@misc{noauthor_back_2015, type = {Text/{HTML}}, title = {Back to {School} {After} the {Ebola} {Outbreak}}, url = {https://www.worldbank.org/en/news/feature/2015/05/01/back-to-school-after-ebola-outbreak}, abstract = {Back to School After the Ebola Outbreak}, language = {en}, urldate = {2020-08-18}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B8CKZFM9 2405685:Y6CXW2FZ}, } @techreport{acer_centre_for_global_education_monitoring_report_2015, address = {Washington, D.C., USA}, title = {Report on the concurrent validity and inter-rater reliability studies of {Uwezo}}, url = {https://research.acer.edu.au/monitoring_learning/22}, institution = {Results for Development Institute (R4D)}, author = {ACER Centre for Global Education Monitoring}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:C5QU9WWP 2405685:2UY3CJGX}, } @incollection{adams_conducting_2015, title = {Conducting {Semi}-{Structured} {Interviews}}, abstract = {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.}, urldate = {2021-05-06}, booktitle = {Handbook of {Practical} {Program} {Evaluation}}, publisher = {John Wiley \& Sons, Ltd}, author = {Adams, William C.}, year = {2015}, doi = {10.1002/9781119171386.ch19}, note = {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}, pages = {492--505}, } @article{agyei_evaluating_2015, title = {Evaluating {Teachers}' {Professional} {Development} {For} {ICT} {Use}: {Towards} {Innovative} {Classroom} {Practices}}, volume = {3}, url = {https://www.researchgate.net/profile/Douglas-Agyei/publication/289670497_Evaluating_Teachers%27_Professional_Development_For_ICT_Use_Towards_Innovative_Classroom_Practices/links/5690e7d108aec14fa55a5945/Evaluating-Teachers-Professional-Development-For-ICT-Use-Towards-Innovative-Classroom-Practices.pdf}, abstract = {This paper describes an evaluation study designed to investigate the impact of an ICT-Instructional digital innovation in teaching Mathematics, English and Integrated Science subjects from the teacher capacity building professional development programme to classroom implementation at senior high school levels in Ghana. Interviews and survey data were used for data collection following a week professional development programme on the instructional digital learning training. The study demonstrated that the teachers increased in ICT proficiencies but this was limited to their own professional development and not so much of classroom implementation of ICT which results when transfer of learning takes place from training to practice. The study reported that teachers faced a complex mix of factors that when combined, contributed to challenges in transferring the ideas gained in the training programme to the classroom situation. It was evident from the findings that more systematic efforts are needed at the school levels and at the level of stakeholders who implement in-service teachers’ professional development programmes to move the goal of transforming teaching and learning through ICT-based innovations. Based on the outcomes, the study discussed recommendations to help smoothen the transition from teacher professional development programmes to actual classroom implementations in Ghanaian senior high schools and such similar contexts.}, language = {en}, number = {9}, journal = {International Journal of Education}, author = {Agyei, D. D}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E5S9DU9K 2405685:RHW2CXQ7}, keywords = {⛔ No DOI found}, pages = {28--45}, } @inproceedings{ahmad_design_2015, address = {Cham}, series = {Lecture {Notes} in {Computer} {Science}}, title = {Design and {Evaluation} of {Mobile} {Learning} {Applications} for {Autistic} {Children} in {Pakistan}}, isbn = {978-3-319-22701-6}, doi = {10.1007/978-3-319-22701-6_32}, abstract = {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.}, language = {en}, booktitle = {Human-{Computer} {Interaction} – {INTERACT} 2015}, publisher = {Springer International Publishing}, author = {Ahmad, Muneeb Imtiaz and Shahid, Suleman}, editor = {Abascal, Julio and Barbosa, Simone and Fetter, Mirko and Gross, Tom and Palanque, Philippe and Winckler, Marco}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-22701-6\_32 2339240:Z35DS3UQ 2405685:FA9V4SCD}, keywords = {App, Autism, Culture, Social skills, Tablet}, pages = {436--444}, } @article{ahmadi_design_2015, title = {Design and {Implementation} of a {Software} for {Teaching} {Health} {Related} {Topics} to {Deaf} {Students}: the {First} {Experience} in {Iran}}, volume = {23}, issn = {0353-8109}, shorttitle = {Design and {Implementation} of a {Software} for {Teaching} {Health} {Related} {Topics} to {Deaf} {Students}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4430007/}, doi = {10.5455/aim.2015.23.76-80}, abstract = {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.}, number = {2}, urldate = {2020-12-10}, journal = {Acta Informatica Medica}, author = {Ahmadi, Maryam and Abbasi, Masoomeh and Bahaadinbeigy, Kambiz}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.5455/aim.2015.23.76-80 2339240:VTT3R5G4 2405685:6APQM7RL}, pages = {76--80}, } @article{ajuwon_survey_2015, title = {Survey of the {Use} of {Assistive} {Technology} in {Schools} in {Nigeria}}, volume = {16}, issn = {1555-6913}, abstract = {In this study, the researchers explored the state of the use of assistive technology (AT) in Nigeria through a survey of 165 special educators. The underlying structure of the respondents' perceptions, and their challenges and barriers to the use of AT, were examined. Among other findings, the largest proportion of students using AT are those with deafness or hearing impairment (53.3\%), followed by those with a learning disability (40\%). Training in the use of AT lags behind, with most professionals having received little or no training in the use of AT. The lack of appropriate AT devices and services in classrooms, and irregular electricity to operate available devices, were frequently cited as the biggest challenges regarding AT. Correlations between students' conditions and factors of teachers' perceptions suggested the need to make AT available for students with certain conditions, as well as the need for effective training for teachers.}, language = {en}, number = {1}, urldate = {2020-12-10}, journal = {Journal of the International Association of Special Education}, author = {Ajuwon, Paul M. and Chitiyo, George}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2B5LKGDA 2405685:XS664IV7}, keywords = {Access to Computers, Assistive Technology, Barriers, Computer Uses in Education, Deafness, Disabilities, Educational Technology, Energy, Faculty Development, Foreign Countries, Hearing Impairments, Learning Disabilities, Likert Scales, Special Education Teachers, Statistical Analysis, Teacher Competencies, Teacher Surveys, Technological Literacy, Training, ⛔ No DOI found}, pages = {4--13}, } @article{akayuure_examining_2015, title = {Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers}, volume = {1}, url = {https://files.eric.ed.gov/fulltext/EJ1105197.pdf}, doi = {10.21890/ijres.69649}, abstract = {The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8\% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6\%, 58\% and 36\% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.}, language = {English}, number = {2}, journal = {International Journal of Research in Education and Science}, author = {Akayuure, Peter and Apawu, Jones}, year = {2015}, note = {Publisher: International Journal of Research in Education and Science, Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538267?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.21890/ijres.69649 2339240:EBQPPBT7 2405685:V4AZF6WX 2405685:VJBB9Z59 2534378:EXMDSLHE 2534378:VPVZ2W39}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Electronic Publishing, Foreign Countries, Ghana, Higher Education, Instructional Material Evaluation, Learning Modules, Mathematics Activities, Postsecondary Education, Preservice Teachers, Rating Scales, Scoring Rubrics, Statistical Analysis, Student Developed Materials, Usability, Web Based Instruction, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098955, \_\_finaldtb}, pages = {101--110}, } @article{akram_special_2015, title = {Special {Education} and {Deaf} {Children} in {Pakistan}}, volume = {22}, url = {https://www.humanitarianlibrary.org/sites/default/files/2014/02/Article%20No.%203_V22_2_12.pdf}, number = {2}, journal = {Journal of Elementary Education}, author = {Akram, Bushra and Bashir, Rukhsana}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9TKMBGYE 2405685:NQQMGAXE}, keywords = {⛔ No DOI found}, pages = {33--44}, } @article{albion_teachers_2015, title = {Teachers’ professional development for {ICT} integration: {Towards} a reciprocal relationship between research and practice}, volume = {20}, shorttitle = {Teachers’ professional development for {ICT} integration}, doi = {10.1007/s10639-015-9401-9}, number = {4}, journal = {Education and Information Technologies}, author = {Albion, Peter R. and Tondeur, Jo and Forkosh-Baruch, Alona and Peeraer, Jef}, year = {2015}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9401-9 2339240:U649AIAT 2405685:2YQNCPBE}, pages = {655--673}, } @techreport{alcott_how_2015, address = {University of Cambridge}, title = {How can education systems become equitable by 2020: {DfID} think pieces - {Learning} and equity}, url = {http://uis.unesco.org/sites/default/files/documents/how-can-education-systems-become-equitable-by-2030-learning-and-equity_pauline-rose_benjamin-alcott_heart_2015-en.pdf}, author = {Alcott, Ben and Rose, Pauline}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U33W427H 2405685:2A7H96IE}, } @article{ali_ict_2015, title = {{ICT} {Using} {Situation} in {Rural} and {Urban} {Primary} {Schools} of {Bangladesh}: {A} {Comparative} {Study}}, journal = {Prime University Journal}, author = {Ali, M}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E6NMCEBE 2405685:XHR99KDS}, keywords = {⛔ No DOI found}, } @techreport{alif_ailaan_alif_2015, title = {Alif {Ailaan} {Pakistan} {District} {Education} {Rankings} 2015}, url = {https://d3n8a8pro7vhmx.cloudfront.net/alifailaan/pages/537/attachments/original/1430979597/DIstrict_Ranking_Report_2015.pdf?1430979597}, author = {Alif Ailaan and SDPI}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:THETL6HZ 2405685:CUGQAVWT}, } @article{amuko_opportunities_2015, title = {Opportunities and {Challenges}: {Integration} of {ICT} in {Teaching} and {Learning} {Mathematics} in {Secondary} {Schools}, {Nairobi}, {Kenya}}, volume = {6}, issn = {2222-1735}, shorttitle = {Opportunities and {Challenges}}, url = {https://eric.ed.gov/?id=EJ1078869}, abstract = {This presentation is based on a larger study whose purpose was to explore the various opportunities and challenges influencing integration of ICT in teaching and learning Mathematics in secondary schools in Nairobi County. The study, adopted a descriptive survey design. Three instruments questionnaires’, a structured interview schedule and an observation checklist were used to collect data. The study was carried out in twelve public secondary schools in Nairobi County. Data was analysed using descriptive statistics. Findings from the study indicated that, teachers face major challenges such as developing their own technological skills and knowledge as well as self-training in the use ICTs in their teaching. This lack of capacity building support was found by the study to contribute to teacher lax in integrating technology in their teaching inspite of the enthusiasm. This study recommends that new frontiers on technology integration be made accessible to both teachers and students for learning purpose to increase access to information and that, capacity building in technology integration be increased for teachers and awareness be built among pre-service teachers trainees integrating ICT in teaching and learning Mathematics.}, language = {en}, number = {24}, journal = {Journal of Education and Practice}, author = {Amuko, Sheila and Miheso, Marguerite and Ndeuthi, Sophie}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7W48235D 2339240:8DMEMD5P 2339240:SIDJRTGQ 2405685:VGHI2VJJ 2405685:WP5KHL7M 2405685:XBZN4W7Q}, keywords = {Barriers, Check Lists, Foreign Countries, Knowledge Level, Mathematics Instruction, Observation, Public Schools, Questionnaires, Secondary School Mathematics, Secondary School Teachers, Statistical Analysis, Structured Interviews, Surveys, Teacher Attitudes, Teacher Competencies, Teacher Education, Teaching Methods, Technological Literacy, Technology Integration, Technology Uses in Education, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {7}, } @incollection{andrews_building_2015, title = {Building capability by delivering results: {Putting} {Problem}-{Driven} {Iterative} {Adaptation} ({PDIA}) principles into practice}, url = {https://www.oecd.org/dac/accountable-effective-institutions/Governance%20Notebook%202.3%20Andrews%20et%20al.pdf}, language = {en}, booktitle = {A governance practitioner's notebook: alternative ideas and approaches}, publisher = {OECD}, author = {Andrews, Matt and Pritchett, Lant and Samji, Salimah and Woolcock, Michael}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PS9EJFFG 2405685:JLFVP35G}, pages = {11}, } @article{arnold_definition_2015, title = {A definition of systems thinking: {A} systems approach}, volume = {44}, shorttitle = {A definition of systems thinking}, doi = {10.1016/j.procs.2015.03.050}, number = {2015}, journal = {Procedia computer science}, author = {Arnold, Ross D. and Wade, Jon P.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.procs.2015.03.050 2339240:D59T2YTU 2405685:PAG4BEA2}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Canada CAN, \_C:Germany DEU, \_C:Greece GRC, \_C:Norway NOR, \_\_C:scheme:1}, pages = {669--678}, } @article{asante_one_2015, title = {One {Laptop} {Per} {Child} {Policy} in {Ghana}: {Any} {Impact} on {Teaching} and {Learning}?}, volume = {1290}, shorttitle = {One {Laptop} {Per} {Child} {Policy} in {Ghana}}, url = {https://digitalcommons.unl.edu/libphilprac/1290}, journal = {Library Philosophy and Practice (e-journal)}, author = {Asante, Edward and Owusu-Ansah, Samuel}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LKY2HNFC 2405685:3UVAETBU}, keywords = {⛔ No DOI found}, pages = {1--20}, } @inproceedings{assidmi_education_2015, address = {Manama, Bahrain}, title = {Education {Dynamics}: {A} {Systems} {Thinking} {Perspective}}, isbn = {978-1-4673-9431-4}, shorttitle = {Education {Dynamics}}, url = {http://ieeexplore.ieee.org/document/7478229/}, doi = {10.1109/ECONF.2015.29}, urldate = {2021-02-28}, booktitle = {2015 {Fifth} {International} {Conference} on e-{Learning} (econf)}, publisher = {IEEE}, author = {Assidmi, Luay}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/ECONF.2015.29 2405685:YLBB2IU9}, pages = {188--194}, } @misc{bangay_researchers_2015, title = {Researchers ask questions and policymakers want answers: {How} can both do better?}, shorttitle = {Researchers ask questions and policymakers want answers}, url = {https://www.heart-resources.org/blog/researchers-asboth-do-better/}, abstract = {In a recent meeting between DFID advisers and Young Lives researchers, we asked the question: ‘Who is this research for?’ Although there was collective agreement on the value of evidence that can drive change and make a difference to children’s lives, it was also clear there were tensions between the drivers and approaches of the... Read more}, language = {en-US}, urldate = {2022-09-09}, journal = {HEART}, author = {Bangay, Colin and Little, Angela}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:X83WNVCL 2405685:3URFSMBL}, } @misc{berry_ebola_2015, title = {Ebola, {Education} {And} {Innovation} {In} {Sierra} {Leone}}, url = {https://dfid.blog.gov.uk/2015/09/11/ebola-education-and-innovation-in-sierra-leone/}, urldate = {2020-08-18}, journal = {DFID bloggers}, author = {Berry, Chris}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y4SENBBT 2405685:CYLG6GK7 2405685:DD7BMIBU}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{beuermann_one_2015, title = {One {Laptop} per {Child} at home: {Short}-term impacts from a randomized experiment in {Peru}}, volume = {7}, copyright = {Copyright American Economic Association Apr 2015}, issn = {19457782}, shorttitle = {One {Laptop} per {Child} at {Home}}, url = {http://search.proquest.com/docview/1666803887/abstract/C105196B854C43EFPQ/1}, doi = {10.1257/app.20130267}, abstract = {This paper presents results from a randomized controlled trial whereby approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Children randomized to receive laptops scored about 0.8 standard deviations higher in a test of XO proficiency but showed lower academic effort as reported by teachers. There were no impacts on academic achievement or cognitive skills as measured by the Raven's Progressive Matrices test. Finally, there was little evidence for spillovers within schools. (JEL I21, I28, J13, O15)}, language = {English}, number = {2}, urldate = {2020-05-21}, journal = {American Economic Journal. Applied Economics}, author = {Beuermann, Diether W. and Cristia, Julian and Cueto, Santiago and Malamud, Ofer and Cruz-Aguayo, Yyannu}, year = {2015}, note = {Num Pages: 28 Place: Nashville, United States Publisher: American Economic Association Section: Articles KerkoCite.ItemAlsoKnownAs: 10.1257/APP.20130267 10.1257/app.20130267 10/gd853r 2339240:27SMHV3H 2339240:CPRGCBM2 2339240:TELXF9WP 2405685:9EXLABVP 2405685:9FMQU6XN 2405685:XXVAITEK}, keywords = {ACCESS TO LAPTOPS, Academic achievement, Achievement tests, Business And Economics, EXCLUSION CRITERIA APPLIED, Elementary school students, Portable computers, Quality: H, Relevance: M, Statistical analysis, \_\_\_working\_potential\_duplicate, publishPDF}, pages = {53--80}, } @techreport{booth_thinking_2015, address = {GSDRC}, title = {Thinking and {Working} {Politically}}, url = {https://cdn.odi.org/media/documents/10106.pdf}, institution = {University of Birmingham}, author = {Booth, David}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GD66V3AN 2405685:2Q6Q9SGI}, } @techreport{british_council_technology_2015, address = {New Delhi}, title = {Technology for professional development: access, interest and opportunity for teachers of {English} in {South} {Asia}}, url = {https://www.britishcouncil.in/sites/default/files/digital_teachers_report_final_low_res.pdf}, urldate = {2020-05-21}, institution = {British Council}, author = {British Council}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UE23QGKH}, } @article{brocke_standing_2015, title = {Standing on the shoulders of giants: challenges and recommendations of literature search in information systems research}, volume = {37}, language = {en}, number = {9}, journal = {Communications of the Association for Information Systems}, author = {Brocke, J and Simons, A and Riemer, K}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q5G3VE6D 2486141:3WXVUKHH}, keywords = {⛔ No DOI found}, pages = {205--224}, } @techreport{building_evidence_in_education_assessing_2015, title = {Assessing the {Strength} of {Evidence} in the {Education} {Sector}}, url = {https://www.usaid.gov/sites/default/files/documents/1865/BE2_Guidance_Note_ASE.pdf}, language = {en}, author = {Building Evidence in Education}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:NWPUN86B 2405685:XQR2NCPT}, pages = {52}, } @techreport{building_evidence_in_education_assessing_2015, title = {Assessing the {Strength} of {Evidence} in the {Education} {Sector} ({DRAFT})}, institution = {Building Evidence in Education}, author = {{Building Evidence in Education}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZNW6RPS2 2405685:5DGY6G7J}, } @book{bulfin_critical_2015, address = {Basingstoke and St. Martins, New York}, series = {Digital {Education} and {Learning}}, title = {Critical {Perspectives} on {Technology} and {Education}}, isbn = {978-1-137-38544-4}, url = {https://www.palgrave.com/gp/book/9781137385444}, abstract = {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.}, language = {en}, urldate = {2019-12-20}, publisher = {Palgrave Macmillan US}, author = {Bulfin, Scott and Johnson, Nicola F. and Rowan, Leonie}, year = {2015}, doi = {10.1057/9781137385451}, note = {shortDOI: 10/ghgk6w KerkoCite.ItemAlsoKnownAs: 10.1057/9781137385451 10/ghgk6w 2339240:AHVAPHQK 2405685:VZPWUIH7}, } @techreport{burns_where_2015, address = {New York}, title = {Where it's needed the most: {Quality} professional development for all teachers}, url = {https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers}, language = {en}, institution = {Inter-Agency Network for Education in Emergencies}, author = {Burns, M. and Lawrie, J.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V4SP3RKS 2405685:GXPBN6L8 2405685:WZCNCBLM 2405685:XJ326CKU}, } @techreport{carpio_tv_2015, title = {{TV} {White} {Space} for {Development} {Programs} in the {Philippines}: {Implications} and {Challenges}}, url = {https://papers.iafor.org/wp-content/uploads/papers/acset2015/ACSET2015_18915.pdf}, urldate = {2020-09-08}, author = {Carpio, Marife}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FWBITVZM 2405685:WNRSRB6Q}, } @article{castillo_moocs_2015, title = {{MOOCs} for development: trends, challenges, and opportunities}, volume = {11}, shorttitle = {{MOOCs} for development}, url = {https://repository.upenn.edu/literacyorg_articles/6}, language = {en}, number = {2}, journal = {Information Technologies \& International Development}, author = {Castillo, Nathan M. and Lee, Jinsol and Zahra, Fatima T. and Wagner, Daniel A.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BSHFENDC 2405685:J3GZQZR9}, keywords = {⛔ No DOI found}, } @article{castillo_moocs_2015, title = {{MOOCs} for development: trends, challenges, and opportunities}, volume = {11}, shorttitle = {{MOOCs} for development}, url = {https://repository.upenn.edu/literacyorg_articles/6}, language = {en}, number = {2}, journal = {Information Technologies \& International Development}, author = {Castillo, Nathan M. and Lee, Jinsol and Zahra, Fatima T. and Wagner, Daniel A.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BSHFENDC 2405685:J3GZQZR9}, keywords = {⛔ No DOI found}, } @techreport{christina_expanding_2015, address = {Washington, DC}, title = {Expanding access to early childhood development using interactive audio instruction: {A} toolkit and guidelines for program design and implementation.}, url = {http://documents.worldbank.org/curated/en/743571468204574547/pdf/940100REVISED000ELP0WB0EDC0Feb02015.pdf}, urldate = {2020-01-31}, institution = {World Bank}, author = {Christina, Rachel and Louge, Nathalie}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YFQMYA4M 2405685:X5FH7F6E}, } @article{chua_managing_2015, title = {Managing {School} {Internal} {Mechanisms} for {Performance} {Improvement} in {Secondary} {Education}: {Case} of {Six} {Secondary} {Schools} in {Eastern} {Zone} in {Tanzania}}, volume = {5}, shorttitle = {Managing {School} {Internal} {Mechanisms} for {Performance} {Improvement} in {Secondary} {Education}}, url = {https://cyberleninka.org/article/n/1360574}, doi = {10.1177/2158244015610172}, number = {4}, urldate = {2023-02-28}, journal = {SAGE Open}, author = {Chua, C. L. and Mosha, H. J.}, year = {2015}, note = {Number: 4 Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/2158244015610172 2339240:VUQAIBPJ 2405685:5YIWKPDK}, } @article{clark-wilson_scaling_2015, title = {Scaling a technology-based innovation: windows on the evolution of mathematics teachers’ practices}, volume = {47}, shorttitle = {Scaling a technology-based innovation}, doi = {10.1007/s11858-014-0635-6}, number = {1}, journal = {ZDM}, author = {Clark-Wilson, Alison and Hoyles, Celia and Noss, Richard and Vahey, Phil and Roschelle, Jeremy}, year = {2015}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-014-0635-6 2339240:9PSESTIX 2405685:4QKXAEPX}, pages = {79--92}, } @incollection{conole_7cs_2015, title = {The {7Cs} of learning design}, booktitle = {Learning {Design}}, publisher = {Routledge}, author = {Conole, Gráinne}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:2NSI7HAR}, pages = {129--157}, } @techreport{cordingley_developing_2015, title = {Developing great teaching: lessons from the international reviews into effective professional development}, url = {https://tdtrust.org/wp-content/uploads/2015/10/DGT-Full-report.pdf}, institution = {Teacher Development Trust}, author = {Cordingley, P and Higgins, S and Greany, T and Buckler, N and Coles-Jordan, D and Crisp, B and Saunders, L and Coe, R}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VRGQHSQ6 2405685:P7V7CHIN}, } @techreport{cordingley_developing_2015, title = {Developing {Great} {Teaching}: {Lessons} from the international reviews into effective professional development}, url = {https://tdtrust.org/wp-content/uploads/2015/10/DGT-Full-report.pdf}, institution = {Teacher Development Trust}, author = {Cordingley, Philippa and Higgins, Steve and Coe, Rob and Greany, Toby and Buckler, N. and Coles-Jordan, D. and Crisp, B. and Saunders, L.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:UQJ8GNC7 2405685:4CD9B9MI 2405685:LLH3AAD5 2534378:BF6I8W9B}, keywords = {C:England / International, \_\_\_working\_potential\_duplicate}, } @techreport{donnelly_empowering_2015, title = {Empowering {Teachers} to {Promote} {Inclusive} {Education}. {A} case study of approaches to training and support for inclusive teacher practice}, url = {https://www.european-agency.org/sites/default/files/Empowering%20Teachers%20to%20Promote%20Inclusive%20Education.%20A%20case%20study.pdf}, language = {en}, institution = {European Agency for Special Needs and Inclusive Education}, author = {Donnelly, Verity}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WMMVHIHD 2405685:ERPJWFQ4}, pages = {63}, } @article{dubeck_designing_2015, title = {Designing a program of teacher professional development to support beginning reading acquisition in coastal {Kenya}}, volume = {41}, issn = {07380593}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059314001473}, doi = {10.1016/j.ijedudev.2014.11.022}, abstract = {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.}, language = {en}, urldate = {2020-05-16}, journal = {International Journal of Educational Development}, author = {Dubeck, Margaret M. and Jukes, Matthew C.H. and Brooker, Simon J. and Drake, Tom L. and Inyega, Hellen N.}, month = mar, year = {2015}, note = {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}, pages = {88--96}, } @article{duflo_school_2015, title = {School governance, teacher incentives, and pupil–teacher ratios: {Experimental} evidence from {Kenyan} primary schools}, volume = {123}, issn = {00472727}, shorttitle = {School governance, teacher incentives, and pupil–teacher ratios}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0047272714002412}, doi = {10.1016/j.jpubeco.2014.11.008}, abstract = {Some education policymakers focus on bringing down pupil–teacher ratios. Others argue that resources will have limited impact without systematic reforms to education governance, teacher incentives, and pedagogy. We examine a program under which school committees at randomly selected Kenyan schools were funded to hire an additional teacher on an annual contract renewable conditional on performance, outside normal Ministry of Education civil-service channels, at one-quarter normal compensation levels. For students randomly assigned to stay with existing classes, test scores did not increase significantly, despite a reduction in class size from 82 to 44 on average. In contrast, scores increased for students assigned to be taught by locally-hired contract teachers. One reason may be that contract teachers had low absence rates, while centrally-hired civil-service teachers in schools randomly assigned contract teachers endogenously reduced their effort. Civil-service teachers also captured rents for their families, with approximately 1/3 of contract teacher positions going to relatives of existing teachers. A governance program that empowered parents within school committees reduced both forms of capture. The best contract teachers obtained civil service jobs over time, and we estimate large potential dynamic benefits from supplementing a civil service system with locally-hired contract teachers brought in on a probationary basis and granted tenure conditional on performance.