ISBYZ3W

Coherence and the positioning of teachers in professional development programs. A systematic review - Lindvall, Jannika; Ryve, Andreas (Educational Research Review, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.03.005 2405685:UXEQSP6H 2534378:R7UFM8RT
Keywords: Important; Read

Coherence and the positioning of teachers in professional development programs. A systematic review - Lindvall, Jannika; Ryve, Andreas (Educational Research Review, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.edurev.2019.03.005 2339240:T6FJICU7 2405685:NECFNMUF
Keywords: Important; Read

Cognitive and socioemotional caregiving in developing countries - Bornstein, Marc H.; Putnick, Diane L. (Child Development, 2012)
Enriching caregiving practices foster the course and outcome of child development. We studied two developmentally significant domains of positive caregiving – cognitive and socioemotional – in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving and engaged in more socioemotional than cognitive activities. More than half of mothers played with their children and took them outside, but only a third or fewer read books and told stories to their children. The GDP of countries related to caregiving after controlling for life expectancy and education. The majority of mothers report that they do not leave their under-5s alone. Policy and intervention recommendations are elaborated.
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8624.2011.01673.x 2339240:B9VFFTA2 2405685:3GF9TM87

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

Co-creation of OER by teachers and teacher educators in Colombia - Sáenz Rodríguez, María del Pilar; Pino, Ulises Hernandez; Hernández, Yoli Marcela (Adoption and impact of OER in the Global South, 2017)
This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.
KerkoCite.ItemAlsoKnownAs: 2405685:IE3G3WQ2 2534378:5D4ABB2L 2534378:5MYHLPNC
Keywords: __:import:02; __:match:final; __:matched; __:study_id:3123702; __finaldtb; auto_merged

Co-creation of OER by teachers and teacher educators in Colombia - Sáenz Rodríguez, María del Pilar; Pino, Ulises Hernandez; Hernández, Yoli Marcela (Adoption and impact of OER in the Global South, 2017)
This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.
KerkoCite.ItemAlsoKnownAs: 2339240:RMLB5C8D 2405685:GYQNF2V9 2534378:5D4ABB2L 2534378:5MYHLPNC
Keywords: __:import:02; __:match:final; __:matched; __:study_id:3123702; __finaldtb

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

Cloud computing architecture for eLearning in secondary schools - Mwakisole, Kennedy; Kissaka, Mussa; Mtebe, Joel (The African Journal of Information Systems, 2019)
In recent years, schools have been investing heavily on information and communications technology (ICT) infrastructure to implement eLearning systems to enhance the quality of education in secondary schools in Tanzania. The majority of these systems are implemented using a traditional web-based eLearning approach on school premises which is costly and limits usage due to lack of scalability and flexibility. Consequently, many schools have started adopting cloud computing as a solution. However, this adaption depends on well-defined cloud eLearning architecture. This study proposed cloud architecture for implementing an eLearning system in secondary schools in Tanzania by adopting various layers proposed in previous studies. The effectiveness of this proposal was evaluated by comparing its performance with a similar traditional web-based eLearning system using the Moodle benchmark tool and Apache Jmeter. The study found that eLearning systems implemented in the cloud-based infrastructure had better performance metrics than web-based eLearning systems on school premises.
KerkoCite.ItemAlsoKnownAs: 2339240:H37DIS7E 2405685:QILWRT8Y
Keywords: ⛔ No DOI found

Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings - Joe, Hye-Kyoung; Hiver, Phil; Al-Hoorie, Ali H. (Learning and Individual Differences, 2017)
shortDOI: 10/f9t33t KerkoCite.ItemAlsoKnownAs: 10.1016/j.lindif.2016.11.005 10/f9t33t 2339240:LWSDXNMM 2405685:U9X4ME39

Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models - Kihoza, Patrick; Zlotnikova, Irina; Bada, Joseph; Kalegele, Khamisi (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2016)
With the education systems demand of contemporary technologies, teacher trainees should be imparted with competencies and skills to integrate information and communication technology (ICT) into their future teaching and learning practices. This study assessed classroom ICTs integration opportunities and the challenges in relation to Technological Pedagogical and Content Knowledge (TPACK) and SAMR (Substitute, Augmentation, Modification, and Redefinition) models. The case study involved tutors and teacher trainees (N=206) from teacher training colleges. Results indicated that, majority of respondents have low pedagogical ICT competencies. However, tutors exhibited good knowledge level in all TPACK and SAMR constructs that we assessed, teacher trainees’ revealed poor skills and inefficient support on the use of basic ICTs (hardware, software, and associated peripherals). The impacts of TPACK and SAMR models characteristics related to the technology use planning and redesign of learning tasks was evident. Most of the challenges identified were associated to the lack of infrastructures, readiness to change and lack of competencies on pedagogical ICTs applications. Among others, we recommend the government to work on a harmonized ICT in education integration framework; that consider the existing opportunities and challenges facing Tanzania teacher training systems. Further work should focus on carrying out an experimental research design to unlock the existing ICT use realities.
KerkoCite.ItemAlsoKnownAs: 2339240:BJ2GRXMK 2405685:L4PFXE4I
Keywords: ⛔ No DOI found