}, language = {en}, urldate = {2020-05-25}, journal = {Journal of Public Economics}, author = {Duflo, Esther and Dupas, Pascaline and Kremer, Michael}, month = mar, year = {2015}, note = {shortDOI: 10/f68tj3 KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2014.11.008 10/f68tj3 2405685:MC4383YQ}, pages = {92--110}, } @article{durkin_autism_2015, title = {Autism screening and diagnosis in low resource settings: {Challenges} and opportunities to enhance research and services worldwide}, volume = {8}, issn = {1939-3806}, shorttitle = {Autism screening and diagnosis in low resource settings}, doi = {10.1002/aur.1575}, abstract = {Most research into the epidemiology, etiology, clinical manifestations, diagnosis and treatment of autism is based on studies in high income countries. Moreover, within high income countries, individuals of high socioeconomic status are disproportionately represented among participants in autism research. Corresponding disparities in access to autism screening, diagnosis, and treatment exist globally. One of the barriers perpetuating this imbalance is the high cost of proprietary tools for diagnosing autism and for delivering evidence-based therapies. Another barrier is the high cost of training of professionals and para-professionals to use the tools. Open-source and open access models provide a way to facilitate global collaboration and training. Using these models and technologies, the autism scientific community and clinicians worldwide should be able to work more effectively and efficiently than they have to date to address the global imbalance in autism knowledge and at the same time advance our understanding of autism and our ability to deliver cost-effective services to everyone in need.}, language = {eng}, number = {5}, journal = {Autism Research: Official Journal of the International Society for Autism Research}, author = {Durkin, Maureen S. and Elsabbagh, Mayada and Barbaro, Josephine and Gladstone, Melissa and Happe, Francesca and Hoekstra, Rosa A. and Lee, Li-Ching and Rattazzi, Alexia and Stapel-Wax, Jennifer and Stone, Wendy L. and Tager-Flusberg, Helen and Thurm, Audrey and Tomlinson, Mark and Shih, Andy}, year = {2015}, pmid = {26437907}, pmcid = {PMC4901137}, note = {KerkoCite.ItemAlsoKnownAs: 10.1002/aur.1575 2339240:VPT8E92I 2405685:ZJU7T2BU}, keywords = {Autistic Disorder, Developing Countries, Global Health, Health Services Accessibility, Humans, Internationality, Research, diagnosis, early detection, epidemiology, intervention}, pages = {473--476}, } @techreport{education_development_center_radio_2015, title = {Radio {Instruction} to {Strengthen} {Education} and {Zanzibar} {Teacher} {Upgrading} by {Radio}: {Post} {Project} {Evaluation}}, url = {https://www.edc.org/sites/default/files/uploads/RISE-ZTUR-evaluation.pdf}, language = {EN}, author = {{Education Development Center}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JURP6FM4 2405685:L5ZIDJJB}, pages = {63}, } @misc{educational_publications_department_text_2015, title = {Text {Books} {Download}}, url = {http://www.edupub.gov.lk/BooksDownload.php}, urldate = {2020-08-18}, author = {Educational Publications Department}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YA95HWR7 2405685:P7QN9TUZ}, } @misc{european_commission_towards_2015, title = {Towards a new digital ethics: {Data}, {Dignity} and {Technology}}, url = {https://edps.europa.eu/data-protection/our-work/publications/opinions/towards-new-digital-ethics-data-dignity-and_en}, urldate = {2022-06-14}, author = {European Commission}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BLEX4UJX 2405685:TNLSBWZQ}, } @techreport{evans_what_2015, address = {Washington, D.C.}, title = {What {Really} {Works} to {Improve} {Learning} in {Developing} {Countries}? {An} {Analysis} of {Divergent} {Findings} in {Systematic} {Reviews}}, url = {https://openknowledge.worldbank.org/bitstream/handle/10986/21642/WPS7203.pdf?sequence=1&isAllowed=y}, abstract = {In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.}, language = {en}, number = {7203}, institution = {World Bank Group}, author = {Evans, David K and Popova, Anna}, year = {2015}, doi = {10.1596/1813-9450-7203}, note = {shortDOI: 10/ggc47g KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7203 10/ggc47g 2339240:3QGANTA4 2339240:DCJR436S 2339240:E9MNPGT5 2339240:RYKHDQR3 2339240:ZCQAUZ6U 2405685:CP9T27XU 2405685:G3595KWV 2405685:UHYRM2R9}, keywords = {*Topic:Curriculum and resources, \_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Education management, \_THEME: Learning assessments, \_THEME: Teacher Professional Development, \_\_\_working\_potential\_duplicate, \_proposed-for: Scoping review, ❓ Multiple DOI}, pages = {43}, } @book{fadel_four-dimensional_2015, title = {Four-{Dimensional} {Education}: {The} {Competencies} {Learners} {Need} to {Succeed}}, isbn = {ISBN-13: 978-1518642562}, url = {https://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/}, publisher = {Center for Curriculum Redesign}, author = {Fadel, C and Bialik, M and Trilling, B}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3H548KCJ 2405685:LLXK8YUD}, } @incollection{faguet_is_2015, title = {Is {Decentralization} {Good} for {Development}?}, abstract = {Decentralization research has become more quantitative and formal over the past two decades. But as technical rigor has increased, the focus of research has narrowed to decentralization’s effects on particular policy variables, leaving aside larger, more nuanced and complex questions of crucial importance to policymakers contemplating reform. This book seeks to return attention to issues like this that rank among policymakers’ first concerns, but are methodologically difficult to answer. We do this by marrying the insights and experience of senior policymakers involved in driving decentralization forward at the highest levels, with academics working at the forefront of the field in economics, politics, and development and policy studies. This chapter introduces the book by analyzing the following questions: Why do politicians decentralize in the first place? How can reform be made politically feasible? How can decentralization lead to improved development outcomes? Do municipalities compete amongst themselves, and what effects might this have on public policy and services? Will decentralization promote clientelism or broad-based development? And finally, will decentralization strengthen or weaken developing states? The evidence presented in the book provides a firm basis for concrete answers to all of these questions, allied to specific policy advice for aspiring reformers.}, language = {en}, booktitle = {. {Is} {Decentralization} {Good} for {Development}}, author = {Faguet, Jean-Paul and Pöschl, Caroline}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PZE7EEHV 2405685:IML2PFMW 4656463:PKKG5BHR}, pages = {25}, } @article{farooq_learning_2015, title = {Learning through {Assistive} {Devices}: {A} {Case} of {Students} with {Hearing} {Impairment}}, volume = {37}, issn = {0555-7747}, shorttitle = {Learning through {Assistive} {Devices}}, url = {https://eric.ed.gov/?id=EJ1210345}, abstract = {Present era has introduced persons with disabilities with a range of assistive devices that have rapidly increased their educational, vocational, and frivolous activities. Current descriptive study attempted to explore the effects of assistive devices on the learning of hearing impaired students. A sample of 200 hearing impaired students was selected to identify the assistive devices that are more in use by hearing impaired students. All of the assistive devices commonly used for hearing impairment were included in the study to explore the effects of each on the learning of students with hearing impairment. The mean difference in the learning of students suggested that assistive technologies are overall assistance for the students with hearing impairment and there is no substitute to these devices that could assist them in such a quite differentiated manner. The role of high tech assistive devices as well as low tech devices has been highlighted prominently. The parents of hearing impaired students were also the part of study and found satisfied with the use of assistive devices for their children. It is divulged that there is a need to reduce the cost of assistive devices to be used by the students with hearing impairment.}, language = {en}, number = {1}, urldate = {2020-12-10}, journal = {Bulletin of Education and Research}, author = {Farooq, Muhammad Shahid and {Aasma} and Iftikhar, Umaira}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z7WED3QU 2405685:L6EEZ9LR}, keywords = {Assistive Technology, Costs, Elementary School Students, Foreign Countries, Grade 4, Hearing Impairments, Interpersonal Communication, Parent Attitudes, Program Effectiveness, Quality of Life, Student Needs, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {1--17}, } @techreport{federal_ministry_of_education_nigeria_nigeria_2015, title = {Nigeria: {Education} for {All} 2015 {National} {Review}}, author = {Federal Ministry of Education (Nigeria)}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:YTNNVWZU}, } @misc{ferlazzo_strategies_2015, title = {Strategies for helping students motivate themselves}, url = {https://www.edutopia.org/blog/strategies-helping-students-motivate-themselves-larry-ferlazzo}, abstract = {To inspire intrinsic motivation in students, schools should focus on nurturing their sense of autonomy, competence, relatedness, and relevance.}, language = {en}, urldate = {2021-11-09}, journal = {Edutopia}, author = {Ferlazzo, Larry}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QEZXQXFE 2405685:B6FJ8RGV}, } @article{fredin_working_2015, title = {Working toward more engaged and successful accounting students: a balanced scorecard approach}, volume = {8}, copyright = {Copyright (c)}, issn = {1942-2512}, shorttitle = {Working toward more engaged and successful accounting students}, url = {https://www.clutejournals.com}, doi = {10.19030/ajbe.v8i1.9016}, abstract = {Prior research indicates that student engagement is the key to student success, as measured by college grades, degree completion, and graduate school enrollment.  We propose a set of goals and objectives for accounting students, in particular, to help them become engaged not only in the educational process, but also in the accounting profession.  Utilizing a balanced scorecard framework, we categorize these goals into three main perspectives: Learning and Growth, Student Professional Development, and Employer/Graduate School.  The proposed goals are related to each other, suggesting that accounting students recognize the wide reach of their experiences.  If students are able to see that their successful completion of coursework can lead to successful interactions with business professionals (i.e. potential employers), they will be more likely to work hard in their endeavors – in other words, they will be more engaged in the broader educational experience.  If they are more engaged in their educational experiences, they will be more likely to succeed.}, language = {en}, number = {1}, urldate = {2021-11-11}, journal = {American Journal of Business Education (AJBE)}, author = {Fredin, Amy and Fuchsteiner, Peter and Portz, Kris}, year = {2015}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 10.19030/ajbe.v8i1.9016 2339240:J96DJNCT 2405685:2TNPTBMD}, pages = {49--62}, } @article{gambari_effects_2015, title = {Effects of {Computer}-{Assisted} {STAD}, {LTM} and {ICI} {Cooperative} {Learning} {Strategies} on {Nigerian} {Secondary} {School} {Students}' {Achievement}, {Gender} and {Motivation} in {Physics}.}, volume = {6}, number = {19}, journal = {Journal of Education and Practice}, author = {Gambari, Isiaka Amosa and Yusuf, Mudasiru Olalere and Thomas, David Akpa}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3Y2F895S 2405685:26UT4TRL}, keywords = {⛔ No DOI found}, pages = {16--28}, } @techreport{garcia-jaramillo_effectiveness_2015, address = {Paris, France}, type = {Background paper prepared for the {Education} for {All} {Global} {Monitoring} {Report} 2015 {Education} for {All} 2000-2015 achievements and challenges}, title = {Effectiveness of targeting in social protection aimed to children: lessons for a post-2015 agenda}, url = {https://www.eccnetwork.net/sites/default/files/media/file/232421eng.pdf}, institution = {United Nations Educational, Scientific and Cultural Organisation}, author = {Garcia-Jaramillo, Sandra and Miranti, Riyana}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B5QJZIR4 2405685:KBCSWZR3}, } @phdthesis{girgis_case_2015, type = {{MPhil} {Dissertation}}, title = {A case study of the {One} {Laptop} per {Child} {Project} in {Rwanda}: {Exploring} the socio-cultural dimensions of delivery and implementation.}, school = {University of Cambridge, Cambridge, UK.}, author = {Girgis, R.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LRYTMBME 2405685:NRTNZLBJ}, } @book{giz_cooperation_2015, title = {Cooperation {Management} for {Practitioners} {Managing} {Social} {Change} {With} {Capacity} {Works}.}, isbn = {978-3-658-07904-8}, language = {en}, publisher = {Gabler}, author = {GIZ}, year = {2015}, note = {OCLC: 893897509 KerkoCite.ItemAlsoKnownAs: 2281034:96YVCMD4 2339240:G2IY97SJ 2405685:KPJ7AUXJ 2447227:X7L5UCIQ}, } @techreport{glewwe_improving_2015, address = {Oxford, England}, title = {Improving {School} {Education} {Outcomes} in {Developing} {Countries}: {Evidence}, {Knowledge} {Gaps}, and {Policy} {Implications}}, url = {https://riseprogramme.org/sites/default/files/2020-11/RISE_WP-001_GlewweMuralidharan.pdf}, number = {Working Paper 15/001}, institution = {Oxford Policy Management}, author = {Glewwe, Paul and Muralidharan, Karthik}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D9N4M5M3 2405685:EX5TJALL}, } @techreport{government_of_rwanda_national_2015, title = {National {ICT} {Strategy} and {Plan} {NICI} - 2015}, url = {https://www.itu.int/en/ITU-D/Cybersecurity/Documents/National_Strategies_Repository/Rwanda%20NCSS%20NICI_III.pdf}, author = {Government of Rwanda}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z7UNCKNZ 2405685:8HCP38PR}, } @techreport{gpe_guidelines_2015, title = {Guidelines for {Education} {Sector} {Plan} {Preparation}}, url = {chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.globalpartnership.org/sites/default/files/document/file/2020-GPE-guidelines-preparation-EN.pdf}, urldate = {2021-10-08}, institution = {UNESCO}, author = {{GPE} and {IIEP-UNESCO}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CWTV3PW6 2339240:NAIGI842 2405685:LPT3UV3S 2405685:RV7S3GC7}, } @article{graham_towards_2015, title = {Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information: {Towards} a study of information geographies}, volume = {2}, issn = {20544049}, shorttitle = {Towards a study of information geographies}, url = {http://doi.wiley.com/10.1002/geo2.8}, doi = {10.1002/geo2.8}, language = {en}, number = {1}, urldate = {2016-01-21}, journal = {Geo: Geography and Environment}, author = {Graham, Mark and De Sabbata, Stefano and Zook, Matthew A.}, month = jun, year = {2015}, note = {shortDOI: 10/ggsp4d KerkoCite.ItemAlsoKnownAs: 10/ggsp4d 2405685:6MNK7SAW}, keywords = {Digital Divide, Geoweb, augmented realities, immutable mobiles, information geography}, pages = {88--105}, } @book{grandvoinnet_opening_2015, series = {New {Frontiers} of {Social} {Policy}}, title = {Opening the {Black} {Box}: {The} contextual drivers of social accountability}, isbn = {978-1-4648-0481-6}, shorttitle = {Opening the {Black} {Box}}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-0481-6}, urldate = {2020-12-10}, publisher = {The World Bank}, author = {Grandvoinnet, Helene and Aslam, Ghazia and Raha, Shomikho}, year = {2015}, doi = {10.1596/978-1-4648-0481-6}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0481-6 2339240:J8RUNV3U 2405685:5ECFJ4UA}, } @article{grenier_value_2015, title = {The value of language skills}, issn = {20549571}, url = {http://wol.iza.org/articles/economic-value-of-language-skills}, doi = {10.15185/izawol.205}, language = {en}, urldate = {2020-06-16}, journal = {IZA World of Labor}, author = {Grenier, Gilles}, year = {2015}, note = {shortDOI: 10/ghgn52 KerkoCite.ItemAlsoKnownAs: 10/ghgn52 2405685:2S696UER}, } @article{grimus_learning_2015, title = {Learning and {Teaching} {With} {Mobile} {Devices}: {An} {Approach} in {Higher} {Secondary} {Education} in {Ghana}}, volume = {7}, issn = {1941-8647, 1941-8655}, shorttitle = {Learning and {Teaching} {With} {Mobile} {Devices}}, url = {http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijmbl.2015040102}, doi = {10.4018/ijmbl.2015040102}, abstract = {While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.}, language = {en}, number = {2}, urldate = {2020-03-17}, journal = {International Journal of Mobile and Blended Learning}, author = {Grimus, Margarete and Ebner, Martin}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 10/ggn3xd 2339240:MHJH5AZV 2405685:NCJ8I8FF}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {17--32}, } @article{grimus_learning_2015, title = {Learning and teaching with mobile devices: an approach in higher secondary education in {Ghana}}, volume = {7}, issn = {1941-8647, 1941-8647}, url = {https://www.researchgate.net/publication/274254881_Learning_and_Teaching_With_Mobile_Devices_An_Approach_in_Higher_Secondary_Education_in_Ghana}, doi = {10.4018/ijmbl.2015040102}, abstract = {While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.}, language = {English}, number = {2}, journal = {International Journal of Mobile and Blended Learning}, author = {Grimus, Margarete and Ebner, Martin}, year = {2015}, note = {Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871575620?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 2405685:XK46R6XU 2534378:5KLKWTMM 2534378:KZNNQLJ5}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Faculty Development, Feedback (Response), Foreign Countries, Ghana, Handheld Devices, Online Surveys, Secondary Education, Semi Structured Interviews, Student Attitudes, Teacher Attitudes, Technical Education, Technology Uses in Education, Telecommunications, Workshops, \_\_:import:03, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096257, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {17--32}, } @article{grimus_learning_2015, title = {Learning and teaching with mobile devices: an approach in higher secondary education in {Ghana}}, volume = {7}, issn = {1941-8647, 1941-8647}, url = {https://www.researchgate.net/publication/274254881_Learning_and_Teaching_With_Mobile_Devices_An_Approach_in_Higher_Secondary_Education_in_Ghana}, doi = {10.4018/ijmbl.2015040102}, abstract = {While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.}, language = {English}, number = {2}, journal = {International Journal of Mobile and Blended Learning}, author = {Grimus, Margarete and Ebner, Martin}, year = {2015}, note = {Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871575620?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 2405685:XK46R6XU 2534378:5KLKWTMM 2534378:KZNNQLJ5}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Faculty Development, Feedback (Response), Foreign Countries, Ghana, Handheld Devices, Online Surveys, Secondary Education, Semi Structured Interviews, Student Attitudes, Teacher Attitudes, Technical Education, Technology Uses in Education, Telecommunications, Workshops, \_\_:import:03, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096257, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {17--32}, } @techreport{halverson_personalization_2015, address = {University of Wisconsin-Madison}, type = {{WCER} {Working} {Paper}}, title = {Personalization in practice: observations from the field}, url = {https://files.eric.ed.gov/fulltext/ED577057.pdf}, language = {en}, number = {2015‐8}, institution = {Wisconsin Center for Education Research}, author = {Halverson, Rich and Barnicle, Al and Hackett, Sarah and Rawat, Tanushree and Rutledge, Julia and Kallio, Julie and Mould, Curt and Mertes, Janice}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:D8QPMN7Q 2405685:S553ICMH}, keywords = {⛔ No DOI found}, } @book{hattie_what_2015, title = {What works best in education: {The} politics of collaborative expertise}, shorttitle = {What works best in education}, publisher = {British Columbia Teachers' Federation}, author = {Hattie, John}, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs:2405685:J6IMU5KZ}, } @article{hennessy_challenges_2015, title = {Challenges and opportunities for teacher professional development in interactive use of technology in {African} schools}, volume = {24}, issn = {1475939X}, url = {https://www.researchgate.net/publication/303388174_Challenges_and_opportunities_for_teacher_professional_development_in_interactive_use_of_technology_in_African_schools}, doi = {10.1080/1475939X.2015.1092466}, abstract = {This article examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme (‘OER4Schools’) that integrated use of mobile technologies, digital open educational resources and interactive pedagogy. The research and development involved teachers in three Zambian primary schools and culminated in an extensive multimedia resource. Using an ecological framework, factors emerging were characterised at three levels: teacher, school, and the wider community and policy context. They include school organisation and leadership, teacher motivation and perceptions of opportunities for professional learning and change, teacher views of pupil capabilities, availability of resources, teacher collaboration, and viewpoints of parents and policymakers. [ABSTRACT FROM PUBLISHER]}, language = {en}, number = {5}, journal = {Technology, Pedagogy and Education}, author = {Hennessy, Sara and Haßler, Bjoern and Hofmann, Riikka}, year = {2015}, note = {Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true\&db=bri\&AN=111289127\&site=ehost-live\&scope=site KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1092466 10/gfv5xz 2129771:L2HUHYLN 2339240:24LHAF5C 2339240:K9R22K2F 2339240:WV3XY5NW 2405685:6ZLKKKH7 2405685:8V49PM4G 2405685:KILQYYBU 2405685:SXKPQUJ5 2534378:6TMRG3EP 2534378:BF6PBW3F 2534378:QQ6BVI89}, keywords = {ADULTS, AFRICA, Article, CAREER development, Digital Technology, EDUCATION, EDUCATIONAL technology research, Interactive Pedagogy, Open Educational Resources, PRIMARY school teachers, Sub-Saharan Africa, Zambia, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099892, \_\_finaldtb, digital technology, interactive pedagogy, open educational resources, sub-Saharan Africa, teacher professional development}, pages = {1--28}, } @article{henrie_measuring_2015, title = {Measuring student engagement in technology-mediated learning: a review}, volume = {90}, issn = {03601315}, shorttitle = {Measuring student engagement in technology-mediated learning}, url = {https://blendedtoolkit.wisc.edu/wp-content/uploads/2018/06/MEASURING-STUDENT-ENGAGEMENT.pdf}, doi = {10.1016/j.compedu.2015.09.005}, abstract = {Using digital technology to deliver content, connect learners, and enable anytime, anywhere learning is increasing, but keeping students engaged in technology-mediated learning is challenging. Instructional practices that encourage greater engagement are essential if we are to effectively use digital instructional technologies. To determine the impact of innovative instructional practices on learning, we need useful measures of student engagement. These measures should be adaptable to the unique challenges to studying technology-mediated learning, such as when students learn at a distance or in a blended learning course. In this review, we examine existing approaches to measure engagement in technology-mediated learning. We identify strengths and limitations of existing measures and outline potential approaches to improve the measurement of student engagement. Our intent is to assist researchers, instructors, designers, and others in identifying effective methods to conceptualize and measure student engagement in technology-mediated learning.}, language = {en}, urldate = {2021-11-09}, journal = {Computers \& Education}, author = {Henrie, Curtis R. and Halverson, Lisa R. and Graham, Charles R.}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2015.09.005 2339240:HL9U2TRE 2405685:IV4JC5GW}, pages = {36--53}, } @techreport{hinton_assessing_2015, title = {Assessing the {Strength} of {Evidence} in the {Education} {Sector}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/BE2_Guidance_Note_ASE_final_2015-30-06f_.pdf}, language = {en}, author = {Hinton, Dr Rachel and Robinson, Mark}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZAKNKGZH 2405685:A2PWYDJD 2405685:EAT6TR3I 2405685:N9U3UVYE 2405685:SBS9IZU4 2405685:UNKK86NW 2534378:TNJW2UAA}, keywords = {⛔ No DOI found}, pages = {52}, } @article{hirshleifer_incentives_2015, title = {Incentives for effort or outputs? {A} field experiment to improve student performance}, shorttitle = {Incentives for effort or outputs?}, journal = {Unpublished manuscript. Cambridge, MA: Abdul Latif Jameel Poverty Action Lab (J-PAL)}, author = {Hirshleifer, Sarojini}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:E8S99ZXJ 2405685:FB2HA35I}, keywords = {⛔ No DOI found}, } @techreport{hong_kong_education_bureau_realising_2015, type = {Report on the {Fourth} {Strategy} on {Information} {Technology} in {Education}}, title = {Realising {IT} potential, unleashing learning power: {A} holistic approach}, url = {https://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/ITE4_report_ENG.pdf}, urldate = {2021-08-05}, author = {{Hong Kong Education Bureau}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XLDY2W3L 2405685:MF4PVKEJ}, } @misc{hoque_how_2015, title = {How civil society influences education policy in {Bangladesh}}, url = {https://www.globalpartnership.org/blog/how-civil-society-influences-education-policy-bangladesh}, author = {Hoque, E}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VK5AVDHJ 2405685:5RZ7G7TC}, } @techreport{hynsjo_and_damon_bilingual_2015, title = {Bilingual {Education} in {Latin} {America}: {Does} {Quechua}-{Medium} {Education} {Improve} {Peruvian} {Indigenous} {Children}'s {Academic} {Achievement}?}, shorttitle = {Bilingual {Education} in {Latin} {America}}, url = {https://nls.ldls.org.uk/welcome.html?ark:/81055/vdc_100052309670.0x000001}, language = {en}, urldate = {2022-05-17}, author = {Hynsjö {and} Damon}, year = {2015}, note = {OCLC: 1016921971 KerkoCite.ItemAlsoKnownAs: 2405685:QWK84EIC 4042040:7B7XC8N7}, } @misc{ideoorg_design_2015, title = {Design {Kit}}, url = {https://www.designkit.org/methods}, abstract = {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.}, urldate = {2021-07-23}, journal = {Design Kit Methods for Human Centered Design}, author = {IDEO.org}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K6Q474LC 2405685:6Y4NPGWH}, } @misc{interagency_collaboration_on_ebola_situation_2015, title = {Situation {Report} {No}. 11}, url = {https://www.humanitarianresponse.info/en/node/114079}, urldate = {2020-08-18}, author = {Interagency Collaboration on Ebola}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZZDED9AA 2405685:S2HE368H}, } @misc{internet_society_hamara_2015, title = {Hamara {Internet}}, url = {https://www.internetsociety.org/beyond-the-net/grants/2015/hamara-internet/}, abstract = {Project Organizer: Nighat Dad, Pakistan Islamabad Chapter}, language = {en-US}, urldate = {2021-04-29}, journal = {Internet Society}, author = {Internet Society}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:4HPVKUL8 2405685:D3SVLKBQ}, } @article{iyalla-amadi_scientificite_2015, title = {La {Scientificite} {En} {Langues} {Africaines}: {L}’exemple {Du} {Kalabari} {Et} {De} {L}’ikwerre}, volume = {4}, shorttitle = {La {Scientificite} {En} {Langues} {Africaines}}, doi = {10.4314/ijah.v4i3.16}, number = {3}, journal = {AFRREV IJAH: An International Journal of Arts and Humanities}, author = {Iyalla-Amadi, Priye and Odungweru, U. S.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M6HPZKFX 4042040:JEDTST39}, pages = {185--199}, } @techreport{junaid_service_2015, address = {London}, title = {In {Service} {Teacher} {Education} in {Sub}-{Saharan} {Africa}: {A} {Synthesis} {Report}}, url = {http://www.iicba.unesco.org/sites/default/files/In-Service%20booklet%201.pdf}, urldate = {2020-01-14}, institution = {Commonwealth Secretariat}, author = {Junaid, Muhammad Ibn and Maka, Francois}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DJW6U9BM 2405685:VR6P6AX4}, } @incollection{kafyulilo_challenges_2015, title = {Challenges and opportunities for e-learning in education: {A} case study}, copyright = {Access limited to members}, isbn = {978-1-4666-8363-1}, shorttitle = {Challenges and {Opportunities} for {E}-{Learning} in {Education}}, url = {www.igi-global.com/chapter/challenges-and-opportunities-for-e-learning-in-education/128052}, abstract = {This chapter presents a review of literature on the existing opportunities and challenges of adopting e-learning in education in Tanzania and the possible measures to overcome some challenges. The study also assessed the primary factors contributing to the slow and limited use and integration of tec...}, language = {en}, urldate = {2020-11-18}, booktitle = {Handbook of {Research} on {Educational} {Technology} {Integration} and {Active} {Learning}}, publisher = {IGI Global}, author = {Kafyulilo, Ayoub C.}, year = {2015}, doi = {10.4018/978-1-4666-8363-1.ch015}, note = {Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-8363-1.ch015 2339240:LU5HVRJJ 2405685:JKIRKBQJ}, pages = {317--328}, } @article{kafyulilo_supporting_2015, title = {Supporting teachers learning through the collaborative design of technology-enhanced science lessons}, volume = {26}, issn = {1046-560X}, url = {https://doi.org/10.1007/s10972-015-9444-1}, doi = {10.1007/s10972-015-9444-1}, abstract = {This study used the Interconnected Model of Professional Growth (Clarke \& Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.}, number = {8}, urldate = {2020-11-18}, journal = {Journal of Science Teacher Education}, author = {Kafyulilo, Ayoub C. and Fisser, Petra and Voogt, Joke}, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1007/s10972-015-9444-1 KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-015-9444-1 2339240:G8S6AKP2 2405685:3EYMBZ8B}, keywords = {Design teams, Interconnected model of professional growth, Professional development, Support, TPACK, Teachers, Technology}, pages = {673--694}, } @article{kafyulilo_supporting_2015, title = {Supporting teachers learning through the collaborative design of technology-enhanced science lessons}, volume = {26}, issn = {1046-560X}, url = {https://doi.org/10.1007/s10972-015-9444-1}, doi = {10.1007/s10972-015-9444-1}, abstract = {This study used the Interconnected Model of Professional Growth (Clarke \& Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.}, number = {8}, urldate = {2020-11-18}, journal = {Journal of Science Teacher Education}, author = {Kafyulilo, Ayoub C. and Fisser, Petra and Voogt, Joke}, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1007/s10972-015-9444-1 KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-015-9444-1 2339240:G8S6AKP2 2405685:3EYMBZ8B}, keywords = {Design teams, Interconnected model of professional growth, Professional development, Support, TPACK, Teachers, Technology}, pages = {673--694}, } @article{kafyulilo_supporting_2015, title = {Supporting teachers learning through the collaborative design of technology-enhanced science lessons}, volume = {26}, issn = {1046-560X}, url = {https://www.researchgate.net/publication/288905073_Supporting_Teachers_Learning_Through_the_Collaborative_Design_of_Technology-Enhanced_Science_Lessons}, doi = {10.1007/s10972-015-9444-1}, abstract = {This study used the Interconnected Model of Professional Growth (Clarke \& Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.}, number = {8}, urldate = {2020-09-28}, journal = {Journal of Science Teacher Education}, author = {Kafyulilo, Ayoub C. and Fisser, Petra and Voogt, Joke}, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1007/s10972-015-9444-1 KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-015-9444-1 10/gf7gx7 2339240:BKA45HWC 2339240:F3ZCM7SP 2405685:RNWUSFG4 2534378:325RP7HZ 2534378:8BHL2SZV 2534378:DDGZAF8Q 2534378:U7WD44V7 2534378:UWU5LPCD}, keywords = {Design teams, Interconnected model of professional growth, Professional development, Support, TPACK, Teachers, Technology, \_Source:Intuitive, \_THEME: Open systems, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2425910, \_\_finaldtb}, } @article{kafyulilo_ict_2015, title = {{ICT} use in science and mathematics teacher education in {Tanzania}: {Developing} {Technological} {Pedagogical} {Content} {Knowledge}}, volume = {31}, copyright = {Copyright (c)}, issn = {1449-5554}, shorttitle = {{ICT} {Use} in {Science} and {Mathematics} {Teacher} {Education} in {Tanzania}}, url = {https://ajet.org.au/index.php/AJET/article/view/1240}, doi = {10.14742/ajet.1240}, abstract = {Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to develop in order to effectively integrate technology in science and mathematics teaching. Pre-service teachers (N=22) participated in microteaching, hands-on training, collaborative lesson design in design teams, and reflection with peers. Pre- and post-assessment results of the pre-service teachers’ perceived knowledge and skills of integrating technology in teaching, showed significant changes in technology-related components of TPACK. We conclude that opportunities for pre-service teachers to participate in professional development programs that involve lesson design, teaching, evaluation and re-design, can be effective for the development of the knowledge and skills of integrating technology in science and mathematics teaching.}, language = {en}, number = {4}, urldate = {2020-11-18}, journal = {Australasian Journal of Educational Technology}, author = {Kafyulilo, Ayoub and Fisser, Petra and Pieters, Jules and Voogt, Joke}, year = {2015}, note = {Number: 4 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.1240 2339240:7KWSVKXS 2405685:7XN4YDQE}, keywords = {TPACK, lesson design, microteaching, reflection, technology integration, training}, } @article{kaneko-marques_reflective_2015, title = {Reflective teacher supervision through videos of classroom teaching (supervisión colaborativa docente a través de clases grabadas en video)}, volume = {17}, issn = {1657-0790, 1657-0790}, url = {http://www.scielo.org.co/pdf/prf/v17n2/v17n2a04.pdf}, doi = {10.15446/profile.v17n2.44393}, abstract = {The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.}, language = {English}, number = {2}, journal = {PROFILE: Issues in Teachers' Professional Development}, author = {Kaneko-Marques, Sandra Mari}, year = {2015}, note = {Publisher: Universidad Nacional de Colombia, Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720057575?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v17n2.44393 2405685:E3Q476XV 2534378:8NSF3BMX 2534378:VXGS7DTC}, keywords = {Brazil, Cooperation, ERIC, Current Index to Journals in Education (CIJE), English (Second Language), English Teachers, Foreign Countries, Higher Education, Observation, Postsecondary Education, Preservice Teacher Education, Qualitative Research, Questionnaires, Reflective Teaching, Second Language Instruction, Self Evaluation (Individuals), Student Teachers, Teacher Supervision, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098468, \_\_finaldtb}, pages = {63--79}, } @article{karal_effects_2015, title = {The effects of a technology-aided learning environment on the improvement of a primary special education school}, volume = {10}, issn = {1990-3839}, url = {https://academicjournals.org/journal/ERR/article-abstract/B5BD0FA56628}, doi = {10.5897/ERR2015.2523}, abstract = {The changes demanded by technology are reshaping people\’s expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming \‘learning\’ or \‘effective\’ schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA\©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers\’ functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed. Key words: School development, technology, innovation, hearing impaired.}, language = {english, English}, number = {24}, urldate = {2020-12-10}, journal = {Educational Research and Reviews}, author = {Karal, Hasan}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.5897/ERR2015.2523 2339240:9SHHNJCH 2405685:WQ7ZLZVW}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {2908--2918}, } @article{karal_effects_2015, title = {The {Effects} of a {Technology}-{Aided} {Learning} {Environment} on the {Improvement} of a {Primary} {Special} {Education} {School}}, volume = {10}, issn = {1990-3839}, url = {https://eric.ed.gov/?id=EJ1157855}, doi = {10.5897/err2015.2523}, abstract = {The changes demanded by technology are reshaping people's expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming '"learning" or "effective" schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers' functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed.}, language = {en}, number = {24}, urldate = {2021-03-04}, journal = {Educational Research and Reviews}, author = {Karal, Hasan}, year = {2015}, note = {Publisher: Academic Journals KerkoCite.ItemAlsoKnownAs: 10.5897/ERR2015.2523 10.5897/err2015.2523 10/gjj9dr 2339240:ZXNUGEXT 2405685:SHM89EW9}, keywords = {Academic Achievement, Assistant Principals, Attitude Measures, Case Studies, Cooperation, Educational Innovation, Educational Technology, Elementary Education, Elementary School Teachers, Foreign Countries, Observation, Parents, Principals, Qualitative Research, School Personnel, Semi Structured Interviews, Special Education, Statistical Analysis, Teaching Methods, Technology Uses in Education, \_\_\_working\_potential\_duplicate}, pages = {2908--2918}, } @article{karal_effects_2015, title = {The {Effects} of a {Technology}-{Aided} {Learning} {Environment} on the {Improvement} of a {Primary} {Special} {Education} {School}}, volume = {10}, issn = {1990-3839}, url = {https://eric.ed.gov/?id=EJ1157855}, doi = {10.5897/err2015.2523}, abstract = {The changes demanded by technology are reshaping people's expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming '"learning" or "effective" schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers' functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed.}, language = {en}, number = {24}, urldate = {2021-03-04}, journal = {Educational Research and Reviews}, author = {Karal, Hasan}, year = {2015}, note = {Publisher: Academic Journals KerkoCite.ItemAlsoKnownAs: 10.5897/ERR2015.2523 10.5897/err2015.2523 10/gjj9dr 2339240:ZXNUGEXT 2405685:SHM89EW9}, keywords = {Academic Achievement, Assistant Principals, Attitude Measures, Case Studies, Cooperation, Educational Innovation, Educational Technology, Elementary Education, Elementary School Teachers, Foreign Countries, Observation, Parents, Principals, Qualitative Research, School Personnel, Semi Structured Interviews, Special Education, Statistical Analysis, Teaching Methods, Technology Uses in Education, \_\_\_working\_potential\_duplicate}, pages = {2908--2918}, } @techreport{kastelic_socio-economic_2015, address = {Washington D.C.}, title = {The socio-economic impacts of {Ebola} in {Liberia} : results from a high frequency cell phone survey round five}, url = {http://documents1.worldbank.org/curated/en/162381468179333776/pdf/96196-WP-P152547-PUBLIC-Box391443B-Liberia-Apr-13.pdf}, urldate = {2020-08-03}, institution = {World Bank Group}, author = {Kastelic, Kristen Himelein and Kastelic, Jonathan}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Z8Y4MRZH 2405685:2SXN3JHI}, } @article{kimmons_oer_2015, title = {{OER} quality and adaptation in {K}–12: {Comparing} teacher evaluations of copyrightrestricted, open, and open/adapted textbooks}, volume = {16}, doi = {10.19173/irrodl.v16i5.2341}, number = {5}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Kimmons, R}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i5.2341 2405685:HTDHIMNP}, pages = {39--57}, } @techreport{kingori_influence_2015, title = {Influence {Of} {Hidden} {Costs} {In} {Education} {On} {Students}’ {Participation} {In} {Public} {Secondary} {Schools} {In} {Kikuyu} {Sub} {County}, {Kenya}}, language = {en}, institution = {School of Education Department of Educational Administration and Planning of Nairobi University}, author = {Kingori, Joseph Ndirangu}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:VJRWLGGE}, keywords = {⛔ No DOI found}, pages = {90}, } @techreport{kingori_influence_2015, title = {Influence {Of} {Hidden} {Costs} {In} {Education} {On} {Students}’ {Participation} {In} {Public} {Secondary} {Schools} {In} {Kikuyu} {Sub} {County}, {Kenya}}, language = {en}, institution = {School of Education Department of Educational Administration and Planning of Nairobi University}, author = {Kingori, Joseph Ndirangu}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:233GFMV3 2405685:QR4WZLL3}, pages = {90}, } @article{kovanovic_what_2015, title = {What public media reveals about {MOOCs}: {A} systematic analysis of news reports}, volume = {46}, copyright = {© 2015 British Educational Research Association}, issn = {1467-8535}, shorttitle = {What public media reveals about {MOOCs}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12277}, doi = {10.1111/bjet.12277}, abstract = {One of the striking differences between massive open online courses (MOOCs) and previous innovations in the education technology field is the unprecedented interest and involvement of the general public. As MOOCs address pressing problems in higher education and the broader educational practice, awareness of the general public debate around MOOCs is essential. Understanding the public discourse around MOOCs can provide insights into important social and public problems, thus enabling the MOOC research community to better focus their research endeavors. While there have been some reports looking at the state of the MOOC-related research, the analysis of the public debate surrounding MOOCs is still largely missing. In this paper, we present the results of a study that looked at the content of the public discourse related to MOOCs. We identified the most important themes and topics in MOOC-related mainstream news reports. Our results indicate that coverage of MOOCs in public media is rapidly decreasing: by the middle of 2014, it decreased by almost 50\% from the highest activity during 2013. In addition, the focus of those discussions is also changing. While the majority of discussions during 2012 and 2013 were focused on MOOC providers, the announcements of their partnerships, and million dollar investments, the current focus of MOOC discourse seems to be moving toward more productive topics focused on the overall position of MOOCs in the global educational landscape. Among different topics that this study discovered, government-related issues and the use of data and analytics are some of the topics that seem to be growing in popularity during the first half of 2014.}, language = {en}, number = {3}, urldate = {2019-07-18}, journal = {British Journal of Educational Technology}, author = {Kovanović, Vitomir and Joksimović, Srećko and Gašević, Dragan and Siemens, George and Hatala, Marek}, year = {2015}, note = {shortDOI: 10/f7d7r2 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12277 10/f7d7r2 2339240:4ZXLTE27 2339240:KG6GUHWW 2405685:LXEQ2JCJ}, keywords = {Reviewed}, pages = {510--527}, } @incollection{krueger_focus_2015, title = {Focus {Group} {Interviewing}}, copyright = {Copyright © 2015 by Kathryn E. Newcomer and Harry P. Hatry, and Joseph S. Wholey}, isbn = {978-1-119-17138-6}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/9781119171386.ch20}, abstract = {This chapter discusses using focus groups as a component of an evaluation strategy. It focuses on both the benefits and the limitations of using this method and also offers suggestions for the effective use of focus group interviewing in an evaluation. Focus groups are a wonderful method for gathering information for formative and summative evaluations. A key role is the study team leader, sometimes called the principal investigator (PI), who takes on the overall leadership of the study. Team members work together to complete the study, but individuals take primary responsibility for certain tasks. The chapter describes these tasks and roles. Successful focus group studies are grounded on five key steps: planning, developing questions, recruiting, moderating, and analyzing. Each of these steps is critical to success. Those who seek to have successful focus groups should be attentive to performing each step with care, thought, and skill.}, language = {en}, urldate = {2021-05-06}, booktitle = {Handbook of {Practical} {Program} {Evaluation}}, publisher = {John Wiley \& Sons, Ltd}, author = {Krueger, Richard A. and Casey, Mary Anne}, year = {2015}, doi = {10.1002/9781119171386.ch20}, note = {Section: 20 \_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781119171386.ch20 KerkoCite.ItemAlsoKnownAs: 10.1002/9781119171386.ch20 2339240:8GHGGSG3 2405685:CYKMJX8Q}, keywords = {classic analysis strategy, focus group interviewing, focus group recruitment, formative evaluations, study team leader, summative evaluations}, pages = {506--534}, } @techreport{lachal_ideas_2015, title = {{IDEAS} {BOX}: {AN} {INNOVATING} {PSYCHOSOCIAL} {TOOL} {FOR} {EMERGENCY} {SITUATIONS} {IMPACT} {STUDY} {IN} {THE} {KAVUMU} {AND} {BWAGIRISA} {CAMPS} - {BURUNDI}}, author = {Lachal, C}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:V9XTARAH 2405685:3VM5KNHM}, } @incollection{lawrie_use_2015, address = {New York, NY}, title = {Use {ICT} to provide access to content, professional development and professional learning communities ({Recommendation} 7)}, url = {https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers}, booktitle = {Where it's needed most: quality professional development for all teachers}, publisher = {Inter-Agency Network for Education in Emergencies (INEE)}, author = {Lawrie, J. and Hennessy, S. and Haßler, Björn and {Phalachandra}}, editor = {Burns, M. and Lawrie, J.}, year = {2015}, note = {EdTechHub.Source: 2129771:KQGAREE9 EdTechHub.Source: 2129771:KQGAREE9 Book DOI: 10.13140/RG.2.1.2044.3761 KerkoCite.ItemAlsoKnownAs: 2129771:KQGAREE9 2339240:CBYR6TWI 2405685:8Q6BDGWE 2405685:PKLI25VA 2405685:ZIXCZS28 2534378:DMKTGVXQ}, keywords = {C:Fragile contexts, docs.opendeved.net}, pages = {131--143}, } @incollection{lawrie_recommendation_2015, address = {New York, NY}, title = {Recommendation 7: {Use} {ICT} to provide access to content, professional development and professional learning communities}, url = {https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers}, booktitle = {Where it's needed most: {Quality} professional development for all teachers}, publisher = {Inter-agency network for education in emergencies}, author = {Lawrie, J. and Hennessy, Sara and Haßler, Björn and {Phalachandra} and Lawrie, J.}, year = {2015}, note = {EdTechHub.Source: 2129771:KQGAREE9 EdTechHub.Source: 2129771:KQGAREE9 KerkoCite.ItemAlsoKnownAs: 2129771:KQGAREE9 2405685:PKLI25VA}, keywords = {C:Fragile contexts, dode\_eth-src-dode, dode\_eth-trf2-dode}, pages = {131--143}, } @techreport{lee_review_2015, title = {Review of {International} {Research} on {Factors} {Underlying} {Teacher} {Absenteeism}.}, abstract = {Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.}, language = {en}, urldate = {2022-08-22}, institution = {Regional Educational Laboratory Pacific}, author = {Lee, Mary and Goodman, Crystal and Dandapani, Nitara and Kekahio, Wendy}, year = {2015}, note = {Publication Title: Regional Educational Laboratory Pacific KerkoCite.ItemAlsoKnownAs: 2339240:QK98HZNR 2405685:B77I7YF6}, keywords = {Academic Rank (Professional), Accountability, Case Studies, Community Characteristics, Correlation, Cross Cultural Studies, Cultural Context, Cultural Influences, Elementary School Teachers, Family Work Relationship, Foreign Countries, Institutional Characteristics, Predictor Variables, Proximity, Sanctions, School Administration, School Culture, School Location, Social Influences, Teacher Attendance, Teacher Salaries, Teaching Conditions, Work Environment}, } @article{levine_teaching_2015, title = {Teaching {Writing} with {Radio}}, url = {https://srlevine.people.stanford.edu/sites/g/files/sbiybj4286/f/ncte_2015_levine.pdf}, number = {104}, urldate = {2020-07-14}, journal = {English Journal}, author = {Levine, Sarah and Franzel, Johanna}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:PTDACQYM}, keywords = {⛔ No DOI found}, } @misc{lewis_is_2015, title = {Is civil society in trouble in {Bangladesh}?}, url = {https://blogs.lse.ac.uk/southasia/2015/07/13/is-civil-society-in-trouble-in-bangladesh/}, author = {Lewis, D}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ESCEXEUH 2405685:IJQ2EZ6Y}, } @article{liang_live_2015, title = {Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development}, volume = {41}, issn = {0260-7476, 0260-7476}, url = {https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development}, doi = {10.1080/02607476.2015.1045314}, abstract = {This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.}, language = {English}, number = {3}, journal = {Journal of Education for Teaching: International Research and Pedagogy}, author = {Liang, Jiwen}, year = {2015}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2405685:XGZM5SEC 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586}, keywords = {Administrator Attitudes, Case Studies, Case studies, China, Classroom Observation Techniques, Classroom observation, ERIC, Current Index to Journals in Education (CIJE), Education, Effectiveness, Faculty Development, Feedback, Feedback (Response), Foreign Countries, Interviews, Principals, Professional development, Qualitative Research, Secondary Education, Secondary School Teachers, Secondary schools, Teacher Attitudes, Teacher education, Teaching, Teaching Methods, Teaching methods, Video, Video Technology, Video recordings, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096967, \_\_finaldtb}, pages = {235--253}, } @article{liang_live_2015, title = {Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development}, volume = {41}, issn = {0260-7476, 0260-7476}, url = {https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development}, doi = {10.1080/02607476.2015.1045314}, abstract = {This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.}, language = {English}, number = {3}, journal = {Journal of Education for Teaching: International Research and Pedagogy}, author = {Liang, Jiwen}, year = {2015}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2339240:VQ7H8WUD 2405685:63X8MEP4 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586}, keywords = {Administrator Attitudes, Case Studies, Case studies, China, Classroom Observation Techniques, Classroom observation, ERIC, Current Index to Journals in Education (CIJE), Education, Effectiveness, Faculty Development, Feedback, Feedback (Response), Foreign Countries, Interviews, Principals, Professional development, Qualitative Research, Secondary Education, Secondary School Teachers, Secondary schools, Teacher Attitudes, Teacher education, Teaching, Teaching Methods, Teaching methods, Video, Video Technology, Video recordings, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096967, \_\_finaldtb}, } @article{liang_live_2015, title = {Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development}, volume = {41}, issn = {0260-7476, 0260-7476}, url = {https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development}, doi = {10.1080/02607476.2015.1045314}, abstract = {This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.}, language = {English}, number = {3}, journal = {Journal of Education for Teaching: International Research and Pedagogy}, author = {Liang, Jiwen}, year = {2015}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2339240:VQ7H8WUD 2405685:63X8MEP4 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586}, keywords = {Administrator Attitudes, Case Studies, Case studies, China, Classroom Observation Techniques, Classroom observation, ERIC, Current Index to Journals in Education (CIJE), Education, Effectiveness, Faculty Development, Feedback, Feedback (Response), Foreign Countries, Interviews, Principals, Professional development, Qualitative Research, Secondary Education, Secondary School Teachers, Secondary schools, Teacher Attitudes, Teacher education, Teaching, Teaching Methods, Teaching methods, Video, Video Technology, Video recordings, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096967, \_\_finaldtb}, } @article{liu__2015, title = {基于 {iPad} 的民汉双语电子教材开发与应用研究 [{Research} on the development and application of bilingual electronic textbooks based on {iPad}]}, number = {7}, journal = {中小学电教 [Primary and Middle School Educational Technology]}, author = {Liu, Junling and Zhang, Yawei}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:FE44MKVM 4042040:YCQ2YEGF}, keywords = {⛔ No DOI found}, pages = {119--122}, } @article{marshall_robotreviewer_2015, title = {{RobotReviewer}: evaluation of a system for automatically assessing bias in clinical trials}, volume = {23}, doi = {10.1093/jamia/ocv044}, language = {en}, number = {1}, journal = {Journal of the American Medical Informatics Association}, author = {Marshall, I.J. and Kuiper, J and Wallace, B.C.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1093/jamia/ocv044 2405685:TC54HZAF 2486141:BS2JKIXZ}, keywords = {\_Added-ailr-2024}, pages = {193--201}, } @techreport{mayer_using_2015, address = {Cambridge, MA}, title = {Using {Behavioral} {Insights} to {Increase} {Parental} {Engagement}: {The} {Parents} and {Children} {Together} ({PACT}) {Intervention}}, shorttitle = {Using {Behavioral} {Insights} to {Increase} {Parental} {Engagement}}, url = {http://www.nber.org/papers/w21602.pdf}, abstract = {Parent engagement with their children plays an important role in children’s eventual economic success and numerous studies have documented large gaps in parent engagement between low- and higher-income families. While we know remarkably little about what motivates parents to engage in their children’s development, recent research suggests that ignoring or discounting the future may inhibit parental investment, while certain behavioral tools may help offset this tendency. This paper reports results from a randomized field experiment designed to increase the time that parents of children in subsidized preschool programs spend reading to their children using an electronic reading application that audio and video records parents as they read. The treatment included three behavioral tools (text reminders, goal-setting, and social rewards) as well as information about the importance of reading to children. The treatment increased usage of the reading application by one standard deviation after the six-week intervention. Our evidence suggests that the large effect size is not accounted for by the information component of the intervention and that the treatment impact was much greater for parents who are more present-oriented than for parents who are less present-oriented.