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

Classroom Cybernetics: an Approach for Effective and Efficient Classroom Teaching - Grover, Vijay (International Journal of Research in Advent Technology, 2016)
Cybernetics is not a new invention but its potential for application has not exhausted even after nearly seventy years of its origin. It started with idea of automation and control in the electrical and mechanical systems, but later on extended to biological, social systems and learning systems. Present paper is about application of cybernetics in education systems and discussion has been limited to only classroom situation. Cybernetics means ‘to steer’, ‘to navigate’ or ‘to govern’ for taking the system to desired goal. Here in classroom teaching-learning process is a system and the goal is success of the learner and learning process. Classroom cybernetics is constituted by Constructivism, Conversation theory and a feedback system. Constructivism resulted in five E’s namely- Engage, Explore, Explain, Elaborate and Evaluate. Conversation theory necessitatesinteraction between teacher and learner which passes through three levels of language namely-natural language, subject language and meat language. Feedback is another essential element of cybernetics which is an instrument for controlling the system to maintain equilibrium, move forward or even reverse it. Problem with the conversation theory is that it is applicable only for one to one correspondence between teacher and learner, thus can’t directly help in classroom situation. To make it applicable for classroom situation Ashby’s Law of requisite Variety has been applied which necessitates that teacher need to be hugely better equipped than the learners and should be skilled enough to visualize the learners’ state of mind. Thus effective use of constructivism, conversation theory, feedback loop and Ashby’s law of requisite varieties makes comprehensive Classroom Cybernetics.
KerkoCite.ItemAlsoKnownAs: 2339240:AUZTI59W 2405685:8KRWBNE8
Keywords: ⛔ No DOI found

Classification of HEC Recognized Journals - Ahmad, Aftab (2018)
KerkoCite.ItemAlsoKnownAs: 2339240:9KQRKAKK 2405685:XUW9GZ98

CIRCL Primer: Design-Based Implementation Research. In CIRCL Primer Series. - Martin, W; Fishman, Barry; Cheng, Britte; Penuel, William (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:SC5Q93KQ 2405685:A962I7LW

Christensen updates disruption theory - Denning, Stephen (Strategy & Leadership, 2016)
KerkoCite.ItemAlsoKnownAs: 10.1108/sl-01-2016-0005 10/ggn58p 2339240:23G37SBT 2405685:UW33SZVP

Chile - UNESCO (2016)
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Last Modified: 2017-04-12 KerkoCite.ItemAlsoKnownAs: 2339240:QLE4E9IH 2405685:P5XV58Y6

Children and parents: media use and attitudes report 2019 - Ofcom (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:7FENY3IH 2405685:R7D2BVIY
Keywords: ⛔ No DOI found

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

Child Online Safety Universal Declaration - Broadband Commission (Broadband Commission, 2019)
There are more than 2 billion children under the age of 18, with the majority living in the developing countries in Sub Saharan Africa, Asia and Latin America and the Caribbean. Many children have access to and are being impacted by the Internet. They may also be exploited by its use in unthinkable ways, and … Child Online Safety Declaration Read More »
KerkoCite.ItemAlsoKnownAs: 2339240:NW5QXBCI 2405685:BQBQG5BV

Child labour and education: a survey of slum settlements in Dhaka - Quattri, Maria; Watkins, Kevin (Overseas Development Institute (ODI), 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:5CM599U7 2405685:992VL32B

Child disciplinary practices at home: evidence from a range of low- and middle-income countries - UNICEF (2010)
The UNICEF report on Child Disciplinary Practices at Home addresses the development of a national research agenda on violence against children across settings where violence occurs.
KerkoCite.ItemAlsoKnownAs: 2339240:F5YZWV5X 2405685:QD3QIADQ

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

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

Check my school: A case study on citizen's monitoring of the education sector in the Philippines - Shkabatur, Jennifer (World Bank Group, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:KC39FKTL 2405685:Q3BVDSZZ

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

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

Channeling Fisher: Randomization Tests and the Statistical Insignificance of Seemingly Significant Experimental Results* - Young, Alwyn (The Quarterly Journal of Economics, 2019)
I follow R. A. Fisher'sThe Design of Experiments (1935), using randomization statistical inference to test the null hypothesis of no treatment effects in a comprehensive sample of 53 experimental papers drawn from the journals of the American Economic Association. In the average paper, randomization tests of the significance of individual treatment effects find 13% to 22% fewer significant results than are found using authors’ methods. In joint tests of multiple treatment effects appearing together in tables, randomization tests yield 33% to 49% fewer statistically significant results than conventional tests. Bootstrap and jackknife methods support and confirm the randomization results.
KerkoCite.ItemAlsoKnownAs: 10.1093/qje/qjy029 2339240:G2QYJFDN 2405685:P6MR9BF6