}, language = {en}, number = {w21602}, urldate = {2022-01-16}, institution = {National Bureau of Economic Research}, author = {Mayer, Susan and Kalil, Ariel and Oreopoulos, Philip and Gallegos, Sebastian}, month = oct, year = {2015}, doi = {10.3386/w21602}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w21602 2339240:EL2K2P22 2405685:YMUAPKYZ}, pages = {w21602}, } @article{mcewan_improving_2015, title = {Improving learning in primary schools of developing countries: {A} meta-analysis of randomized experiments}, volume = {85}, copyright = {© 2014 AERA}, shorttitle = {Improving {Learning} in {Primary} {Schools} of {Developing} {Countries}}, url = {https://journals.sagepub.com/doi/10.3102/0034654314553127}, doi = {10.3102/0034654314553127}, abstract = {I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primar...}, language = {en}, number = {3}, journal = {Review of Educational Research}, author = {McEwan, Patrick J}, year = {2015}, note = {shortDOI: 10/gffcft KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314553127 10/gffcft 2339240:4CYWD7HQ 2339240:5TEM84GR 2339240:FPJMURKN 2405685:4MDDDTT3 2405685:JJTJ9ZU4 2405685:LVFMRKVH 2405685:LX62SZBQ 2405685:R3FHIKE5 2405685:RPZUGZZT 2405685:RXJPQTEE 2534378:GY58MBF5}, keywords = {\_Source:Intuitive}, pages = {353--394}, } @techreport{mdg_gap_task_force_taking_2015, address = {New York}, title = {Taking {Stock} of the {Global} {Partnership} for {Development} ({MDG} 8)}, url = {https://www.un.org/millenniumgoals/pdf/MDG_Gap_2015_E_web.pdf}, urldate = {2020-01-27}, institution = {UN}, author = {MDG Gap Task Force}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CYGTZC2F 2405685:Z5UC38NR}, } @article{meador_experimental_2015, title = {Experimental {Evaluation} of the {Tools} of the {Mind} {Pre}-{K} {Curriculum}. {Fidelity} of {Implementation} {Technical} {Report}. {Working} {Paper}.}, journal = {Peabody Research Institute}, author = {Meador, Deanna and Nesbitt, Kimberly and Farran, Dale}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L4A7AVPJ 2405685:XUU75HEM}, keywords = {⛔ No DOI found}, } @techreport{miller_potential_2015, title = {Potential benefits from sub-700 {MHz} spectrum in {Pakistan}}, language = {en}, institution = {GSMA}, author = {Miller, Tim and Jervis, Val and Burns, John and Wongsaroj, Sarongrat and Hogg, Tim}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JCMK2Q9D}, } @techreport{ministry_of_education_and_vocational_training_ict_2015, type = {Programme and meeting document}, title = {{ICT} competency standards for teachers in {Tanzania}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000234822?posInSet=1&queryId=e6c0a829-ce7c-4cb4-b4f9-dfc59668f9c4}, language = {EN}, number = {ED/2014/TLC/LTR/29}, urldate = {2021-01-15}, institution = {United Republic of Tanzania}, author = {{Ministry of Education and Vocational Training} and {UNESCO Office Dar es Salaam}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L5MM9267 2405685:Q4N43P4R}, pages = {37}, } @techreport{ministry_of_education_ghana_education_2015, address = {Ghana}, title = {Education {Sector} {Performance} {Report}}, url = {https://new-ndpc-static1.s3.amazonaws.com/CACHES/PUBLICATIONS/2016/03/22/Education+Sector+Performance+Report+(ESPR)+2015_Final.pdf}, language = {EN}, urldate = {2020-10-12}, institution = {Ministry of Education (Ghana)}, author = {{Ministry of Education, Ghana}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SZFMSGZN 2405685:CIRCX7R6}, pages = {1--77}, } @techreport{ministry_of_education_ghana_ict_2015, title = {{ICT} in {Education} {Policy}}, url = {https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ghana_ict_in_education_policy_august_2015.pdf}, urldate = {2020-06-23}, author = {Ministry of Education, Ghana}, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:7ERX5YSD}, } @article{mo_computer_2015, title = {Computer technology in education: evidence from a pooled study of computer assisted learning programs among rural students in {China}}, volume = {36}, issn = {1043951X}, shorttitle = {C omputer technology in education}, url = {https://linkinghub.elsevier.com/retrieve/pii/S1043951X15001133}, doi = {10.1016/j.chieco.2015.09.001}, abstract = {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.}, language = {en}, urldate = {2020-08-20}, journal = {China Economic Review}, author = {Mo, Di and Huang, Weiming and Shi, Yaojiang and Zhang, Linxiu and Boswell, Matthew and Rozelle, Scott}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.chieco.2015.09.001 2339240:A5M4MBX2 2405685:8HEWT634}, pages = {131--145}, } @article{moher_preferred_2015, title = {Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement}, volume = {4}, number = {1}, journal = {Systematic Reviews}, author = {Moher, D. and Shamseer, L. and Clarke, M. and Ghersi, D. and Liberati, A. and Petticrew, M. and Shekelle, P. and Stewart, L.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5CND5AP6}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged, ❓ Multiple DOI}, pages = {1--9}, } @article{moher_preferred_2015, title = {Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement}, volume = {4}, number = {1}, journal = {Systematic Reviews}, author = {Moher, D. and Shamseer, L. and Clarke, M. and Ghersi, D. and Liberati, A. and Petticrew, M. and Shekelle, P. and Stewart, L.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:5CND5AP6}, keywords = {\_\_\_working\_potential\_duplicate, ❓ Multiple DOI}, pages = {1--9}, } @article{msoka_developing_2015, title = {Developing and piloting interactive physics experiments for secondary schools in {Tanzania}}, volume = {2}, abstract = {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.}, language = {en}, number = {1}, journal = {Journal of Learning for Development}, author = {Msoka, Vidate C and Mtebe, Joel S and Kissaka, Mussa M and Kalinga, Ellen C}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XHD7QLC5 2405685:MHEIT7PV}, keywords = {⛔ No DOI found}, } @article{msuya_using_2015, title = {Using mobile phones in teaching and learning in secondary schools in {Tanzania}}, volume = {3}, url = {http://repository.udom.ac.tz/handle/20.500.12661/2390}, abstract = {This paper discusses some of the findings from a recent cross-sectional survey that examined how secondary schools’ teachers use their mobile phones in teaching and learning. The participants were drawn from Mwanga and Chamwino districts in Kilimanjaro and Dodoma regions respectively in Tanzania. A large area of the study location enjoys are liable mobile phones’ coverage network, many mobile phones’ service providers and reliable wireless internet. This study involved 100 teachers from public and private secondary schools obtained using purposive sampling.These teachers were only those who owned smart phones.The study used likerty-type questionnaires and semi-structured interview to collect data for understanding the contribution of teachers’ mobile phones in teaching and learning process in secondary schools. The 90(90\%) questionnaires were filled and returned,while 10 (10\%) questionnaires were not returned. The study found that most of the teachers had little knowledge on the use of mobile phones as a tool for ICT pedagogical uses. It was also revealed that the teachers were competent in the basic uses of mobile phones,but were not able to create upload, download and share academic resources through their smart phones;while others were not aware of the capacity of their mobile phones. It was revealed that mobile phones were relevant in teaching and learning in secondary schools. Moreover, majority of the secondary school teachers were not using their smart phones for educational purposes;instead,they used them for other non-educational activities. It was furthermore revealed that teachers were very bitter for allowing their students to carry mobile phones in the classroom.}, language = {en}, number = {5}, urldate = {2020-11-18}, journal = {International Journal of Education and Research}, author = {Msuya, Ombeni}, year = {2015}, note = {Accepted: 2020-08-24T09:24:45Z Publisher: Contemporary Research Center KerkoCite.ItemAlsoKnownAs: 2339240:C9REPJXL 2405685:A7ERTQV9}, keywords = {⛔ No DOI found}, pages = {207--218}, } @misc{murray_peter_promise_2015, title = {The {Promise} of {Lean} {Experimentation}}, url = {https://ssir.org/articles/entry/the_promise_of_lean_experimentation}, abstract = {By adopting a model from business, nonprofit organizations can launch, test, and implement new programs and services more efficiently. Includes magazine extras.}, language = {en-us}, urldate = {2021-07-22}, journal = {Stanford Social Innovation Review (SSIR)}, author = {{Murray, Peter} and {Ma, Steve}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:G9EPMHW8 2405685:TJEMHIKP}, } @book{murthy_toolkit_2015, address = {New Delhi}, series = {Series in feminist evaluation}, title = {Toolkit on gender-sensitive participatory evaluation methods}, isbn = {978-81-905012-1-7}, number = {1}, publisher = {Institute of Social Studies Trust}, author = {Murthy, Ranjani K.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:D6V2D4T7}, keywords = {Feminism, Feminist theory, India, Research, Sex discrimination against women, Women's studies}, } @phdthesis{muyungu_towards_2015, type = {Master of {Philosophy}}, title = {Towards inclusive education in {Tanzania}: {A} study of pre-service student teachers training and percieved needs to practice inclusive education}, shorttitle = {Towards {Inclusive} {Education} in {Tanzania}}, school = {University of Oslo}, author = {Muyungu, Emmanuel Geofrey}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I8RCFHUS 2405685:2WZT9RMJ}, keywords = {⛔ No DOI found}, } @article{nahar_design_2015, title = {Design of a {Braille} {Learning} {Application} for {Visually} {Impaired} {Students} in {Bangladesh}}, volume = {27}, issn = {1040-0435}, url = {https://doi.org/10.1080/10400435.2015.1011758}, doi = {10.1080/10400435.2015.1011758}, abstract = {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.}, language = {en}, number = {3}, urldate = {2020-12-10}, journal = {Assistive Technology}, author = {Nahar, Lutfun and Jaafar, Azizah and Ahamed, Eistiak and Kaish, A. B. M. A.}, year = {2015}, note = {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}, pages = {172--182}, } @article{natia_promoting_2015, title = {Promoting teaching and learning in {Ghanaian} {Basic} {Schools} through {ICT}}, volume = {11}, number = {2}, journal = {International Journal of Education and Development using ICT}, author = {Natia, James and Al-hassan, Seidu}, year = {2015}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:58A7W9JA 2339240:YVRRGJRL 2405685:KMGX6DRI 2405685:UX7FDZ8M}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @techreport{naveed_making_2015, title = {Making ‘{Impact} {Factor}’ {Impactful}: {Universities}, {Think} {Tanks} and {Policy} {Research} in {Pakistan}}, shorttitle = {Making ‘{Impact} {Factor}’ {Impactful}}, url = {https://researchportal.bath.ac.uk/en/publications/making-impact-factor-impactful-universities-think-tanks-and-polic}, language = {English}, urldate = {2021-02-03}, institution = {Think Tank Initiative}, author = {Naveed, Arif and Suleri, Abid Q.}, year = {2015}, note = {Publisher: Think Tank Initiative KerkoCite.ItemAlsoKnownAs: 2339240:5Z6JYT8R 2405685:QKLMBUHE}, keywords = {⛔ No DOI found}, } @misc{ndaiga_kids_2015, title = {Kids hacker camps in {Kenya} {\textbar} {Proceedings} of the {Seventh} {International} {Conference} on {Information} and {Communication} {Technologies} and {Development}}, url = {https://dl.acm.org/doi/10.1145/2737856.2737873}, urldate = {2021-05-22}, author = {Ndaiga, Wachira and Salim, Anne}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:L64R4AUI 2405685:CZD5X8NE}, } @phdthesis{ndiaye_ways_2015, title = {Ways in {Which} {Community} {Involvement} {May} {Influence} {Girls}’ {Education} in {Senegal}}, language = {en}, author = {Ndiaye, Babou}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YAC6J27P 2405685:8X7PUSCP}, } @techreport{neilson_impact_2015, title = {The impact of information provision on human capital accumulation and child labor in {Peru}}, url = {https://www.poverty-action.org/printpdf/21321}, urldate = {2021-02-02}, institution = {Innovations for Poverty Action}, author = {Neilson, Christopher and Gallego, Francisco and Molina, Oswaldo}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:TG68IFJ2 2405685:NT9P8V57}, } @article{ngatia_preparedness_2015, title = {Preparedness of {Public} {Secondary} {Schools} on the {Use} of {Information} {Communication} {Technology} {In} {Teaching} and {Learning} in {Mukurweini}, {Nyeri} {County}}, language = {en}, author = {Ngatia, Paul Kamau}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8PFMJAQ3 2405685:8W4AQBVE}, keywords = {⛔ No DOI found}, pages = {109}, } @article{nguyen_ipads_2015, title = {{iPads} in higher education—{Hype} and hope}, volume = {46}, url = {http://onlinelibrary.wiley.com/doi/10.1111/bjet.12137/pdf}, doi = {10.1111/bjet.12137}, number = {1}, urldate = {2014-05-10}, journal = {British Journal of Educational Technology}, author = {Nguyen, Lemai and Barton, Siew Mee and Nguyen, Linh Thuy}, year = {2015}, note = {00000 shortDOI: 10/f6z68d KerkoCite.ItemAlsoKnownAs: 10/f6z68d 2129771:KRM7NNM2 2405685:5EVR73U5}, pages = {190--203}, } @article{niyibizi_abigisha_2015, title = {Abigisha n'abiga mu {Rwanda} babonye ubumenyi bwo kuvuga haba muri {Kinyarwanda} n'{Icyongereza} nyuma ya 2008-2011 bikurikiranye na politiki-y'indimi-mu burezi}, volume = {3}, url = {https://www.ajol.info/index.php/rje/article/view/128016}, number = {1}, journal = {Rwanda Journal of Education}, author = {Niyibizi, Epimaque}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:X8JG72M9 4042040:IFUVAG58}, keywords = {⛔ No DOI found}, } @article{niyomugabo_ururimi_2015, title = {Ururimi rwa {Kinyarwanda} mu burezi ibihe: umugani cyangwa ukuri?}, volume = {3}, url = {https://www.sciencewebpublishing.net/jerr/archive/2015/September/pdf/Niyomugabo.pdf}, number = {6}, journal = {Journal of Educational Research and Review}, author = {Niyomugabo, Cyprien}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:UFWTLTLY 4042040:ET6PL2GZ}, keywords = {⛔ No DOI found}, } @techreport{nwoko_financing_2015, title = {Financing {Education} in {Nigeria}: {Opportunities} for {Action}}, url = {https://reliefweb.int/sites/reliefweb.int/files/resources/Nigeria_nett.pdf}, urldate = {2020-07-07}, author = {Nwoko, Chinedum}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z6UCWWTA}, } @techreport{oecd_pisa_2015, title = {Pisa for {Development}: {Capacity} needs analysis: {Tanzania}}, url = {http://www.oecd.org/pisa/aboutpisa/NEW_Tanzania%20CNA%20reportFINAL2.pdf}, language = {EN}, urldate = {2020-11-19}, institution = {OECD; World Bank}, author = {{OECD}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QZHGJQJ7 2405685:VHFALL7R}, pages = {72}, } @book{oecd_students_2015, title = {Students, {Computers} and {Learning}: {Making} the {Connection}}, url = {https://www.oecd-ilibrary.org/education/students-computers-and-learning_9789264239555-en}, abstract = {Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.}, language = {en}, publisher = {OECD Publishing}, author = {OECD}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GJFNXQDL 2405685:PW38U9JQ}, } @misc{oer4schools_oer4schools_2015, title = {{OER4Schools} {\textbar} {Home}}, url = {http://oer.educ.cam.ac.uk/wiki/OER4Schools}, urldate = {2020-07-03}, author = {OER4Schools}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JKN3CVK9}, } @techreport{osama_pakistan_2015, title = {Pakistan {EdTech} {Landscape}: {Using} {Technology} as a {Force} {Multiplier} to address the {Educational} {Emergency}}, url = {https://vdocuments.mx/pakistan-edtech-landscape-report-2015.html}, author = {Osama, Athar and Imran, Zia and Jamshan, Walia}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GHDLY5WX 2405685:CKMEWC8Q}, } @article{osmanoglu_prospective_2015, title = {Prospective teachers' teaching experience: teacher learning through the use of video}, volume = {58}, issn = {0013-1881, 0013-1881}, url = {https://www.researchgate.net/publication/291102877_Prospective_teachers'_teaching_experience_Teacher_learning_through_the_use_of_video}, doi = {10.1080/00131881.2015.1117321}, abstract = {Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers' professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers' reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers' reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers.}, language = {English}, number = {1}, journal = {Educational Research}, author = {Osmanoglu, Aslihan}, year = {2015}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826519864?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/00131881.2015.1117321 2339240:IDCYSM7U 2339240:JN6DATHN 2405685:8R9AMXSP 2405685:UXX82Q2E 2534378:2ENRXCPY 2534378:6ZC4QF9U 2534378:CZGC7EHH}, keywords = {Case Method (Teaching Technique), Case Studies, Case-based pedagogy, Content Analysis, Data Analysis, Discussion (Teaching Technique), EDUCATION of student teachers, EFFECTIVE teaching, ELEMENTARY school teachers, ERIC, Current Index to Journals in Education (CIJE), Educational Benefits, Electronic Learning, Elementary Education, Elementary School Teachers, Foreign Countries, Higher Education, Knowledge Base for Teaching, Learning Activities, Mathematics Teachers, Methods Courses, Microteaching, Outcomes of Education, PROFESSIONAL education, Postsecondary Education, Preservice Teacher Education, Preservice Teachers, Reflective Teaching, Student Teacher Attitudes, Student Teachers, TEACHER education, TEACHING methods, TRAINING of student teachers, Teacher Effectiveness, Teaching Experience, Theory Practice Relationship, Turkey, Video Technology, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096187, \_\_finaldtb, class discussions, prospective teacher education, reflection, video case study}, pages = {39--55}, } @article{palalas_design_2015, title = {A design based research framework for implementing a transnational mobile and blended learning solution}, volume = {7}, doi = {10.4018/ijmbl.2015100104}, abstract = {The article proposes a modified Design-Based Research (DBR) framework which accommodates the various socio-cultural factors that emerged in the longitudinal PA-HELP research study at Central University College (CUC) in Ghana, Africa. A transnational team of stakeholders from Ghana, Canada, and the USA collaborated on the development, implementation, and subsequent modification of the DBR framework. The recommended framework is a result of lessons learned during this project in Ghana and as such, it is shaped by the need to be responsive to the local cultural and contextual contingencies. The article offers practical recommendations on the implementation of a mobile learning project in a cross-cultural setting, and provides a discussion of the salient cultural factors and the corresponding culturally-sensitive adaptations needed in the design research process. The Cross-Culture Design-Based Research (CC-DBR) framework is proposed to inform future transcultural m-learning studies.}, number = {4}, journal = {International Journal of Mobile and Blended Learning (IJMBL)}, author = {Palalas, Agnieszka and Berezin, Nicole and Gunawardena, Charlotte and Kramer, Gretchen}, year = {2015}, note = {Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015100104 10/ggn3w3 2339240:UURH3JJF 2405685:SR6TDQ4M}, pages = {57--74}, } @techreport{pane_continued_2015, title = {Continued progress: promising evidence on personalized learning}, shorttitle = {Continued progress}, url = {https://www.rand.org/pubs/research_reports/RR1365.html}, abstract = {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.}, language = {en}, urldate = {2020-05-13}, institution = {RAND Corporation}, author = {Pane, John F. and Steiner, Elizabeth D. and Baird, Matthew D. and Hamilton, Laura S.}, year = {2015}, note = {Publisher: RAND Corporation KerkoCite.ItemAlsoKnownAs: 2339240:ERGVRY23 2405685:KI6SCG6B}, keywords = {Potential Usefulness: M}, } @article{parvin_effectiveness_2015, title = {The {Effectiveness} of {Using} {Technology} in {English} {Language} {Classrooms} in {Government} {Primary} {Schools} in {Bangladesh}}, volume = {2}, issn = {2326-3873}, url = {https://preserve.lehigh.edu/fire/vol2/iss1/5}, doi = {10/gkm64q}, abstract = {Across the globe, governments of different countries have recognized the importance and value of digital technologies in language learning. This article is based on the pilot project of Save the Children using information and communication technology (ICT) in education. Through this initiative, interactive multimedia software based on national curriculum of English Class 4 were developed and tested in selected government primary schools. The pre-intervention survey indicated that the teachers do not have the language competence to confidently facilitate English classes using the Communicative Language Teaching (CLT) approach. The results of the project showed that the use of audio-visual content has strong potential for enhancing and promoting interactive language classes. However, the success of the program depends on how the technology is designed and implemented and how the teachers are trained to use it.}, language = {en}, number = {1}, urldate = {2021-06-10}, journal = {FIRE: Forum for International Research in Education}, author = {Parvin, Ruxana Hossain and Salam, Shaikh Flint}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10/gkm64q 2339240:5MMI3MEV 2405685:B5DM3N9I}, } @article{piper_reading_2015, title = {Reading {Skill} {Transfer} across {Languages}: {Outcomes} from {Longitudinal} {Bilingual} {Randomized} {Control} {Trials} in {Kenya} and {Haiti}.}, shorttitle = {Reading {Skill} {Transfer} across {Languages}}, journal = {Society for Research on Educational Effectiveness}, author = {Piper, Benjamin and Bulat, Jennae and Johnston, Andrew}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:VTSTD8ZH 2405685:N8H5282W}, keywords = {⛔ No DOI found}, } @article{piper_pro-poor_2015, title = {Pro-{Poor} {PRIMR}: {Improving} {Early} {Literacy} {Skills} for {Children} from {Low}-{Income} {Families} in {Kenya}}, volume = {12}, issn = {1814-6627}, shorttitle = {Pro-{Poor} {PRIMR}}, doi = {10.1080/18146627.2015.1036566}, abstract = {Children from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many poor children. The Primary Math and Reading (PRIMR) Initiative was designed to support the learning gains of Class 1 and 2 pupils in seven counties across Kenya. PRIMR uses a randomised controlled trial design to establish the effect of its intervention and employs basic literacy measures to estimate causal effects. This study shows that PRIMR has been effective for children from low-income families and that early literacy interventions can mitigate socio-economic effects. The findings suggest that efforts to improve literacy outcomes for the poor should begin early in primary school. Strategies for ensuring that instruction is equitable across socio-economic status are advocated.}, language = {en}, number = {1}, urldate = {2021-09-06}, journal = {Africa Education Review}, author = {Piper, Benjamin and Jepkemei, Evelyn and Kibukho, Kennedy}, year = {2015}, note = {Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2015.1036566 2339240:PG45F94W 2405685:772V2TVY}, keywords = {Achievement Gains, Causal Models, Control Groups, Early Intervention, Early Reading, Educational Improvement, Effect Size, Emergent Literacy, Experimental Groups, Foreign Countries, Grade 1, Grade 2, Low Income Students, Oral Reading, Poverty, Randomized Controlled Trials, Reading Comprehension, Reading Fluency, Reading Tests, Regression (Statistics), School Effectiveness, Skill Development, Socioeconomic Status}, pages = {67--87}, } @article{piper_kenyas_2015, title = {Kenya’s {ICT} policy in practice: {The} effectiveness of tablets and e-readers in improving student outcomes}, volume = {2}, issn = {2326-3873}, shorttitle = {Kenya’s {ICT} policy in practice}, url = {https://preserve.lehigh.edu/fire/vol2/iss1/2/}, doi = {10.18275/fire201502011025}, abstract = {Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.}, language = {en}, number = {1/2}, journal = {FIRE: Forum for International Research in Education}, author = {Piper, Benjamin and Jepkemei, Evelyn and Kwayumba, Dunston and Kibukho, Kennedy}, year = {2015}, note = {shortDOI: 10/ggjkvv KerkoCite.ItemAlsoKnownAs: 10.18275/fire201502011025 10/ggjkvv 2339240:APPT498R 2339240:D5IHJW9H 2339240:E5GA8GCG 2339240:EK3GAM3J 2339240:G6TBKSGI 2339240:IYCXFMIU 2405685:5IT5XZNT 2405685:DAU3FLGU 2405685:H9RNSJQE 2405685:J45J4EMF 2405685:V6F62IW5 2405685:WVNEPIB3 2405685:Y4AUMNW2 2534378:73A9DFAH 2534378:8Y5PJAGB 2534378:P2EJKSKD}, keywords = {African Languages, Control Groups, Cost Effectiveness, ERIC, Current Index to Journals in Education (CIJE), Educational Policy, Educational Practices, Elementary Secondary Education, English (Second Language), Experimental Groups, Foreign Countries, Handheld Devices, Intervention, Kenya, Literacy, Outcomes of Education, Program Effectiveness, Randomized Controlled Trials, Reading Achievement, Student Improvement, Technology Uses in Education, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096974, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {3--18}, } @article{pitchford_development_2015, title = {Development of early mathematical skills with a tablet intervention: a randomized control trial in {Malawi}}, volume = {6}, issn = {1664-1078}, shorttitle = {Development of early mathematical skills with a tablet intervention}, url = {http://journal.frontiersin.org/article/10.3389/fpsyg.2015.00485/abstract}, doi = {10.3389/fpsyg.2015.00485}, abstract = {Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1–3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1–3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child’s developmental stage.}, language = {English}, urldate = {2015-04-28}, journal = {Frontiers in Psychology}, author = {Pitchford, Nicola J.}, year = {2015}, note = {shortDOI: 10/f7chs2 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2015.00485 10/f7chs2 2129771:JKQZXRI4 2339240:9JLFSKL8 2339240:JBNHVDFI 2339240:T5JKI3Z2 2339240:VHWCDGSL 2339240:XG5MYJGE 2405685:FRZ847WF 2405685:GQ3CW5G9 2405685:ILEWWQGE 2405685:KZAT29AX 2405685:PT9BHI7C 2405685:VDSNMXIP}, keywords = {Evaluation, Mathematics, Tablets, Technology, \_\_\_working\_potential\_duplicate, intervention, primary school, randomized control trial}, pages = {485}, } @techreport{plan_international_ebola_2015, title = {Ebola: beyond the health emergency}, url = {https://www.plan.ie/wp-content/uploads/2015/03/GLO-Ebola-Final-IO-Eng-Feb15.pdf}, language = {EN}, institution = {Plan International}, author = {Plan International}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:F57ZHP2V 2339240:WVDVNVSN 2405685:EFDBLXYH 2405685:GKT9E9YG}, } @book{plano_clark_mixed_2015, title = {Mixed methods research: {A} guide to the field}, volume = {3}, isbn = {1-4833-4713-3}, url = {https://us.sagepub.com/en-us/nam/mixed-methods-research/book241462}, publisher = {Sage Publications}, author = {Plano Clark, Vicki L. and Ivankova, Nataliya V.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2INJ8RSM 2405685:VBAN9UA4}, } @inproceedings{quaicoe_factors_2015, address = {Lilongwe, Malawi}, title = {Factors determining digital divide in {Ghana}'s basic schools}, isbn = {978-1-905824-51-9}, url = {http://ieeexplore.ieee.org/document/7190518/}, doi = {10.1109/istafrica.2015.7190518}, abstract = {This paper explores the concept of digital divide (DD) in Ghana’s basic schools in Sekondi-Takoradi Metropolis in Western Region. We tested the ICT culture variables as well as school location factor in respect to school’s digital divide. A survey sample contained 17 regional city schools from three different locations – central city in the region, towns away from the central city, and village schools. The survey instrument was developed with ten ICT culture variables. The variables in the instrument met the Cronbach’s Alpha threshold value of α = 0.70. Data was analysed with Descriptive statistics, Hierarchical Cluster analysis, Independent t-test, and Canonical discriminant analysis. We found that school location did not determine the schools DD, nonetheless the schools were digitally divided, – 2 clusters were found among schools. This DD was determined by certain ICT culture variables: Teacher’s ICT competences and the usage of ICT in Teacher’s professional practice were paramount.}, language = {en}, urldate = {2020-03-17}, booktitle = {2015 {IST}-{Africa} {Conference}}, publisher = {IEEE}, author = {Quaicoe, James Sunney and Pata, Kai}, month = may, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/istafrica.2015.7190518 10/ggn3wz 2339240:H83HTANQ 2405685:XZBJRR36}, pages = {1--8}, } @techreport{ragatz_use_2015, address = {Jakarta}, title = {The {Use} of {Video} in {Teacher} {Professional} {Development} {Design}, {Implementation} and {Impact} {Evaluation} of an {Innovative} {In}-service {Course} for {Mathematics} {Teachers} in {Indonesia}}, url = {https://documents1.worldbank.org/curated/en/694951467993733305/pdf/106210-WP-P102259-PUBLIC.pdf}, urldate = {2022-08-23}, institution = {World Bank}, author = {Ragatz, Andrew B. and Sugiarti, Susie and Iskandar, Susiana}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:YYLBDFVL 2405685:8WVE9V2U}, } @incollection{read_potential_2015, series = {Directions in {Development} - {Human} {Development}}, title = {The potential impact of {Information} and {Communication} {Technology} solutions on textbook provision}, isbn = {978-1-4648-0572-1}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-0572-1_ch12}, urldate = {2020-11-18}, booktitle = {Where {Have} {All} the {Textbooks} {Gone}?: {Toward} {Sustainable} {Provision} of {Teaching} and {Learning} {Materials} in {Sub}-{Saharan} {Africa}}, publisher = {The World Bank}, author = {Read, Tony}, year = {2015}, doi = {10.1596/978-1-4648-0572-1_ch12}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0572-1\_ch12 2339240:5GHMGUU3 2405685:K6XTVJXB}, pages = {187--206}, } @incollection{roberts-lewis_e-learning_2015, title = {E-{Learning} as a {Vehicle} for the {Development} of {Rural} {Girls} in {Ghana}, {West} {Africa}}, url = {https://books.google.co.uk/books?hl=en&lr=&id=f_rbBgAAQBAJ&oi=fnd&pg=PA47&dq=E-Learning+as+a+Vehicle+for+the+Development+of+Rural+Girls+in+Ghana,+West+Africa&ots=telpKl3F5M&sig=liMg3MPx4Vo16-7Jzb4V_O8_QYs#v=onepage&q=E-Learning%20as%20a%20Vehicle%20for%20the%20Development%20of%20Rural%20Girls%20in%20Ghana%2C%20West%20Africa&f=false}, booktitle = {Information {Communication} {Technology} ({ICT}) {Integration} to {Educational} {Curricula}: {A} {New} {Direction} for {Africa}}, publisher = {University Press of America}, author = {Roberts-Lewis, Kristie and Orok, Michael E.}, editor = {Nwokeafor, Cosmas Uchenna}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y7JA2LUJ 2405685:N239WAEJ}, keywords = {Equity through Access, ⛔ No DOI found}, pages = {47--65}, } @inproceedings{roberts_connecting_2015, address = {Beijing, China}, title = {Connecting africa using the {TV} white spaces: from research to real world deployments}, isbn = {978-1-4673-6762-2}, shorttitle = {Connecting africa using the {TV} white spaces}, url = {http://ieeexplore.ieee.org/document/7114729/}, doi = {10.1109/LANMAN.2015.7114729}, abstract = {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.}, language = {en}, urldate = {2020-09-25}, booktitle = {The 21st {IEEE} {International} {Workshop} on {Local} and {Metropolitan} {Area} {Networks}}, publisher = {IEEE}, author = {Roberts, Sidney and Garnett, Paul and Chandra, Ranveer}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1109/LANMAN.2015.7114729 2339240:CEDDLEIY 2405685:5QX7YZNE}, pages = {1--6}, } @techreport{rwanda_ministry_of_ict_and_innovation_smart_2015, title = {Smart {Rwanda} 2020 {Master} {Plan}}, url = {https://minict.gov.rw/fileadmin/Documents/Strategy/SMART_RWANDA_MASTER_PLA N_FINAL.pdf}, author = {Rwanda Ministry of ICT {and} Innovation}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FF43PZDS 2405685:BVP9XRQF}, } @article{sabourin_student_2015, title = {Student {Privacy} and {Educational} {Data} {Mining}: {Perspectives} from {Industry}.}, shorttitle = {Student {Privacy} and {Educational} {Data} {Mining}}, journal = {International Educational Data Mining Society}, author = {Sabourin, Jennifer and Kosturko, Lucy and FitzGerald, Clare and McQuiggan, Scott}, year = {2015}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2339240:5WBXKK7D 2405685:9G4Y3W7D}, keywords = {⛔ No DOI found}, } @article{salam_effect_2015, title = {The effect of using {Teams} {Games} {Tournaments} ({TGT}) cooperative technique for learning mathematics in secondary schools of {Bangladesh}}, volume = {4}, doi = {10.17583/redimat.2015.1519}, number = {3}, journal = {Journal of Research in Mathematics Education}, author = {Salam, Abdus and Hossain, Anwar and Rahman, Shahidur}, year = {2015}, note = {shortDOI: 10/ggjhr6 KerkoCite.ItemAlsoKnownAs: 10.17583/redimat.2015.1519 10/ggjhr6 2339240:IT93WMC2 2405685:G7CDSHGB}, pages = {271--287}, } @book{saldana_coding_2015, title = {The coding manual for qualitative researchers}, publisher = {Sage}, author = {Saldana, J.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q7PLZS6Q}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @book{saldana_coding_2015, title = {The coding manual for qualitative researchers}, publisher = {Sage}, author = {Saldana, J.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Q7PLZS6Q}, keywords = {\_\_\_working\_potential\_duplicate}, } @techreport{santana_cbm_2015, title = {{CBM} {Position} {Paper} {Audiology}}, language = {en}, author = {Santana, Diego and Castellanos, Patricia and Tesni, Siân}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:DACEMLMD 2405685:E8WXE7W4}, keywords = {⛔ No DOI found}, pages = {18}, } @article{scherer_why_2015, title = {Why people use and don’t use technologies: {Introduction} to the special issue on assistive technologies for cognition/cognitive support technologies}, volume = {37}, issn = {1878-6448}, doi = {10.3233/NRE-151264}, abstract = {This special issue focuses on assistive technologies for cognition/cognitive support technologies as well as the ways in which individuals are assessed and trained in their use. We provide eleven diverse articles that give information on products, why they are used and not used, and best professional practices in service provision. Our goal is to highlight a broad topic that has received limited research investigation and offer an insight into how different countries and programs are promoting access to and use of assistive technologies for cognition/cognitive support technologies}, number = {3}, journal = {NeuroRehabilitation}, author = {Scherer, Marcia J. and Federici, Stefano}, year = {2015}, note = {Publisher: IOS Press KerkoCite.ItemAlsoKnownAs: 10.3233/NRE-151264 2339240:RXAAUBQE 2405685:AKMUZPJ4}, keywords = {Assistive technology devices, Matching Person and Technology Model, abandonment, assistive technology services, brain injury, cognitive support technologies, nonuse}, pages = {315--319}, } @incollection{selwyn_technology_2015, address = {Basingstoke and St. Martins, New York}, title = {Technology and education – {Why} it's crucial to be critical}, url = {https://www.academia.edu/7771394/Technology_and_education_-_why_its_crucial_to_be_critical}, booktitle = {Critical {Perspectives} on {Technology} and {Education}}, publisher = {Palgrave Macmillan}, author = {Selwyn, Neil}, editor = {Bulfin, S. and Johnson, N.F. and Rowan, L.}, year = {2015}, note = {EdTechHub.Copy: 2129771:U9469F98 KerkoCite.ItemAlsoKnownAs: 2129771:U9469F98 2339240:95AXL9DA 2339240:ZM8NHUYV 2405685:5I386Z22 2405685:N27GWJBG}, pages = {245--255}, } @article{simpson_creating_2015, title = {Creating a {Data} {Analysis} {Plan}: {What} to {Consider} {When} {Choosing} {Statistics} for a {Study}}, volume = {68}, issn = {0008-4123}, shorttitle = {Creating a {Data} {Analysis} {Plan}}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4552232/}, number = {4}, urldate = {2022-01-05}, journal = {The Canadian Journal of Hospital Pharmacy}, author = {Simpson, Scot H}, year = {2015}, pmid = {26327705}, pmcid = {PMC4552232}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LQR5JM4P 2405685:8E9Y8CL3}, pages = {311--317}, } @techreport{snilstveit_interventions_2015, type = {Education}, title = {Interventions for improving learning outcomes and access to education in low- and middleincome countries: {A} systematic review}, url = {https://www.3ieimpact.org/sites/default/files/2019-01/SR24-education-review_2.pdf}, number = {Systematic Review 24}, urldate = {2022-08-26}, institution = {International Initiative for Impact Evaluation}, author = {Snilstveit, Birte and Stevenson, Jennifer and Phillips, Daniel and Vojtkova, Martina and Gallagher, Emma and Schmidt, Tanja and Jobse, Hannah and Geelen, Maisie and Grazia Pastorello, Maria}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9EA7KUXQ 2405685:FKHIT7B6}, } @techreport{snilstveit_interventions_2015, title = {Interventions for improving learning outcomes and access to education in low- and middle- income countries: a systematic review {\textbar} 3ie}, url = {https://www.3ieimpact.org/evidence-hub/publications/systematic-reviews/interventions-improving-learning-outcomes-and-access}, urldate = {2019-11-05}, author = {Snilstveit, Birte and Stevenson, Jennifer and Phillips, Daniel and Vojtkova, Martina and Gallagher, Emma and Schmidt, Tanja and Jobse, Hannah and Geelen, Maisie and Pastorello, Maria Grazia and Eyers, John}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GW2FC6EG 2405685:R68ITM25}, } @phdthesis{stewart_cultivating_2015, type = {Ph.{D}.}, title = {Cultivating a personal learning network that leads to professional change}, url = {https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change}, abstract = {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.}, language = {English}, school = {Northcentral University}, author = {Stewart, Benjamin L.}, year = {2015}, note = {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}, } @article{stewart_cultivating_2015, title = {Cultivating a {Personal} {Learning} {Network} that {Leads} to {Professional} {Change}}, url = {https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change}, abstract = {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}, urldate = {2022-08-22}, author = {Stewart, Benjamin L}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LTYD65AU 2405685:N45ZAWC5}, keywords = {⛔ No DOI found}, } @article{stewart_cultivating_2015, title = {Cultivating a {Personal} {Learning} {Network} that {Leads} to {Professional} {Change}}, url = {https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change}, abstract = {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}, urldate = {2022-08-22}, author = {Stewart, Benjamin L}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LTYD65AU 2405685:N45ZAWC5}, keywords = {⛔ No DOI found}, } @book{stroh_systems_2015, address = {White River Junction, VT}, title = {Systems thinking for social change}, publisher = {Chelsea Green Publishing}, author = {Stroh, David Peter}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7BPMQULJ 2405685:6FCQS7KJ}, } @book{stroh_systems_2015, title = {Systems thinking for social change: {A} practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results}, shorttitle = {Systems thinking for social change}, publisher = {Chelsea Green Publishing}, author = {Stroh, David Peter}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:FWDQ65WJ 2405685:XJUQJL7M}, } @book{suleiman_will_2015, title = {Will the '2014 {Education} and {Training} {Policy}' prepare {Tanzanian} children to face challenges of the 21st century?: {HakiElimu} position paper on the education and training policy 2014}, isbn = {978-9987-18-047-9}, shorttitle = {Will the '2014 {Education} and {Training} {Policy}' prepare {Tanzanian} children to face challenges of the 21st century?}, language = {English}, publisher = {HakiElimu}, author = {Suleiman, Sumra and Boniventura, Godfrey and Kalage, John and Mihayo, Robert and {HakiElimu (Tanzania)}}, year = {2015}, note = {OCLC: 979565177 KerkoCite.ItemAlsoKnownAs: 2339240:2HPG6P28 2405685:MLVVXIJ4}, } @inproceedings{saebones_towards_2015, title = {Towards a disability inclusive education}, url = {https://inee.org/system/files/resources/Towards%20A%20Disability%20Inclusive%20Education.pdf}, booktitle = {Proceedings of the {Background} paper for the {Oslo} {Summit} on {Education} for {Development}, {Oslo}, {Norway}}, author = {Sæbønes, Ann-Marit and Bieler, Rosangela Berman and Baboo, Nafisa and Banham, Louise and Singal, Nidhi and Howgego, Catherine and McClain-Nhlapo, Charlotte Vuyiswa and Riis-Hansen, Trine Cecilie and Dansie, Grant Angus}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5WJ5WXQ2 2405685:T8QSH6TA}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {6--7}, } @article{talukder_teacher_2015, title = {Teacher {Training} {Program} through {Distance} {Education} in {Bangladesh} {Open} {University}: {The} {Challenges} of {Using} {ICT}}, volume = {1}, abstract = {Bangladesh Open University is the only public university in the country that imparts education in an open and distance mode. Since the establishment of this university in 1992, it has been providing teacher education and training throughout Bangladesh. Teaching is one of the most challenging professions today in Bangladesh where knowledge is expanding rapidly and modern technologies are attracting teachers to learn how to use these technologies in their teaching. Hence, the demand of teacher training is increasing day by day. Since teacher training program is an important issue in Bangladesh, it could be done through distance education using Information and Communication Technology (ICT). The present study attempts to find out the challenges of using ICT in teacher training program and provides a possible solution to it. A mixed-method approach was adopted by using a questionnaire, observation and semi-structured interviews with the faculty members of BOU. The findings show that, when teacher training program integrates ICT, it encounters a challenging operational environment – curriculum, skilled people, and infrastructures of the university, limitation of time and cost of the program.}, number = {2}, journal = {St. Theresa Journal of Humanities and Social Sciences}, author = {Talukder, M}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8UTGMBWB 2405685:INU9GQQU}, keywords = {⛔ No DOI found}, } @techreport{tarawallie_sierra_2015, title = {Sierra {Leone} research and knowledge systems: a rapid literature review}, url = {https://www.inasp.info/sites/default/files/2018-04/Country%20profile%20%E2%80%93%20Sierra%20Leone.pdf}, institution = {INASP}, author = {Tarawallie, Mamoud Idriss}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:83QNDI62 2405685:8PAQ6CIE}, } @techreport{tobin_using_2015, title = {Using large-scale assessments of students' learning to inform education policy: insights from the {Asia}-{Pacific} region}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000235469}, urldate = {2021-05-05}, institution = {UNESCO}, author = {Tobin, Mollie and Lietz, Petra and Nugroho, Dita and Vivekanandan, Ramya and Nyamkhuu, Tserennadmid}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:SY5CA68X 2405685:E7VTYLJL}, } @techreport{tobin_using_2015, title = {Using large-scale assessments of students' learning to inform education policy: insights from the {Asia}-{Pacific} region}, shorttitle = {Using large-scale assessments of students' learning to inform education policy}, institution = {UNESCO}, author = {Tobin, Mollie and Lietz, Petra and Nugroho, Dita and Vivekanandan, Ramya and Nyamkhuu, Tserennadmid}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LE5RI5V9 2486141:XFLQF2AP}, } @misc{twaweza_uwezo_2015, title = {Uwezo data - {Household} data}, url = {https://twaweza.org/go/uwezodatasets}, author = {{Twaweza}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:3AC639LX 2405685:Y3M7U3JA}, } @misc{twaweza_east_africa_uwezo_2015, title = {Uwezo participating countries - {Uwezo} {Learning} {Assessment} - {Overview}}, url = {http://nada.uis.unesco.org/nada/en/index.php/catalogue/179}, urldate = {2022-07-09}, author = {{Twaweza East Africa}}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:E4JUA2XG 2486141:G495CXFK}, } @article{us_department_of_education_data_2015, title = {Data {Governance} and {Stewardship}}, abstract = {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.}, language = {en}, author = {U.S. Department of Education}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JD3JVUN2 2405685:YP2J6X8N}, keywords = {⛔ No DOI found}, pages = {7}, } @misc{unesco_education_2015, title = {Education {For} {All} national review: {Bangladesh}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000230507}, urldate = {2021-04-26}, author = {UNESCO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:Y6BD7X9X 2405685:MGHEJJ7F}, } @techreport{unesco_fixing_2015, title = {Fixing the {Broken} {Promise} of {Education} for {All}: {Findings} from the {Global} {Initiative} on {Out}-of-{School} {Children}}, author = {UNESCO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:W7YWANUA}, } @techreport{unesco_incheon_2015, title = {Incheon {Declaration} and {Framework} for {Action} for the implementation of {Sustainable} {Development} {Goal} 4: {Ensure} inclusive and equitable quality education and promote lifelong learning opportunities for all}, url = {http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf}, author = {UNESCO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:I73N2HK2 2405685:HAUSH5C6}, } @misc{unesco_pricing_2015, title = {Pricing the right to education: the cost of reaching new targets by 2030 ({Education} for {All} {Global} {Monitoring} {Report}. {Policy} {Paper} 18; {July} 2015 update).}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000232197}, urldate = {2019-10-18}, author = {UNESCO}, year = {2015}, note = {UNESCO (2015) Pricing the right to education: The cost of reaching new targets by 2030. Education for All Global Monitoring Report, Policy Paper, no. 18. KerkoCite.ItemAlsoKnownAs: 2339240:ED2EZSXD 2405685:ZTNCL6FI}, } @book{unesco_institute_for_statistics_information_2015, title = {Information and {Communication} {Technology} ({ICT}) in {Education} in sub-{Saharan} {Africa}: {A} comparative analysis of basic e-readiness in schools. {Information} {Paper} {No}. 25}, isbn = {978-92-9189-178-8}, shorttitle = {Information and {Communication} {Technology} ({ICT}) in {Education} in sub-{Saharan} {Africa}}, url = {http://uis.unesco.org/sites/default/files/documents/information-and-communication-technology-ict-in-education-in-sub-saharan-africa-2015-en.pdf}, language = {en}, urldate = {2020-05-17}, publisher = {UNESCO Institute for Statistics}, author = {{UNESCO Institute for Statistics}}, month = aug, year = {2015}, doi = {10.15220/978-92-9189-178-8-en}, note = {shortDOI: 10/ghgnfg KerkoCite.ItemAlsoKnownAs: 10.15220/978-92-9189-178-8-en 10/ghgnfg 2405685:39HQ5W36 2405685:C49GKVD7}, } @misc{unicef_assistive_2015, title = {Assistive {Technology} for {Children} with {Disabilities}: {Creating} {Opportunities} for {Education}, {Inclusion} and {Participation} {A} discussion paper}, url = {https://www.unicef.org/disabilities/files/Assistive-Tech-Web.pdf}, urldate = {2020-01-23}, publisher = {WHO}, author = {UNICEF and WHO}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:9UTPS624 2405685:DPLSVVT4}, } @misc{university_of_cambridge_oer4schools_2015, title = {The {OER4Schools} {Professional} {Learning} {Resource}}, url = {https://oer.educ.cam.ac.uk/wiki/OER4Schools}, author = {University of Cambridge}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8ZWGJ8CR 2405685:TTUA28K9}, } @misc{usaid_nigeria_2015, title = {Nigeria: {Malaria} {Indicator} {Survey} ({MIS})}, url = {https://dhsprogram.com/pubs/pdf/MIS20/MIS20.pdf}, urldate = {2020-07-07}, author = {USAID}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:TEP64F2B}, } @techreport{usaid_tanzania_2015, address = {Washington DC, USA}, title = {Tanzania {TZ21} 2015 endline reading fluency progress brief - {Kiswahili}}, url = {https://pdf.usaid.gov/pdf_docs/PBAAK230.pdf}, urldate = {2021-03-08}, institution = {USAID}, author = {USAID}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:KJYBBRS7 2405685:N8ZCBCKQ}, } @article{van_geert_dynamic_2015, title = {Dynamic systems theory: a tool for understanding development and education}, shorttitle = {Dynamic systems theory}, journal = {URL: https://www. gse. harvard. edu/usableknowledge/(дата обращения 15.01. 2015)}, author = {Van Geert, Paul and Steenbeek, Henderien}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AVEXK8NE 2405685:QV5Q42XF}, keywords = {⛔ No DOI found}, } @misc{van_soest_sector_2015, title = {Sector learning and adaptive management}, shorttitle = {Briefing notes series - {Building} blocks for sustainability}, url = {https://www.ircwash.org/resources/sector-learning-and-adaptive-management}, abstract = {Sector learning refers to the processes and mechanisms in place at sector level to ensure that actors are capable of jointly reflecting on current service delivery and identifying problems, developing solutions, and spreading successes. Sector learning goes hand in hand with adaptive management, a structured process of translating learning into action.}, language = {English}, publisher = {IRC}, author = {van Soest, A and Carriger, S and Casella, D and Wells, C and Silva, D}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:7NY6X2F6 2405685:GB3SUSAS}, } @article{venkat_what_2015, title = {What do we know about primary teachers’ mathematical content knowledge in {South} {Africa}? {An} analysis of {SACMEQ} 2007}, volume = {41}, issn = {07380593}, shorttitle = {What do we know about primary teachers’ mathematical content knowledge in {South} {Africa}?}, url = {https://linkinghub.elsevier.com/retrieve/pii/S0738059315000152}, doi = {10.1016/j.ijedudev.2015.02.002}, abstract = {There is consensus in the international mathematics teacher education literature that teachers should, at the most basic level, have mastery of the content knowledge they are required to teach. In this paper we test this assumption empirically by analyzing the South African SACMEQ 2007 mathematics teacher test data which tested 401 grade 6 mathematics teachers from a nationally representative sample of primary schools. With items matched to curriculum grade bands, findings indicate that 79\% of grade 6 mathematics teachers showed content knowledge levels below the grade 6/7 band, and that the few teachers with higher-level content knowledge are highly inequitably distributed.}, language = {en}, urldate = {2020-05-15}, journal = {International Journal of Educational Development}, author = {Venkat, Hamsa and Spaull, Nic}, month = mar, year = {2015}, note = {shortDOI: 10/gfw2sk KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.02.002 10/gfw2sk 2405685:6HJTTDI9}, pages = {121--130}, } @article{voogt_towards_2015, title = {Towards design-based approaches for {ICT} integration in {African} education}, volume = {24}, url = {https://www.researchgate.net/publication/282849117_Towards_design-based_approaches_for_ICT_integration_in_African_education}, doi = {10.1080/1475939X.2015.1099564}, number = {5}, urldate = {2020-10-27}, journal = {Technology, Pedagogy and Education}, author = {Voogt, J and Tondeur, J}, year = {2015}, note = {Extra URL: https://www.tandfonline.com/doi/full/10.1080/1475939X.2015.1099564 KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1099564 2339240:KWKRIKHB 2405685:4A93QIU2}, } @article{voogt_collaborative_2015, title = {Collaborative design as a form of professional development}, volume = {43}, doi = {10.1007/s11251-014-9340-7}, number = {2}, journal = {Instructional science}, author = {Voogt, Joke and Laferriere, Therese and Breuleux, Alain and Itow, Rebecca C. and Hickey, Daniel T. and McKenney, Susan}, year = {2015}, note = {Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s11251-014-9340-7 2339240:T29XMDGU 2405685:YLC97CYN}, pages = {259--282}, } @article{winthrop_why_2015, title = {Why wait 100 {Years}? {Bridging} the gap in global education}, url = {https://www.brookings.edu/wp-content/uploads/2015/06/global_20161128_100-year-gap.pdf}, urldate = {2022-08-21}, journal = {The Brookings Institution}, author = {Winthrop, Rebecca and McGiveney, Eileen}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QT7J4YGC 2405685:VHKBJ973}, keywords = {⛔ No DOI found}, } @misc{wodon_supporting_2015, title = {Supporting education in {Nepal}: technology that improves teaching and student learning}, url = {https://blog.rotary.org/2015/08/25/supporting-education-in-nepal/}, language = {en}, urldate = {2020-06-11}, journal = {Rotary International}, author = {Wodon, Quentin}, year = {2015}, note = {Library Catalog: blog.rotary.org KerkoCite.ItemAlsoKnownAs: 2405685:KQGJS773}, } @misc{wodon_technology_2015, title = {Technology in the classroom: {Learning} from {OLE} {Nepal}}, url = {https://www.globalpartnership.org/blog/technology-classroom-learning-ole-nepal}, abstract = {A young software engineer returned to his native Nepal to support the introduction of technologies in the classroom. Working with the ministry of education, he learns that it takes time to introduce meaningful change, and that support to teachers in the use of the technology is key.}, language = {en}, journal = {Global Partnership for Education}, author = {Wodon, Quentin}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:7GNDXWP6}, } @article{wolf_cumulative_2015, title = {Cumulative {Risk} and {Teacher} {Well}-{Being} in the {Democratic} {Republic} of the {Congo}}, volume = {59}, doi = {10.1086/682902}, number = {4}, journal = {Comparative Education Review}, author = {Wolf, Sharon and Torrente, Catalina and McCoy, Marissa and Rasheed, Damira and Aber, J. Lawrence}, year = {2015}, note = {shortDOI: 10/gftr57 KerkoCite.ItemAlsoKnownAs: 10.1086/682902 10/gftr57 2405685:CW48D6C7}, keywords = {C:DRC}, } @misc{world_bank_implementation_2015, title = {Implementation {Completion} and {Results} {Report} for a {Project} to {Improve} {Education} {Quality} in {Malawi}}, url = {https://documents1.worldbank.org/curated/en/841471468185935278/pdf/ICR3612-ICR-P114847-PUBLIC-disclosed-12-23-2015-at-11-30pm-Box394829B.pdf}, urldate = {2022-11-01}, author = {World Bank}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:K85DTG8S 2405685:FCZDMWUH}, } @misc{world_bank_information_2015, type = {Text/{HTML}}, title = {Information and {Communications} {Infrastructure} {Development} {Project}}, url = {https://projects.worldbank.org/en/projects-operations/project-detail/P092965}, abstract = {Information and Communications Infrastructure Development Project}, language = {en}, urldate = {2020-08-31}, journal = {World Bank}, author = {World Bank}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:963ATQFC 2405685:Z3QFYK4N}, } @techreport{world_bank_open_2015, title = {Open {Data} {Readiness} {Assessment}: {Sierra} {Leone}}, url = {https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf}, author = {World Bank}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:GHD8WBJM 2405685:5GLY6KEA}, } @misc{world_bank_project_2015, title = {Project {Appraisal} document on a {Global} {Partnership} for {Education} {Fund} grant in the amount of {US}\$88.4 million to the {Republic} of {Kenya} for a primary education development project}, url = {https://www.globalpartnership.org/sites/default/files/kenya_-_wb_-_pad_-_2015.pdf}, urldate = {2021-04-14}, author = {World Bank}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:P64JSJCL 2405685:P2NM7XXB}, } @article{yoshikawa_experimental_2015, title = {Experimental {Impacts} of a {Teacher} {Professional} {Development} {Program} in {Chile} on {Preschool} {Classroom} {Quality} and {Child} {Outcomes}}, volume = {51}, doi = {10.1037/a0038785}, abstract = {We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N 1,876). The program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the program. After 2 years of the program, moderate positive impacts were observed on emotional support and classroom organization. No significant program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children.}, number = {5}, journal = {Developmental Psychology}, author = {Yoshikawa, Hirokazu and Snow, Catherine and Barata, Clara and Gomez, Celia and Leyva, Diana and Treviño, Ernesto and Weiland, Christina and Moreno, Lorenzo}, year = {2015}, note = {shortDOI: 10/f632xg KerkoCite.ItemAlsoKnownAs: 10.1037/a0038785 10/f632xg 2405685:J52Y2D26}, pages = {309--322}, } @article{zacharis_multivariate_2015, title = {A multivariate approach to predicting student outcomes in web-enabled blended learning courses}, volume = {27}, url = {https://reader.elsevier.com/reader/sd/pii/S1096751615000391?token=71A6604BF627F83417980F59CCB99968219D2671632EED31E91640D838959C19B09944D83A096DE313AE9F47523E1D0D}, doi = {10.1016/j.iheduc.2015.05.002}, language = {en}, urldate = {2020-07-18}, journal = {Internet and Higher Education}, author = {Zacharis, Nick. Z.}, year = {2015}, doi = {10.1016/j.iheduc.2015.05.002}, note = {shortDOI: 10/f7s7t8 KerkoCite.ItemAlsoKnownAs: 10/f7s7t8 2405685:MRE7B8YM}, pages = {44--53}, } @article{zhang_argentina_2015, title = {Argentina {Has} {More} {Women} in {Science}—{But} {It} {Hasn}'t {Fixed} {Sexism}}, issn = {1059-1028}, url = {https://www.wired.com/2015/11/argentina-many-female-astronomers/}, abstract = {The numbers of women in astronomy are dismal, but Argentina is an exception. Does the country have something to teach about equality in academia?}, language = {en-US}, urldate = {2022-01-17}, journal = {Wired}, author = {Zhang, Sarah}, year = {2015}, note = {Section: tags KerkoCite.ItemAlsoKnownAs: 2339240:EK8YS74X 2405685:W83F5RIH}, keywords = {argentina, astronomy, gender}, } @incollection{zimmerman_self-regulated_2015, title = {Self-regulated learning: theories, measures, and outcomes}, isbn = {978-0-08-097087-5}, shorttitle = {Self-regulated learning}, url = {https://linkinghub.elsevier.com/retrieve/pii/B9780080970868260601}, abstract = {Self-regulated learning refers to how students become masters of their own learning processes. Neither a mental ability nor a performance skill, self-regulation is instead the self-directive process through which learners transform their mental abilities into task-related skills in diverse areas of functioning, such as academia, sports, music, and health. This article will define self-regulated learning and describe the intellectual context in which the construct emerged, changes in researchers’ emphasis over time as well as current emphases, methodological issues related to the construct, and directions for future research.}, language = {en}, urldate = {2021-08-05}, booktitle = {International {Encyclopedia} of the {Social} \& {Behavioral} {Sciences}}, publisher = {Elsevier}, author = {Zimmerman, Barry J.}, year = {2015}, doi = {10.1016/B978-0-08-097086-8.26060-1}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/B978-0-08-097086-8.26060-1 2339240:SFN4Q5BF 2405685:GHLKD3PP}, pages = {541--546}, } @article{zlotnikova_community_2015, title = {Community outreach projects as a sustainable way of introducing information technology in developing countries}, volume = {11}, abstract = {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.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Zlotnikova, Irina and van der Weide, Theo}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:5ZZ2V4QY 2405685:PJTVSTPT}, keywords = {⛔ No DOI found}, pages = {55--79}, } @article{zengin_teaching_2015, title = {The teaching of polar coordinates with dynamic mathematics software}, volume = {46}, issn = {0020739X}, url = {https://www.researchgate.net/publication/271622991_The_teaching_of_polar_coordinates_with_dynamic_mathematics_software}, doi = {10.1080/0020739X.2014.904529}, abstract = {The purpose of this study was to determine the effects of dynamic mathematics software on the achievement of pre-service mathematics teachers in the topic of polar coordinates and to solicit their opinions about computer-assisted instruction. The study was conducted for 11 weeks with 33 pre-service teachers in the Department of Mathematics Education Program of a state university in Turkey. Data collection tools comprised a knowledge test of polar coordinates and administration of a semi-structured interview form developed by the researchers who conducted the study using an embedded design as part of a mixed-method research. The results of data analysis showed that the computer-assisted instruction method in which dynamic mathematics software was used positively contributed to the success of pre-service teachers in understanding the subject of polar coordinates. Furthermore, it was found that pre-service teachers supported the use of this method in lessons as it provides visualization, increases retention, concretization of abstract mathematical structures, better understanding and learning, and creates an interesting and interactive learning environment.}, language = {English}, number = {1}, journal = {International Journal of Mathematical Education in Science and Technology}, author = {Zengin, Yilmaz and Tatar, Enver}, month = jan, year = {2015}, note = {Place: London Publisher: Taylor \& Francis Ltd. KerkoCite.ItemAlsoKnownAs: 10.1080/0020739X.2014.904529 2339240:ZX8C4R7A 2405685:BZA3JJCK 2534378:M4HRMT6F 2534378:NGUDH5NZ 2534378:RLEEVC39 2534378:TBWXLVMH}, keywords = {ADULTS, COMPUTER assisted instruction, Computer Assisted Instruction, Computer Software, ERIC, Current Index to Journals in Education (CIJE), Educational Technology, Foreign Countries, Higher Education, Knowledge Level, MATHEMATICS education (Secondary), MATHEMATICS education -- Aids \& devices, MATHEMATICS software, Mathematical Concepts, Mathematics, Mathematics Instruction, Mathematics Skills, Mixed Methods Research, POLAR coordinates (Mathematics), Postsecondary Education, Preservice Teachers, Pretests Posttests, SECONDARY education, STUDENT teachers, Scores, Semi Structured Interviews, Software, Student Teacher Attitudes, Student teachers, TEACHING methods -- Evaluation, TEENAGERS, Teaching, Teaching Methods, Turkey, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099919, \_\_finaldtb, computer-assisted instruction method, dynamic mathematics software, polar coordinates, pre-service teachers}, } @article{castillo_moocs_2015, title = {{MOOCs} for {Development}: {Trends}, {Challenges}, and {Opportunities}}, volume = {11}, shorttitle = {{MOOCs} for {Development}}, url = {https://repository.upenn.edu/literacyorg_articles/6}, abstract = {The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrupt the traditional modes of education trough ease of access and free or low-cost content delivery. MOOCs offer the potential to enable access to high-quality education to students, even in the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OECD contexts remains unproven. Challenges with regard to infrastructure, sustainability, and evaluation have disrupted early attempts to expand inclusion for those least educated. Drawing on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this report synthesizes trends, challenges, and opportunities within the growing subfield.}, language = {en}, number = {2}, journal = {International Technologies \& International Development}, author = {Castillo, Nathan and Lee, Jinsol and Zahra, Fatima and Wagner, Daniel}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:8AU49IM2 2339240:WGQB94SX 2405685:5JCJIPT7 2405685:82EBLYPU 2405685:BN8SW2CU 2405685:DW9WW7W3 2405685:Z42A7H6F 2534378:HTZ6UWB7}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {35--42}, } @article{maitland_social_2015, title = {A {Social} {Informatics} {Analysis} of {Refugee} {Mobile} {Phone} {Use}: {A} {Case} {Study} of {Zaaatari} {Syrian} {Refugee} {Camp}}, doi = {10.2139/ssrn.2588300}, journal = {SSRN Electronic Journal}, author = {Maitland, Carleen and Xu, Ying}, month = jan, year = {2015}, note = {shortDOI: 10/ghgn4p KerkoCite.ItemAlsoKnownAs: 10/ghgn4p 2405685:EEWN2MQD}, } @article{moher_preferred_2015, title = {Preferred reporting items for systematic review and meta-analysis protocols ({PRISMA}-{P}) 2015 statement}, volume = {4}, issn = {2046-4053}, url = {https://doi.org/10.1186/2046-4053-4-1}, doi = {10.1186/2046-4053-4-1}, abstract = {Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium.}, number = {1}, urldate = {2021-06-08}, journal = {Systematic Reviews}, author = {Moher, David and Shamseer, Larissa and Clarke, Mike and Ghersi, Davina and Liberati, Alessandro and Petticrew, Mark and Shekelle, Paul and Stewart, Lesley A. and {PRISMA-P Group}}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-4-1 2339240:GZ9BP9K3 2405685:J9LFRERT}, keywords = {Checklist Item, Knowledge Translation, Reporting Guideline, Systematic Review, Systematic Review Protocol, \_\_\_working\_potential\_duplicate}, pages = {1}, } @article{schweisfurth_learner-centred_2015, title = {Learner-centred pedagogy: {Towards} a post-2015 agenda for teaching and learning}, volume = {40}, issn = {0738-0593}, shorttitle = {Learner-centred pedagogy}, url = {http://www.sciencedirect.com/science/article/pii/S0738059314001084}, doi = {10.1016/j.ijedudev.2014.10.011}, abstract = {Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.}, language = {en}, urldate = {2020-09-06}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, month = jan, year = {2015}, note = {shortDOI: 10/f65t73 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 10/f65t73 2129771:P3WMASAB 2339240:7FAWYW8S 2339240:IWUNNNQV 2405685:44GP3DG6 2405685:57MFW2KZ 2534378:ENK8YVXP}, keywords = {Learner-centred education, Pedagogy, Post-2015, \_\_\_working\_potential\_duplicate}, pages = {259--266}, } @article{schweisfurth_learner-centred_2015, title = {Learner-centred pedagogy: towards a post-2015 agenda for teaching and learning}, volume = {40}, issn = {0738-0593}, shorttitle = {Learner-centred pedagogy}, url = {https://daneshyari.com/article/preview/6841325.pdf}, doi = {10.1016/j.ijedudev.2014.10.011}, abstract = {Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.}, language = {en}, urldate = {2020-09-06}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, month = jan, year = {2015}, note = {Extra URL (?): https://www.sciencedirect.com/science/article/abs/pii/S0738059314001084?via\%3Dihub KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 2339240:7FAWYW8S 2405685:ISKC55X6 2534378:ENK8YVXP}, keywords = {Learner-centred education, Pedagogy, Post-2015, \_\_\_working\_potential\_duplicate}, pages = {259--266}, } @article{schweisfurth_learner-centred_2015, title = {Learner-centred pedagogy: {Towards} a post-2015 agenda for teaching and learning}, volume = {40}, issn = {0738-0593}, shorttitle = {Learner-centred pedagogy}, url = {https://www.sciencedirect.com/science/article/pii/S0738059314001084}, doi = {10.1016/j.ijedudev.2014.10.011}, abstract = {Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.}, language = {en}, urldate = {2022-05-27}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 2339240:9ITNETF8 2405685:BX2PV4ZZ}, keywords = {Learner-centred education, Pedagogy, Post-2015}, pages = {259--266}, } @article{walsh_potential_2015, title = {The {Potential} of {Mobile} {Phones} to {Transform} {Teacher} {Professional} {Development} to {Build} {Sustainable} {Educational} {Futures} in {Bangladesh}}, volume = {10}, issn = {1858-3431}, url = {https://doi.org/10.1108/AAOUJ-10-01-2015-B005}, doi = {10.1108/AAOUJ-10-01-2015-B005}, abstract = {Futures thinking is used by governments to consider long-term strategic approaches and develop policies and practices that are potentially resilient to future uncertainty. English in Action (EIA), arguably the world's largest English language teacher professional development (TPD) project, used futures thinking to author possible, probable and preferable future scenarios to solve the project's greatest technological challenge: how to deliver audio-visual TPD materials and hundreds of classroom audio resources to 75,000 teachers by 2017. Authoring future scenarios and engaging in possibility thinking (PT) provided us with a taxonomy of question-posing and question-responding that assisted the project team in being creative. This process informed the successful pilot testing of a mobile-phone-based technology kit to deliver TPD resources within an open distance learning (ODL) platform. Taking the risk and having the foresight to trial mobile phones in remote rural areas with teachers and students led to unforeseen innovation. As a result, EIA is currently using a mobile-phone-based technology kit with 12,500 teachers to improve the English language proficiency of 700,000 students. As the project scales up in its third and final phase, we are using the new technology kit — known as the 'trainer in your pocket' — to foster a 'quiet revolution' in the provision of professional development for teachers at scale to an additional 67,500 teachers and nearly 10 million students.}, number = {1}, urldate = {2020-05-19}, journal = {Asian Association of Open Universities Journal}, author = {Walsh, Christopher S and Woodward, Clare and Solly, Mike and Shrestha, Prithvi}, month = jan, year = {2015}, note = {Publisher: Emerald Group Publishing Limited shortDOI: 10/ggx3rj KerkoCite.ItemAlsoKnownAs: 10.1108/AAOUJ-10-01-2015-B005 10/ggx3rj 2405685:6AFZ29KK}, pages = {37--52}, } @article{daryai-hansen_pluralistic_2015, title = {Pluralistic approaches to languages in the curriculum: {The} case of {French}-speaking {Switzerland}, {Spain} and {Austria}}, volume = {12}, issn = {1479-0718}, shorttitle = {Pluralistic approaches to languages in the curriculum}, url = {https://doi.org/10.1080/14790718.2014.948877}, doi = {10.1080/14790718.2014.948877}, abstract = {While the idea of plurilingual competence is widely established theoretically and promoted in European language policies, it is not implemented in educational practice, where separate plurilingualism is still dominant. The idea of languages as autonomous entities is e.g. reflected in the Common European Framework of Reference for Languages (CEFR) scales. The paper introduces to the Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA). Pluralistic approaches use teaching and learning activities involving several (i.e. more than one) varieties of language, e.g. the language(s) of schooling, foreign languages, regional, minority and migration languages. FREPA thereby offers tools to put the theoretical insights and language policies into practice. The article illustrates how pluralistic approaches, in recent years, have been used in the process of large-scale national and regional curriculum renewals in Austria, French-speaking Switzerland and Spain. By promoting plurilingual education on the macro-level and including languages that are still neglected in most European curricula, these countries make a key contribution to diminishing discrepancy between theory and practice. The three cases manifest the context specificity of language-planning decisions and support supra-level comparisons by defining the specific aims and contents of plurilingual education. Furthermore, the curricular implementations offer the possibility to discuss the implementation in actual classroom practice.}, number = {1}, urldate = {2023-02-10}, journal = {International Journal of Multilingualism}, author = {Daryai-Hansen, Petra and Gerber, Brigitte and Lörincz, Ildikó and Haller, Michaela and Ivanova, Olga and Krumm, Hans-Jürgen and Reich, Hans H.}, month = jan, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/14790718.2014.948877 KerkoCite.ItemAlsoKnownAs: 10.1080/14790718.2014.948877 2405685:FYFIP28B 4042040:6Z5W4CRL}, keywords = {language learning, language status, linguistic landscape, multilingualism, plurilingualism}, pages = {109--127}, } @article{omara-eves_using_2015, title = {Using text mining for study identification in systematic reviews: a systematic review of current approaches}, volume = {4}, issn = {2046-4053}, shorttitle = {Using text mining for study identification in systematic reviews}, url = {https://doi.org/10.1186/2046-4053-4-5}, doi = {10.1186/2046-4053-4-5}, abstract = {The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities.}, number = {1}, urldate = {2024-01-19}, journal = {Systematic Reviews}, author = {O’Mara-Eves, Alison and Thomas, James and McNaught, John and Miwa, Makoto and Ananiadou, Sophia}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/2046-4053-4-5 2405685:RYWDKMDX 2486141:5YIWPZYG 2486141:MZ34R4K8}, keywords = {Automation, Review efficiency, Screening, Study selection, Text mining}, pages = {5}, } @article{cahit_internal_2015, title = {Internal {Validity}: {A} {Must} in {Research} {Designs}}, volume = {10}, issn = {1990-3839}, shorttitle = {Internal {Validity}}, abstract = {In experimental research, internal validity refers to what extent researchers can conclude that changes in dependent variable (i.e. outcome) are caused by manipulations in independent variable. The causal inference permits researchers to meaningfully interpret research results. This article discusses (a) internal validity threats in social and educational research using examples from the contemporary literature, and (b) research designs in terms of their ability to control various internal validity threats. An Eric and psychinfo search was performed to retrieve articles regarding this internal validity review. In conclusion, an appropriate research design that control possible extraneous variables is needed to be able meaningfully interpret research results. Although pretest-posttest experimental-control group design controls most of internal validity threats, the most appropriate research design would vary based on the research questions or goals.}, language = {en}, number = {2}, urldate = {2021-05-03}, journal = {Educational Research and Reviews}, author = {Cahit, Kaya}, month = jan, year = {2015}, note = {Publisher: Academic Journals KerkoCite.ItemAlsoKnownAs: 2405685:IQ577IVL}, keywords = {Control Groups, Educational Research, Literature Reviews, Predictor Variables, Pretests Posttests, Quasiexperimental Design, Research Design, Research Methodology, Research Problems, Social Science Research, Time Perspective, Validity, ⛔ No DOI found}, pages = {111--118}, } @book{mccowan_education_2015, title = {Education and {International} {Development}: {An} {Introduction}}, isbn = {978-1-4725-1068-6}, shorttitle = {Education and {International} {Development}}, abstract = {'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field.}, language = {en}, publisher = {Bloomsbury Publishing}, author = {McCowan, Tristan and Unterhalter, Elaine}, month = jan, year = {2015}, note = {zotzenLib.CopiedFrom: 2339240:QIPYJY2A KerkoCite.ItemAlsoKnownAs: 2339240:QIPYJY2A 2405685:7BCHIHFK}, keywords = {Education / Comparative, Education / Multicultural Education}, } @incollection{steiner-khamsi_teachers_2015, title = {Teachers and {Teacher} {Education} {Policies}}, isbn = {978-1-4725-1068-6}, abstract = {'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field.}, language = {en}, booktitle = {Education and {International} {Development}: {An} {Introduction}}, publisher = {Bloomsbury Publishing}, author = {Steiner-Khamsi, Gita}, editor = {McCowan, Tristan and Unterhalter, Elaine}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:62ZBHJUB 2405685:4KKLPE26}, keywords = {Education / Comparative, Education / Multicultural Education}, } @article{sandefur_political_2015, title = {The political economy of bad data: {Evidence} from {African} survey and administrative statistics}, volume = {51}, issn = {0022-0388}, shorttitle = {The {Political} {Economy} of {Bad} {Data}}, url = {https://doi.org/10.1080/00220388.2014.968138}, doi = {10.1080/00220388.2014.968138}, abstract = {Across multiple African countries, discrepancies between administrative data and independent household surveys suggest official statistics systematically exaggerate development progress. We provide evidence for two distinct explanations of these discrepancies. First, governments misreport to foreign donors, as in the case of a results-based aid programme rewarding reported vaccination rates. Second, national governments are themselves misled by frontline service providers, as in the case of primary education, where official enrolment numbers diverged from survey estimates after funding shifted from user fees to per pupil government grants. Both syndromes highlight the need for incentive compatibility between data systems and funding rules.}, number = {2}, urldate = {2022-04-07}, journal = {The Journal of Development Studies}, author = {Sandefur, Justin and Glassman, Amanda}, month = feb, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/00220388.2014.968138 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2014.968138 2339240:ATP89MMQ 2405685:EHZXJTYM 4656463:NTFGA7D5}, pages = {116--132}, } @article{spector_editorial_2015, title = {An editorial on replication studies and scaling up efforts}, volume = {63}, issn = {1556-6501}, url = {https://doi.org/10.1007/s11423-014-9364-3}, doi = {10.1007/s11423-014-9364-3}, abstract = {This editorial calls for the submission of replication studies, meta-analyses, and reports of large-scale impact studies to any section of ETR\&D.}, language = {en}, number = {1}, urldate = {2021-02-24}, journal = {Educational Technology Research and Development}, author = {Spector, J. Michael and Johnson, Tristan E. and Young, Patricia A.}, month = feb, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-014-9364-3 2339240:IALYW5HK 2405685:FW79IDCD}, pages = {1--4}, } @misc{trucano_will_2015, title = {Will technology replace teachers? {No}, but ...}, shorttitle = {Will technology replace teachers?}, url = {https://blogs.worldbank.org/edutech/tech-and-teachers}, abstract = {In the future, will a machine replace me and smash other machines on my behalf? I've worked on, advised and evaluated educational technology projects in dozens of countries over the past fifteen years, mainly in middle and low income countries. As anyone who works intimately with information and communication technologies (ICTs) on ...}, language = {en}, urldate = {2022-05-27}, journal = {World Bank Blogs}, author = {Trucano, Michael}, month = feb, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:PYU7LYHD 2405685:YBKF26IA}, } @misc{trucano_universal_2015, title = {Universal {Service} {Funds} \& connecting schools to the {Internet} around the world}, url = {https://blogs.worldbank.org/edutech/universal-service-funds-connecting-schools-internet-around-world}, language = {en}, urldate = {2020-04-28}, author = {Trucano, Michael}, month = feb, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:NSLD39FX}, } @article{borzekowski_sesame_2015, title = {Sesame street in the tea estates: {A} multi-media intervention to improve sanitation and hygiene among {Bangladesh}'s most vulnerable youth}, volume = {81}, doi = {10.1016/j.aogh.2015.02.748}, journal = {Annals of Global Health}, author = {Borzekowski, Dina}, month = feb, year = {2015}, note = {shortDOI: 10/gg26fp KerkoCite.ItemAlsoKnownAs: 10.1016/j.aogh.2015.02.748 10/gg26fp 2339240:8Q2HKU7I 2405685:8RY3PYAF 4803016:Y5CF7KER}, pages = {107--108}, } @article{dubeck_designing_2015, title = {Designing a program of teacher professional development to support beginning reading acquisition in coastal {Kenya}}, volume = {41}, issn = {07380593}, url = {https://www.poverty-action.org/sites/default/files/publications/designing%20a%20program%20of%20teacher%20pd%20to%20support%20beg%20read%20acquisition%20in%20coa..._0.pdf}, doi = {10.1016/j.ijedudev.2014.11.022}, abstract = {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]}, journal = {International Journal of Educational Development}, author = {Dubeck, Margaret M. and Jukes, Matthew C.H. and Brooker, Simon J. and Drake, Tom L. and Inyega, Hellen N.}, month = mar, year = {2015}, note = {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}, } @article{eisenach_economics_2015, title = {The {Economics} of {Zero} {Rating}}, url = {https://www.nera.com/content/dam/nera/publications/2015/EconomicsofZeroRating.pdf}, language = {EN}, journal = {Insights in Economics}, author = {Eisenach, Jeffrey}, month = mar, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:JNMEL2Q8}, keywords = {⛔ No DOI found}, pages = {16}, } @article{hsia_web-based_2015, title = {A web-based peer-assessment approach to improving junior high school students' performance, self-efficacy and motivation in performing arts courses: {Peer} assessment for performing art courses}, volume = {47}, shorttitle = {A web-based peer-assessment approach to improving junior high school students' performance, self-efficacy and motivation in performing arts courses}, doi = {10.1111/bjet.12248}, abstract = {In this paper, a web-based peer-assessment approach is proposed for conducting performing arts activities. A peer-assessment system was implemented and applied to a junior high school performing arts course to evaluate the effectiveness of the proposed approach. A total of 163 junior high students were assigned to an experimental group and a control group. The students in the experimental group learned with the web-based peer-assessment approach, whereas those in the control group learned with a web-based streaming video-supported environment. The experimental results showed that, in comparison with the web-based streaming video-supported learning approach, the web-based peer assessment approach could significantly improve the students' performance, self-efficacy and motivation in the performing arts course. In the meantime, it was found that the peer assessment ratings were highly correlated with the teachers' ratings in every performance item; moreover, the performance ratings were highly related to the students' self-efficacy in evaluating peers' work and improving their own work based on peers' comments as well as their intrinsic motivation, showing the effectiveness of the performance scoring rubrics and the peer assessment approach. The satisfaction questionnaire results also revealed that the students who learned with the peer assessment approach were significantly more satisfied with the learning activity than those who learned with the web-based learning approach.}, journal = {British Journal of Educational Technology}, author = {Hsia, Lu‐Ho and Huang, Iwen and Hwang, Gwo-Jen}, month = mar, year = {2015}, note = {shortDOI: 10/f84xvq KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12248 10/f84xvq 2405685:YWGGD5I8}, } @techreport{world_bank_mozambique_2015, address = {Washington D.C.}, type = {Working {Paper}}, title = {Mozambique - {Service} delivery indicators: {Mozambique} service delivery indicators ({English})}, url = {http://documents.worldbank.org/curated/en/287341468181503193/Mozambique-service-delivery-indicators}, abstract = {Mozambique service delivery indicators brief;education}, language = {en}, number = {95999}, urldate = {2020-09-17}, institution = {World Bank Group}, author = {{World Bank}}, month = mar, year = {2015}, note = {EdTechHub.ItemAlsoKnownAs: 2405685:IWFGA7SA}, } @article{pedersen_school-cooperation_2015, title = {School-cooperation {Kenya} - {Norway}: friendship and learning through social media?}, shorttitle = {School-cooperation {Kenya} - {Norway}}, url = {https://hiof.brage.unit.no/hiof-xmlui/handle/11250/278514}, language = {eng}, urldate = {2021-05-22}, journal = {86 s.}, author = {Pedersen, Hege}, month = mar, year = {2015}, note = {Accepted: 2015-03-05T11:59:13Z KerkoCite.ItemAlsoKnownAs: 2339240:PRIMQ47B 2405685:P6RCUCY9}, keywords = {⛔ No DOI found}, } @techreport{uneca_final_2015, type = {Conference {Paper}}, title = {Final {Version} adopted by the {High} {Level} {Conference} on {Data} {Revolution} – {A} side event of the 8th {AU}-{ECA} {Conference} of {Ministers}}, url = {https://www.cgdev.org/sites/default/files/Africa-Data-Consensus.pdf}, language = {English}, urldate = {2022-04-01}, institution = {United Nations Economic Commission for Africa}, author = {UNECA}, month = mar, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:476PRYPF 2405685:T842KJLB}, } @book{lee_review_2015, title = {Review of international research on factors underlying teacher absenteeism}, url = {https://eric.ed.gov/?id=ED555740}, abstract = {Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.}, language = {en}, urldate = {2022-01-06}, publisher = {Regional Educational Laboratory Pacific}, author = {Lee, Mary and Goodman, Crystal and Dandapani, Nitara and Kekahio, Wendy}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:Z9V9R7T9 4042040:VY5IMADZ 4556019:D8JJI88Z 4556019:IDEEUGZN}, keywords = {Academic Rank (Professional), Accountability, C:LMIC, Case Studies, Community Characteristics, Correlation, Cross Cultural Studies, Cultural Context, Cultural Influences, Elementary School Teachers, Family Work Relationship, Foreign Countries, LMICs, School Administration, School Culture, School Location, Social Influences, Teacher Attendance, Teacher Salaries, Teaching Conditions, Work Environment, ⛔ No DOI found}, } @article{piper_teacher_2015, title = {Teacher coaching in {Kenya}: {Examining} instructional support in public and nonformal schools}, volume = {47}, issn = {0742-051X}, shorttitle = {Teacher coaching in {Kenya}}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X15000025}, doi = {10.1016/j.tate.2015.01.001}, abstract = {Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.}, urldate = {2015-03-19}, journal = {Teaching and Teacher Education}, author = {Piper, Benjamin and Zuilkowski, Stephanie Simmons}, month = apr, year = {2015}, note = {shortDOI: 10/f63z7b KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.01.001 10/f63z7b 2339240:76EQG2NV 2405685:LM7EYD5E 2405685:WU59KPEH 261495:QBFNURGR}, keywords = {AWP2, C:Kenya, CitedIn:AKFC, CitedIn:OER4Schools-HHH3-B, Coaching, Instruction, Kenya, Literacy, PRIMR, professional development}, pages = {173--183}, } @article{muborakshoevaa_impediments_2015, title = {Impediments to {Enhancing} {Research} within {Universities} in {Developing} {Context}: {The} {Case} of {Pakistani} {Universities}}, volume = {4}, shorttitle = {Impediments to {Enhancing} {Research} within {Universities} in {Developing} {Context}}, doi = {10.14425/00.76.05}, abstract = {Universities in some developing countries are undergoing reforms over the recent decades so that they become research-based institutions. It has been stressed that research is of paramount importance for enhancing the economy of a country and for societies to become knowledge-based. However some of these concepts and challenges faced by these universities are hardly explored. Relying on the analysis of qualitative interviews and document analysis, this paper examines how the Higher Education Commission (HEC) has taken numerous initiatives to boost the research capacity of universities in Pakistan. Even then, numerous challenge remains in the attempt to enhance research quality. Funding and its effective use, academic freedom, and value of research in the society emerged as major impediments to research development at the universities. Critical voices from the university faculty are rarely taken into account by those responsible for higher education bodies, therefore many of such challenges persist till date. The article proposes solutions for overcoming some of these challenges and situates the experience of Pakistani universities within the broader experiences of universities world-wide.}, journal = {Journal of International and Comparative Education}, author = {Muborakshoevaa, Marodsilton}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.14425/00.76.05 2339240:RL3MMSTI 2405685:FWY7ZU3R}, pages = {1--13}, } @article{donkor_basic_2015, title = {Basic school leaders in {Ghana}: how equipped are they?}, volume = {18}, issn = {1360-3124, 1464-5092}, shorttitle = {Basic school leaders in {Ghana}}, url = {http://www.tandfonline.com/doi/full/10.1080/13603124.2013.817610}, doi = {10.1080/13603124.2013.817610}, language = {en}, number = {2}, urldate = {2020-03-10}, journal = {International Journal of Leadership in Education}, author = {Donkor, Anthony Kudjo}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/13603124.2013.817610 2339240:P72HNBED 2405685:CFS6T8VW}, pages = {225--238}, } @article{perry_increasing_2015, title = {Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom: do {iPads} help?}, volume = {32}, issn = {0738-0569}, shorttitle = {Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom}, url = {https://doi.org/10.1080/07380569.2015.1036650}, doi = {10.1080/07380569.2015.1036650}, abstract = {Teachers are increasingly integrating mobile digital technology into the classroom. The purpose of this study was to assess the effect of incorporating iPads in a secondary-level geometry course on academic achievement, student engagement, self-efficacy, and meta-cognitive self-regulation. Students in the iPad-using classroom experienced lower levels of geometry proficiency scores, higher levels of off-task behaviors, and similar levels of self-efficacy and meta-cognitive self-regulation compared to the non-iPad group. However, the results may have been affected by several latent variables that can be controlled for in future research.}, number = {2}, urldate = {2021-11-09}, journal = {Computers in the Schools}, author = {Perry, David R. and Steck, Andy K.}, month = apr, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/07380569.2015.1036650 KerkoCite.ItemAlsoKnownAs: 10.1080/07380569.2015.1036650 2339240:ETEX73PV 2405685:VGP5L86E}, keywords = {geometry, iPad, meta-cognitive self-regulation, mobile technology, self-efficacy}, pages = {122--143}, } @article{ilgaz_snapshot_2015, title = {A snapshot of online learners: e-{Readiness}, e-{Satisfaction} and expectations}, volume = {16}, issn = {1492-3831}, shorttitle = {A snapshot of online learners}, url = {http://www.irrodl.org/index.php/irrodl/article/view/2117}, doi = {10.19173/irrodl.v16i2.2117}, abstract = {The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations from the online learning process. Hence, this mixed method study is conducted to explore the participants’ readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience. An ereadiness scale and an e-satisfaction scale was administered as quantitative measures, with openended questions gathering qualitative data. Participants of the research were registered to different e-learning programs at Ankara University Distance Education Center, Turkey, during the 2013-2014 academic year. Analysis of both quantitative and qualitative data revealed facts about online learners, which should prove useful to both e-instructors and e-program administrators.}, language = {en}, number = {2}, urldate = {2022-09-21}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Ilgaz, Hale and Gülbahar, Yasemin}, month = apr, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i2.2117 2339240:VWS426GB 2405685:DG5SS63P}, } @article{hirsh-pasek_putting_2015, title = {Putting {Education} in “{Educational}” {Apps}: {Lessons} {From} the {Science} of {Learning}}, volume = {16}, issn = {1529-1006}, url = {https://doi.org/10.1177/1529100615569721}, doi = {10.1177/1529100615569721}, abstract = {Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications (?apps?) for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, ?educational? apps?the number of which, as of January 2015, stood at 80,000 in Apple?s App Store (Apple, 2015)?are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children?s apps. In short, we will show how the design and use of educational apps aligns with known processes of children?s learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning?four ?pillars? of learning?within the context of a supported learning goal are considered educational.}, number = {1}, urldate = {2020-08-31}, journal = {Psychological Science in the Public Interest}, author = {Hirsh-Pasek, Kathy and Zosh, Jennifer M. and Golinkoff, Roberta Michnick and Gray, James H. and Robb, Michael B. and Kaufman, Jordy}, month = apr, year = {2015}, note = {Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/1529100615569721 2339240:K25MMW72 2405685:I73DRP3M}, pages = {3--34}, } @techreport{aker_call_2015, title = {Call {Me} {Educated}: {Evidence} from a {Mobile} {Monitoring} {Experiment} in {Niger}}, url = {https://sites.tufts.edu/jennyaker/files/2010/02/Call-Me-Educated_27aug2015.pdf}, author = {Aker, Jenny C and Ksoll, Christopher}, month = may, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:LJKCLSXB 2405685:BINXNTZ6}, keywords = {C:Niger}, } @inproceedings{ojanen_mobile_2015, title = {Mobile solution for better reading instruction in rural {Africa}}, doi = {10.1109/istafrica.2015.7190559}, abstract = {GraphoGame Teacher Training Service is a mobile-based solution for providing teachers with scientifically validated pedagogical training in literacy instruction. In many African countries teachers currently have insufficient knowledge to teach literacy in local languages and learning materials are scarce, especially for children with learning difficulties. As part of the GraphoWorld network, CAPOLSA/University of Zambia is developing new mobile-based method for providing in-service training for teachers in literacy instruction and assisting children with learning difficulties. GraphoGame Teacher Training Service was piloted in October 2014 in rural Zambia. An orientative workshop was given to 24 teachers who learned about literacy instruction methodology and then organized a GraphoGame intervention to randomly selected 2nd grade children either at home or in a school environment. Parents of the children in the home intervention group were also encouraged to play GraphoGame. GraphoGame learning analytics shows that both the children and their parents improved their word reading skills. Children who played GraphoGame performed better than their non-playing classmates in the EGRA letter-sound knowledge test at the end of the intervention. Teachers, parents and children were all motivated to use ICT-based literacy learning tools and their literacy skills levels show high demand for support services for literacy instruction.}, booktitle = {2015 {IST}-{Africa} {Conference}}, author = {Ojanen, Emma and Jere-Folotiya, Jacqueline and Yalukanda, Christopher and Sampa, Francis and Nshimbi, Chomba and Katongo, Maggie and Choopa, Mapenzi and Lyytinen, Heikki}, month = may, year = {2015}, note = {ISSN: null shortDOI: 10/gf62qw KerkoCite.ItemAlsoKnownAs: 10.1109/istafrica.2015.7190559 10/gf62qw 2339240:FYCG4SIF 2405685:HTPQU2DR}, keywords = {Africa, African country teachers, CAPOLSA/University of Zambia, Conferences, EGRA letter-sound knowledge test, Electronic learning, Games, GraphoGame, GraphoGame learning analytics, GraphoGame teacher training service, GraphoWorld network, ICT-based literacy learning tools, Mobile handsets, Training, Zambia, computer games, educational institutions, home environment, home intervention group, in-service teacher training, information science education, learning materials, literacy, literacy instruction, literacy skills levels, local languages, mobile learning, mobile-based method, orientative workshop, professional aspects, reading instruction, rural Africa, rural Zambia, rural areas, school environment, scientifically validated pedagogical training, teacher training, word reading skills}, pages = {1--13}, } @techreport{robillard_no_2015, address = {Cambridge, MA}, title = {Do {No} {Harm} teaching case study: {Cité} {Soleil}. {Reference} for workshop participants}, url = {https://www.cdacollaborative.org/wp-content/uploads/2016/01/Do-No-Harm-Teaching-Case-Study-Cite%CC%81-Soleil-Reference-for-Workshop-Participants.pdf}, language = {en}, institution = {CDA Collaborative Learning Projects}, author = {Robillard, Sabina Carlson}, month = may, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CBIIBYQ8 2405685:WFMXANTK}, keywords = {⛔ No DOI found}, } @inproceedings{siegmund_views_2015, title = {Views on {Internal} and {External} {Validity} in {Empirical} {Software} {Engineering}}, volume = {1}, doi = {10.1109/ICSE.2015.24}, abstract = {Empirical methods have grown common in software engineering, but there is no consensus on how to apply them properly. Is practical relevance key? Do internally valid studies have any value? Should we replicate more to address the tradeoff between internal and external validity? We asked the community how empirical research should take place in software engineering, with a focus on the tradeoff between internal and external validity and replication, complemented with a literature review about the status of empirical research in software engineering. We found that the opinions differ considerably, and that there is no consensus in the community when to focus on internal or external validity and how to conduct and review replications.}, booktitle = {2015 {IEEE}/{ACM} 37th {IEEE} {International} {Conference} on {Software} {Engineering}}, author = {Siegmund, Janet and Siegmund, Norbert and Apel, Sven}, month = may, year = {2015}, note = {ISSN: 1558-1225 KerkoCite.ItemAlsoKnownAs: 10.1109/ICSE.2015.24 2405685:ZMSHI8HJ}, keywords = {Bibliographies, Computer languages, Context, Guidelines, History, Software engineering, Standards}, pages = {9--19}, } @incollection{colman_corsi_2015, title = {Corsi blocks}, isbn = {978-0-19-965768-1}, url = {https://www.oxfordreference.com/view/10.1093/acref/9780199657681.001.0001/acref-9780199657681-e-9316}, abstract = {A popular test of *short-term memory and *spatial ability based on a set of nine wooden blocks, arranged}, language = {en}, urldate = {2019-12-09}, booktitle = {A {Dictionary} of {Psychology}}, publisher = {Oxford University Press}, author = {Colman, Andrew M.}, month = may, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6KPHZ7NQ 2405685:GTXC8Z4A}, } @article{farooq_learning_2015, title = {Learning through {Assistive} {Devices}: {A} {Case} of {Students} with {Hearing} {Impairment}}, volume = {37}, issn = {0555-7747}, shorttitle = {Learning through {Assistive} {Devices}}, url = {https://eric.ed.gov/?id=EJ1210345}, abstract = {Present era has introduced persons with disabilities with a range of assistive devices that have rapidly increased their educational, vocational, and frivolous activities. Current descriptive study attempted to explore the effects of assistive devices on the learning of hearing impaired students. A sample of 200 hearing impaired students was selected to identify the assistive devices that are more in use by hearing impaired students. All of the assistive devices commonly used for hearing impairment were included in the study to explore the effects of each on the learning of students with hearing impairment. The mean difference in the learning of students suggested that assistive technologies are overall assistance for the students with hearing impairment and there is no substitute to these devices that could assist them in such a quite differentiated manner. The role of high tech assistive devices as well as low tech devices has been highlighted prominently. The parents of hearing impaired students were also the part of study and found satisfied with the use of assistive devices for their children. It is divulged that there is a need to reduce the cost of assistive devices to be used by the students with hearing impairment.}, language = {en}, number = {1}, urldate = {2020-12-01}, journal = {Bulletin of Education and Research}, author = {Farooq, Muhammad Shahid and Aasma and Iftikhar, Umaira}, month = jun, year = {2015}, note = {Publisher: Institute of Education and Research KerkoCite.ItemAlsoKnownAs: 2339240:BMZ8MTPR 2405685:GTZBXLQU}, keywords = {Assistive Technology, Costs, Elementary School Students, Foreign Countries, Grade 4, Hearing Impairments, Interpersonal Communication, Parent Attitudes, Program Effectiveness, Quality of Life, Student Needs, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {1--17}, } @techreport{gad_recruitment_2015, type = {Thesis}, title = {Recruitment and {Retention} of {Public} {Sector} {Teachers} in {Ghana}: {A} {Discrete} {Choice} {Experiment}}, copyright = {University of Ghana}, shorttitle = {Recruitment and {Retention} of {Public} {Sector} {Teachers} in {Ghana}}, url = {http://localhost:8080/handle/123456789/8207}, abstract = {The shortage of public sector teachers in rural areas is one of the main challenges facing policy makers in the education sector, in both developing and developed countries. This study sought to analyze the preferences of teachers, and how they would respond to alternative incentives associated with working in a rural location. Discrete Choice Experiment (DCE) which is rooted in Random Utility Theory (RUT) was used to capture the responses of 120 teacher trainees in Berekum College of Education. However, the full and the subgroup models were generated using the binary probit in STATA (Version 11.0). Marginal effect was also estimated. The magnitude of estimates from both the probit model and the marginal effects indicate that, for rural area posting, teachers in the public sector generally prefer and place higher priority on incentive packages such as granting of study leave with pay, provision of housing and promotion after three years of work. This was generally supported by the subgroup analysis. Also, the levels of salary will be traded off for non-financial incentive packages. It is recommended that in order to desist from force recruitment and the problem of mitigating geographical imbalances of public sector teachers, policy makers in the education sector should adopt a strategy by granting of study leave with pay, provision of housing and promotion after three years of teaching in rural areas}, language = {en}, urldate = {2022-08-22}, institution = {University of Ghana}, author = {Gad, B. K.}, month = jun, year = {2015}, note = {Accepted: 2016-04-20T09:46:19Z KerkoCite.ItemAlsoKnownAs: 2339240:WQNVPQ36 2405685:ZIH4NIXS}, } @phdthesis{gitome_evaluation_2015, type = {Thesis}, title = {Evaluation of the application of mobile phone technology in teaching and learning: {A} case study of {Kamwenja} {Teacher}' college, {Nyeri} {County}, {Kenya}.}, shorttitle = {Evaluation of the application of mobile phone technology in teaching and learning}, url = {http://repository.mkurwanda.ac.rw/handle/123456789/1825}, abstract = {This research was designed to investigate the application of mobile phone technology in teaching and learning among tutors and students of Kamwenja Teachers College in Nyeri County in Kenya. The problem this study addressed was to establish whether mobile phones in the hands of students and tutors were beneficial for teaching and learning or if they impede learning process in Teacher Training Colleges in Kenya. The variables under consideration were: quality teaching and learning as dependent variable and owning mobile phones, awareness of educational potential of mobile phones, acceptance of mobile phones, and mobile phones influence as alternative learning and instructional methods as independent variables. The data was collected from 71 tutors and 498 students. The sample size was worked out at 20\% to be 15 tutors and 100 second year teacher trainees in the college. Stratified random sampling was used to ensure the sample was a true representation of the whole population. Data was collected through questionnaires that were both quantitative and qualitative to ensure high quality of information for the study where 98.2\% response rate was achieved. To ensure Validity and Reliability of Research Instruments a pre-test of the questionnaire was conducted on tutors and students of Kagumo Teachers College. A reliability coefficient of 0.7 was adopted for the items while an expert, the supervisor, guided in validity of the items. The study was guided by the activity theory also known as Cultural Historical Activity Theory. Primary data was analysed with the aid of Statistical Package for Social Sciences (SPSS version 20) software to generate descriptive statistics, correlation and multiple regression analysis. The findings of the study revealed that ownership of mobile phone had a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly and even when regressed together with other factors. Further, the study revealed that awareness of the educational potential of mobile phone technology, acceptance of mobile phone technology and mobile phone technology as an alternative learning and instructional methods were found to have a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly, however when all the factors were regressed together they were found to have a positive and but insignificant effect on application of mobile phone technology in teaching and learning. In order to enhance use of mobile phone technology in teaching and learning students and teachers should be encouraged to acquire mobile phones with internet connectivity features. The general usage of mobile phone in teachers training colleges was found to be very high. However the rate at which mobile phones are used for exchanging learning information is low. The researcher recommends that policies be put in place on use of mobile phone technology in teaching and learning and train tutors on how to teach differently using mobile phone technology. Future researchers should try to establish hindrances of application of mobile phone technology in teaching and learning.}, language = {en}, urldate = {2021-04-02}, school = {Mount Kenya University}, author = {Gitome, Mwangi Joseph}, month = jun, year = {2015}, note = {Accepted: 2016-04-04T13:40:40Z KerkoCite.ItemAlsoKnownAs: 2339240:FXSLMRTK 2405685:6TXKF9WF}, } @techreport{plaut_bringing_2015, address = {Washington, D.C.}, title = {Bringing {Learning} to {Light}: {The} {Role} of {Citizen}-{Led} {Assessments} in {Shifting} the {Education} {Agenda}}, shorttitle = {Bringing {Learning} to {Light}}, url = {https://r4d.org/resources/bringing-learning-light-role-citizen-led-assessments-shifting-education-agenda/}, abstract = {"Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained}, language = {en-US}, urldate = {2020-07-06}, institution = {Results for Development}, author = {Plaut, Daniel and Jamieson Eberhardt, Molly}, month = jun, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:WNM4VGH5 2405685:8N72DLST 2405685:9ARZFX56}, } @article{kisirkoi_integration_2015, title = {Integration of {ICT} in {Education} in a {Secondary} {School} in {Kenya}: {A} {Case} {Study}}, volume = {6}, shorttitle = {Integration of {ICT} in {Education} in a {Secondary} {School} in {Kenya}}, doi = {10.20533/licej.2040.2589.2015.0253}, abstract = {Amidst reports that there was very little integration of Communication Information Technology (ICT) in curriculum delivery in many secondary schools in Kenya, it was reported that one secondary school was using ICT in instruction and practicing learner centered instructional approaches and there was improved learning outcomes. The school’s mean score in the Kenya Certificate of Secondary Education had improved from 6.2 to 8.4 between 2007 and 2013. This study teacher computer literacy levels, motivation for integration, perceived reason for the intervention and the impact on teaching and learning. A case study was conducted and observation and interview schedules were used to collect data. The study population was the 535 students and the 28 teachers in the school. Simple random sampling was used to sample 30 students and 18 teachers. It was established that the students and teachers were computer literate and were able to manage computer applications for teaching and learning. The Learning process was found to be practical with learner interactions and activities based learning. The motivation was desire to teach better coupled with visionary, supportive school leadership. The school was using ICT as teaching learning tool and there was improvement of learning environment and outcomes. Many schools ought to emulate the school.}, journal = {Literacy Information and Computer Education Journal}, author = {Kisirkoi, Florence}, month = jun, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.20533/licej.2040.2589.2015.0253 10/gj37fv 2339240:79CQYH29 2405685:BV3P33XH}, pages = {1904--1909}, } @article{ojanen_graphogame_2015, title = {{GraphoGame} – a catalyst for multi-level promotion of literacy in diverse contexts}, volume = {6}, issn = {1664-1078}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4461812/}, doi = {10.3389/fpsyg.2015.00671}, abstract = {GraphoGame (GG) is originally a technology-based intervention method for supporting children with reading difficulties. It is now known that children who face problems in reading acquisition have difficulties in learning to differentiate and manipulate speech sounds and consequently, in connecting these sounds to corresponding letters. GG was developed to provide intensive training in matching speech sounds and larger units of speech to their written counterparts. GG has been shown to benefit children with reading difficulties and the game is now available for all Finnish school children for literacy support. Presently millions of children in Africa fail to learn to read despite years of primary school education. As many African languages have transparent writing systems similar in structure to Finnish, it was hypothesized that GG-based training of letter-sound correspondences could also be effective in supporting children’s learning in African countries. In this article we will describe how GG has been developed from a Finnish dyslexia prevention game to an intervention method that can be used not only to improve children’s reading performance but also to raise teachers’ and parents’ awareness of the development of reading skill and effective reading instruction methods. We will also provide an overview of the GG activities in Zambia, Kenya, Tanzania, and Namibia, and the potential to promote education for all with a combination of scientific research and mobile learning.}, urldate = {2021-03-05}, journal = {Frontiers in Psychology}, author = {Ojanen, Emma and Ronimus, Miia and Ahonen, Timo and Chansa-Kabali, Tamara and February, Pamela and Jere-Folotiya, Jacqueline and Kauppinen, Karri-Pekka and Ketonen, Ritva and Ngorosho, Damaris and Pitkänen, Mikko and Puhakka, Suzanne and Sampa, Francis and Walubita, Gabriel and Yalukanda, Christopher and Pugh, Ken and Richardson, Ulla and Serpell, Robert and Lyytinen, Heikki}, month = jun, year = {2015}, pmid = {26113825}, pmcid = {PMC4461812}, note = {KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2015.00671 2339240:Q4965Q6E 2405685:FW2VAUDE}, } @article{jonnalagadda_automating_2015, title = {Automating data extraction in systematic reviews: a systematic review}, volume = {4}, issn = {2046-4053}, shorttitle = {Automating data extraction in systematic reviews}, url = {https://doi.org/10.1186/s13643-015-0066-7}, doi = {10.1186/s13643-015-0066-7}, abstract = {Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews.}, number = {1}, urldate = {2024-01-18}, journal = {Systematic Reviews}, author = {Jonnalagadda, Siddhartha R. and Goyal, Pawan and Huffman, Mark D.}, month = jun, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-015-0066-7 2405685:QJYZ8NIZ 2486141:GXAXBYC9 2486141:XDDV9J4H}, keywords = {Conditional Random Field, Data Element, PubMed Abstract, Support Vector Machine, Systematic Review Process, \_Added-ailr-2024}, pages = {78}, } @article{auvinen_increasing_2015, title = {Increasing {Students}’ {Awareness} of {Their} {Behavior} in {Online} {Learning} {Environments} with {Visualizations} and {Achievement} {Badges}}, volume = {8}, issn = {1939-1382}, doi = {10.1109/TLT.2015.2441718}, abstract = {In online learning environments where automatic assessment is used, students often resort to harmful study practices such as procrastination and trial-and-error. In this paper, we study two teaching interventions that were designed to address these issues in a university-level computer science course. In the first intervention, we used achievement badges, a form of gamification, to reward students for submitting early, solving exercises with few iterations, and completing the exercises with full points. In the second intervention, we used heatmap visualizations that show a prediction of the student's success if he or she continues to behave in the same way, based on data from earlier courses. The results from a controlled experiment show that the heatmap visualizations had an impact on how early the students submitted their exercises and how many points they earned from them. We also observed that performance approach goal orientation correlated with an interest towards the achievement badges whereas performance avoidance correlated with an interest towards the visualizations. The results indicate that increasing students' awareness of their behavior can have a positive impact on their study practices and results. However, the same type of feedback may not suit all students because of individual differences.}, number = {3}, journal = {IEEE Transactions on Learning Technologies}, author = {Auvinen, Tapio and Hakulinen, Lasse and Malmi, Lauri}, month = jul, year = {2015}, note = {Conference Name: IEEE Transactions on Learning Technologies shortDOI: 10/f7sgzz KerkoCite.ItemAlsoKnownAs: 10.1109/TLT.2015.2441718 10/f7sgzz 2405685:ILXJDYTP}, keywords = {Adaptation models, Context, Data visualization, Education, Heating, Monitoring, Visualization, achievement badges, automatic assessment, computer aided instruction, computer science education, data visualisation, distance learning, educational courses, exercise solving, exercise submission, further education, gamification, goal orientation, heatmap visualization, human factors, online learning environment, performance avoidance, student awareness, student behavior, student reward, student study practice, student success prediction, teaching, teaching intervention, university-level computer science course}, pages = {261--273}, } @techreport{saebones_towards_2015, address = {Oslo, Norway}, title = {Towards a {Disability} {Inclusive} {Education}}, url = {https://www.usaid.gov/sites/default/files/documents/1865/Oslo_Ed_Summit_DisabilityInclusive_Ed.pdf}, institution = {Oslo Summit on Education for Development}, author = {Sæbønes, Ann-Marit and Bieler, Rosangela Berman and Baboo, Nafisa and Banham, Louise and Singal, Nidhi and Howgego, Catherine and McClain-Nhlapo, Charlotte Vuyiswa and Riis-Hansen, Trine Cecilie and Dansie, Grant Angus}, month = jul, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:JPKX5XBG 2339240:SSMZBC9V 2405685:3AIMPPZI 2405685:LDMG6PB8}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {21}, } @article{kaneko-marques_reflective_2015, title = {Reflective {Teacher} {Supervision} {Through} {Videos} of {Classroom} {Teaching}}, volume = {17}, issn = {2256-5760, 1657-0790}, url = {http://www.revistas.unal.edu.co/index.php/profile/article/view/44393}, doi = {10.15446/profile.v17n2.44393}, abstract = {The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.}, language = {en}, number = {2}, urldate = {2022-08-22}, journal = {PROFILE Issues in Teachers' Professional Development}, author = {Kaneko-Marques, Sandra Mari}, month = jul, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v17n2.44393 2339240:MHGIE5L4 2405685:INATDUP5}, } @inproceedings{pixel_comparative_2015, address = {Florence, Italy}, title = {A comparative study of blended learning versus traditional teaching in middle school science}, isbn = {978-88-6292-620-1}, url = {https://books.google.com.pk/books?hl=en&lr=&id=5-fVCgAAQBAJ&oi=fnd&pg=PA436&dq=blended+learning+Pakistan+school&ots=p0qAsr5udJ&sig=mHbqpwVXE27V5MhA9xBi05l4jpg&redir_esc=y#v=onepage&q=blended%20learning%20Pakistan%20school&f=false}, language = {en}, publisher = {libreriauniversitaria.it Edizioni}, author = {Pixel}, month = jul, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:T8SG7GWJ 2405685:KNI5GMUJ}, keywords = {Education / Philosophy, Theory \& Social Aspects}, } @incollection{read_teaching_2015, series = {Directions in {Development} - {Human} {Development}}, title = {Teaching and {Learning} {Materials} {Financing}}, isbn = {978-1-4648-0572-1}, url = {https://doi.org/10.1596/978-1-4648-0572-1_ch5}, abstract = {Suggests that no single universal cause behind the persistent under-financing of textbook provision in Sub-Saharan Africa (SSA) countries exists, but some common components include, (1) the pressure on teaching and learning materials (TLM) budgets caused by rapid enrollment growth; (2) the repeated tendency for curriculum designers to make decisions without taking into account the cost implications on the system as a whole; (3) the failure of development partner (DP) support to addressed affordability and sustainability issues; (4) the misunderstanding of ministries of education (MOEs) and DPs concerning manufacturing versus textbook cost as well as textbook versus system cost; (5) the lack of review and management of the nature and extent of fund diversion, fund misappropriation, piracy, and price mark-ups in undermining allocated TLM funding; and (6) the lack of monitoring, inspection, supervision, and financial audit systems necessary to ensure that all links in the financing and supply chain operate effectively.}, urldate = {2022-08-21}, booktitle = {Where {Have} {All} the {Textbooks} {Gone}?: {Toward} {Sustainable} {Provision} of {Teaching} and {Learning} {Materials} in {Sub}-{Saharan} {Africa}}, publisher = {The World Bank}, author = {Read, Tony}, month = jul, year = {2015}, doi = {10.1596/978-1-4648-0572-1_ch5}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-0572-1\_ch5 2339240:KH9KW2WE 2405685:ZZ9HPXR7}, pages = {99--120}, } @misc{ministry_of_education_ghana_ict_2015, title = {{ICT} in {Education} {Policy} - {Ghana}}, url = {https://planipolis.iiep.unesco.org/sites/default/files/ressources/ghana_ict_in_education_policy_august_2015.pdf}, language = {English}, publisher = {Ministry of Education Ghana}, author = {Ministry of Education, Ghana}, month = aug, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:QKNEDW69 2405685:K24G4PWY}, } @article{lai_does_2015, title = {Does computer-assisted learning improve learning outcomes? {Evidence} from a randomized experiment in migrant schools in {Beijing}}, volume = {47}, issn = {0272-7757}, shorttitle = {Does computer-assisted learning improve learning outcomes?}, url = {http://www.sciencedirect.com/science/article/pii/S027277571500045X}, doi = {10.1016/j.econedurev.2015.03.005}, abstract = {The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.}, language = {en}, urldate = {2020-08-31}, journal = {Economics of Education Review}, author = {Lai, Fang and Luo, Renfu and Zhang, Linxiu and Huang, Xinzhe and Rozelle, Scott}, month = aug, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2015.03.005 2339240:4J6WADM5 2405685:3LTP3SLM}, keywords = {China, Computer-assisted learning, Development, Education, Migration, Random assignment, Test scores}, pages = {34--48}, } @article{deluca_collaborative_2015, title = {Collaborative inquiry as a professional learning structure for educators: a scoping review}, volume = {41}, copyright = {Extra URL: http://www.tandfonline.com/doi/full/10.1080/19415257.2014.933120}, issn = {1941-5257, 1941-5265}, shorttitle = {Collaborative inquiry as a professional learning structure for educators}, url = {https://www.researchgate.net/publication/271874474_Collaborative_inquiry_as_a_professional_learning_structure_for_educators_a_scoping_review}, doi = {10.1080/19415257.2014.933120}, language = {en}, number = {4}, urldate = {2021-05-28}, journal = {Professional Development in Education}, author = {DeLuca, Christopher and Shulha, Jason and Luhanga, Ulemu and Shulha, Lyn M. and Christou, Theodore M. and Klinger, Don A.}, month = aug, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.933120 2339240:UZNSRZ87 2405685:P9ZIAF7Z 2405685:V5T5TF7R 2534378:UEDI3VF6}, pages = {640--670}, } @article{hardman_implementing_2015, title = {Implementing school-based teacher development in {Tanzania}}, volume = {41}, issn = {1941-5257}, url = {https://doi.org/10.1080/19415257.2015.1026453}, doi = {10.1080/19415257.2015.1026453}, abstract = {This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region.}, number = {4}, urldate = {2020-09-18}, journal = {Professional Development in Education}, author = {Hardman, Frank and Hardman, Jan and Dachi, Hillary and Elliott, Louise and Ihebuzor, Noel and Ntekim, Maniza and Tibuhinda, Audax}, month = aug, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19415257.2015.1026453 shortDOI: 10/gfv5xx KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2015.1026453 10/gfv5xx 2129771:2ABESKPA 2405685:2A8AKS3Z 2405685:5228WPEN 2405685:N44VX4DB 2534378:2UNZYMXP 2534378:ZQIPTYJL}, keywords = {Tanzania, \_\_C:filed:1, capacity development, primary education, quality education, school-based teacher development, teacher education reform}, pages = {602--623}, } @article{natia_promoting_2015, title = {Promoting teaching and learning in {Ghanaian} {Basic} {Schools} through {ICT}}, volume = {11}, issn = {1814-0556}, url = {https://www.learntechlib.org/p/151844/}, abstract = {The Basic School Computerization policy was created in 2011 to introduce computers and e-learning into the entire educational system to promote training and life-long learning. Using data obtained by Connect for Change Education Ghana Alliance, this paper investigates the extent to which school administration, and teaching and learning are promoted through the use of ICT in Ghanaian Basic Schools. The data was obtained through a cross-sectional survey involving a random sampling of 333 Primary and 295 Junior High Schools across four regions (Northern, Upper East, Upper West and Volta) in...}, language = {en}, number = {2}, urldate = {2021-11-02}, journal = {International Journal of Education and Development using ICT}, author = {Natia, James and Al-hassan, Seidu}, month = aug, year = {2015}, note = {Publisher: Open Campus, The University of the West Indies, West Indies KerkoCite.ItemAlsoKnownAs: 2339240:ZCTZKAMM 2405685:3A3NQ4QY}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {113--125}, } @article{ikram_impact_2015, title = {The {Impact} of {Teachers} {Professional} {Development} in {Video} {Technology} on {Mathematics} and {English} {Learning} of {Preschoolers} in a {Rural} {Primary} {School} in {Pakistan}}, volume = {6}, issn = {20402570}, url = {http://infonomics-society.org/wp-content/uploads/ijds/published-papers/volume-6-2015/The-Impact-of-Teachers-Professional-Development-in-Video-Technology-on-Mathematics-and-English-Learning-of-Preschoolers-in-a-Rural-Primary-School-in-Pakistan.pdf}, doi = {10.20533/ijds.2040.2570.2015.0131}, abstract = {Learning media technologies are common and affordable tools in preschools for teaching and learning purposes. Unfortunately, many young children from low socio-economic communities do not have challenging and stimulating learning environment as compared to their advantaged peers.}, language = {en}, number = {3}, urldate = {2020-11-27}, journal = {International Journal for Digital Society}, author = {Ikram, Hamid}, month = sep, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.20533/ijds.2040.2570.2015.0131 2339240:UGARGA2L 2405685:Z3SIF5WJ}, pages = {1066--1072}, } @article{hurwitz_supporting_2015, title = {Supporting {Head} {Start} parents: impact of a text message intervention on parent–child activity engagement}, volume = {185}, issn = {0300-4430}, shorttitle = {Supporting {Head} {Start} parents}, url = {https://doi.org/10.1080/03004430.2014.996217}, doi = {10.1080/03004430.2014.996217}, abstract = {Head Start emphasises parent engagement as a critical strategy in promoting children's long-term learning. Parents can support children's positive development by engaging them in stimulating activities. The following study assessed whether a service that delivered parenting tips via text message could prompt parents of children enrolled in Head Start programmes to engage in more learning activities with their children. Two hundred and fifty-six parents participated in the study with approximately half receiving text messages for six weeks. All participants completed a questionnaire about the types of learning activities in which they engaged their children. Parents who received the service engaged in more learning activities; this was particularly true of fathers and parents of boys. Parents reported high rates of satisfaction with service. These results suggest that text-based interventions as a supplement to other forms of family engagement may successfully communicate parenting information and support parental engagement with young children.}, number = {9}, urldate = {2022-01-11}, journal = {Early Child Development and Care}, author = {Hurwitz, Lisa B. and Lauricella, Alexis R. and Hanson, Ann and Raden, Anthony and Wartella, Ellen}, month = sep, year = {2015}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/03004430.2014.996217 KerkoCite.ItemAlsoKnownAs: 10.1080/03004430.2014.996217 2339240:NJTXLNF5 2339240:TK28IPXS 2405685:F9LQR8ZG 2405685:Q6CYNMQT 2405685:UM843NTW 2534379:P9HM3PMZ}, keywords = {Head Start, \_\_\_working\_potential\_duplicate, activities, early childhood, intervention, parenting, text messaging}, pages = {1373--1389}, } @article{jalbout_opportunities_2015, title = {Opportunities for {Accelerating} {Progress} on {Education} for {Syrian} {Children} and {Youth} in {Jordan}}, language = {en}, author = {Jalbout, Maysa}, month = sep, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:27U6PNJA 2405685:G4Z89U99 4803016:JLD9YZHH}, keywords = {⛔ No DOI found}, pages = {26}, } @misc{shapshak_this_2015, title = {This {BRCK} {Will} {Revolutionize} {Education} {In} {Africa}}, url = {https://www.forbes.com/sites/tobyshapshak/2015/09/22/this-brck-will-revolutionize-education-in-africa/}, abstract = {In a scene not unlike classrooms around the world, the faces of 40 children glow from the light of their tablets as their teacher leads them through the morning's lesson. Except this happened yesterday inside a converted shipping container in a low-income area of Kenya, in a country where the price [...]}, language = {en}, urldate = {2020-08-26}, journal = {Forbes}, author = {Shapshak, Toby}, month = sep, year = {2015}, note = {Section: Tech KerkoCite.ItemAlsoKnownAs: 2339240:C43YEZGM 2405685:F48ZHXRT}, } @article{wolfenden_tess-india_2015, title = {{TESS}-{India} {OER}: {Collaborative} practices to improve teacher education}, volume = {01}, issn = {2349-6355}, shorttitle = {{TESS}-{India} {OER}}, url = {http://ncte-india.org/ncte_new/?page_id=1703}, abstract = {As the numbers of children attending school in India rises rapidly ensuring a productive learning experience for every student is a huge challenge. Quality is central to the Government of India’s education policy; major education goals recognise that changes in teachers’ classroom practice are critical to improving students’ learning in elementary and secondary schools across India. This paper describes the rationale and pedagogy of an innovative response to these challenges harnessing contemporary ideas on ‘open’, learning and the increasing availability of network technology in the form of a multilingual Open Educational Resources (OER) teacher education toolkit. The main section of the paper then describes the processes for multi-stakeholder participation in the development of the elements of the OER toolkit and the paper concludes with a discussion of the ‘open’ dimension of the project and how this enables ‘local’ authentication and mediation of use of the OER in each of the project states.}, language = {en}, number = {03}, urldate = {2022-05-30}, journal = {Indian Journal of Teacher Education}, author = {Wolfenden, Freda}, month = sep, year = {2015}, note = {Number: 03 KerkoCite.ItemAlsoKnownAs: 2339240:9TYRVKGE 2405685:RYGQCGSQ}, keywords = {⛔ No DOI found}, pages = {33--48}, } @techreport{aber_opportunities_2015, title = {Opportunities for {Equitable} {Access} to {Quality} {Basic} {Education} ({OPEQ}): {Final} {Report} on the {Impact} of the {OPEQ} {Intervention} in the {Democratic} {Republic} of {Congo}}, url = {https://www.rescue.org/sites/default/files/document/642/ed-opportunitiesforequitableaccesstoqualitybasiceducation.pdf}, urldate = {2021-06-23}, author = {Aber, J. Lawrence and Starkey, Leighann and Tubbs, Carly and Torrente, Catalina and Johnston, Brian and Wolf, Sharon and Shivshanker, Anjuli and Annan, Jeannie}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ABHT5QJ4 2405685:38QVMKG5}, } @article{basal_perceptions_2015, title = {Perceptions of {Pre}-{Service} {English} {Teachers} towards the {Integration} of an {LMS} into {English} {Language} {Teacher} {Education}}, volume = {23}, issn = {1059-7069, 1059-7069}, url = {https://www.researchgate.net/publication/285164371_Perceptions_of_Pre-service_English_Teachers_towards_the_Integration_of_an_LMS_into_English_Language_Teacher_Education}, abstract = {With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments.}, language = {English}, number = {4}, journal = {Journal of Technology and Teacher Education}, author = {Basal, Ahmet}, month = oct, year = {2015}, note = {Publisher: Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327 KerkoCite.ItemAlsoKnownAs: 2339240:4T94IMY8 2339240:B9W5UL64 2405685:4IJ8J5M9 2405685:6R226P29 2405685:GJ6BUUDJ 2405685:KG76HLNZ 2534378:EJCE3JYX 2534378:NZ3ANACE 2534378:RIF73PHV}, keywords = {ERIC, Current Index to Journals in Education (CIJE), Education--Computer Applications, Educational technology, English (Second Language), English teachers, Foreign Countries, Foreign language instruction, Higher Education, Language Teachers, Language teachers, Learning management systems, Likert Scales, Management Systems, Mixed Methods Research, Positive Attitudes, Postsecondary Education, Preservice Teachers, Questionnaires, Second Language Instruction, Second Language Learning, Semi Structured Interviews, Student Attitudes, Teacher Education, Teacher education, Technology Integration, Turkey, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096949, \_\_\_working\_potential\_duplicate, \_\_finaldtb, ⛔ No DOI found}, pages = {485--507}, } @article{westbrook_beginning_2015, title = {Beginning to teach inclusively: {An} analysis of newly-qualified teacher pedagogy in lower primary classes in {Tanzania}}, volume = {51}, shorttitle = {Beginning to teach inclusively}, doi = {10.1016/j.tate.2015.05.003}, abstract = {Inclusive pedagogies to support children with disabilities in low-income countries have been neglected, and viewed as ‘specialised’ or optional within teacher education. In contrast, this paper presents details of practices of newly qualified teachers (NQTs) in Tanzania that aim to help all learners to learn even in poorly-resourced schools. It argues that NQTs' positive attitudes and responsibility towards their students can be located in Tanzania's history and their early professional experiences, resulting in an interactionist pedagogy that normalises ‘inclusive’ practices. ‘Learning difficulties’ are relocated from a medical model of disability to a concern with improving teaching and learning for all.}, journal = {Teaching and Teacher Education}, author = {Westbrook, Jo and Croft, Alison}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.05.003 2339240:4FE8DRIX 2405685:KIGAZYMT}, pages = {38--46}, } @article{ohemeng_use_2015, title = {The {Use} of {Information} and {Communication} {Technology} ({ICT}) for {Knowledge} {Management} in the {Second} {Cycle} {Educational} {Institutions} in {Ghana}}, volume = {128}, issn = {09758887}, url = {http://www.ijcaonline.org/research/volume128/number7/gyaase-2015-ijca-906600.pdf}, doi = {10.5120/ijca2015906600}, abstract = {Given its capabilities to widen access, improve the quality and reduce the cost of developing, accessing and maintaining information, Information and Communication Technology (ICT) offers increased possibilities for managing knowledge. This paper thus investigates the level of utilization of ICT in the knowledge management processes in the Ghanaian educational system. Being a descriptive study, a randomly selected sample of second cycle educational institutions was surveyed through questionnaire. Using descriptive data analysis, the study found a low level of Information and Communication Technologies usage in knowledge management processes in the second cycle educational system. Knowledge management practices were found to be inefficient due to, among other things, absence of strategic policies and nonutilization of ICT. The findings indicate that the Secondary Schools are not deriving the efficiency returns of the computers they have acquired due to the absence of a deliberate and effective strategy for knowledge management. Also students, teachers and administrators in the second cycle schools are not benefitting from the information revolution for knowledge management. It was recommended that capacity building in knowledge management and improvement of Internet speed should be given priority attention by educational authorities.}, language = {en}, number = {7}, urldate = {2021-01-14}, journal = {International Journal of Computer Applications}, author = {Ohemeng, Patrick and Twum, Edward and Nii, Isadore}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.5120/ijca2015906600 2339240:MY59MT5E 2405685:R9EMPF5Y}, pages = {7--13}, } @inproceedings{pouezevara_revisiting_2015, title = {Revisiting the ‘m’ in m-learning: {Making} the most of mobile environments for teaching and learning in developing countries}, shorttitle = {Revisiting the ‘m’ in m-learning}, url = {https://www.learntechlib.org/primary/p/152173/}, abstract = {Educational innovations in developing countries are expanding due to pressure to achieve quality outcomes at scale and changing markets, where mobile devices are increasingly affordable. m-Learning as a concept has existed prior to the acceleration of these forces, but has gained increasing attention because of them. Growth in mobile phone ownership in developing countries has made mobile-phone enabled education (a form of e-learning) commonplace in formal and informal education. This paper draws on a broad review of existing m-learning programs to illustrate how instructional strategies...}, language = {en}, urldate = {2021-08-13}, publisher = {Association for the Advancement of Computing in Education (AACE)}, author = {Pouezevara, Sarah}, month = oct, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RG9QU4C7 2405685:Z75LSJUL}, pages = {1350--1360}, } @article{kolog_using_2015, title = {Using {Unified} {Theory} of {Acceptance} and {Use} of {Technology} {Model} to {Predict} {Students}' {Behavioral} {Intention} to {Adopt} and {Use} {E}-{Counseling} in {Ghana}}, volume = {7}, copyright = {Copyright Modern Education and Computer Science Press Nov 2015}, issn = {20750161}, url = {https://search.proquest.com/education1/docview/1770060321/abstract/732C4B0D367E49A3PQ/46}, doi = {10.5815/ijmecs.2015.11.01}, abstract = {The urge to progressively motivate e-counseling in schools is somewhat dependent on students' behavioral intention towards the use of counseling technologies. This paper presents an empirical approach of using Unified Theory of Acceptance and Use of Technology model to ascertain students' behavioral intention to adopt and use e-counseling in Ghana. Questionnaires were used to collect data from two hundred and fifty (N=250) randomly selected students from Ghana. Cronbach alpha (α) was first employed to validate and ascertain the reliability of the data. Subsequently, Multiple Linear Regression (MLR) was performed in analysing the data. After that, a follow-up interview was conducted to explore the variance in our findings from the collected data through the questionnaires. In the end, the reliability of the test items contained in the questionnaire yielded strongly at 87.6 \%. Also, whereas the outcome of the research suggests Performance Expectancy (PE) (B = .511 , p= .000) and Social Influence (SI) (B = .165 p = .001) as the influencing constructs (factors) towards students' behavioral intention to adopt and use e-counseling, Facilitation Condition (FC) (B= .014, p= .723) and Effort Expectancy (EE) (B= .086 p= .080) had no significant effect on the behavioral intention of students to adopt and use e-counseling in Ghana.}, language = {English}, number = {11}, urldate = {2021-01-15}, journal = {International Journal of Modern Education and Computer Science}, author = {Kolog, Emmanuel Awuni and Sutinen, Erkki and Vanhalakka-Ruoho, Marjatta and Suhonen, Jarkko and Anohah, Ebenezer}, month = nov, year = {2015}, note = {Num Pages: 1-11 Place: Hong Kong, Hong Kong Publisher: Modern Education and Computer Science Press KerkoCite.ItemAlsoKnownAs: 10.5815/ijmecs.2015.11.01 2339240:F58NXPW4 2405685:8HCZRK8Z}, keywords = {Counseling, E-Counseling, ICT, Unified Theory of Acceptance, Use of Technology (UTAUT)}, pages = {1--11}, } @article{rohs_moocs_2015, title = {{MOOCs} and the claim of education for all: {A} disillusion by empirical data}, volume = {16}, copyright = {Copyright International Review of Research in Open and Distance Learning Nov 2015}, issn = {14923831}, shorttitle = {{MOOCs} and the claim of education for all}, url = {http://search.proquest.com/docview/1770070648/abstract/28DB32F24ED7450FPQ/1}, doi = {10.19173/irrodl.v16i6.2033}, abstract = {MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.}, language = {English}, number = {6}, urldate = {2016-09-27}, journal = {International Review of Research in Open and Distance Learning}, author = {Rohs, Matthias and Ganz, Mario}, month = nov, year = {2015}, note = {shortDOI: 10/gdzzn3 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i6.2033 10/gdzzn3 2129771:49G4433U 2405685:TEX35CCG}, keywords = {Access to education, C: International, Digital Divide, Distance learning, Education, MOOCs, Socioeconomic factors, \_\_\_working\_potential\_duplicate}, } @article{rohs_moocs_2015, title = {{MOOCs} and the claim of education for all: {A} disillusion by empirical data}, copyright = {Copyright International Review of Research in Open and Distance Learning Nov 2015}, shorttitle = {{MOOCs} and the claim of education for all}, url = {https://search.proquest.com/docview/1770070648/abstract/9C08F54AFB1A4C50PQ/1}, abstract = {MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.}, language = {English}, urldate = {2020-07-31}, author = {Rohs, Matthias and Ganz, Mario}, month = nov, year = {2015}, note = {Publisher: International Review of Research in Open and Distance Learning KerkoCite.ItemAlsoKnownAs: 2339240:HLQJXJFY 2405685:LKC8KJG6}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @article{rohs_moocs_2015, title = {{MOOCs} and the claim of education for all: {A} disillusion by empirical data}, copyright = {Copyright International Review of Research in Open and Distance Learning Nov 2015}, shorttitle = {{MOOCs} and the claim of education for all}, url = {https://search.proquest.com/docview/1770070648/abstract/9C08F54AFB1A4C50PQ/1}, abstract = {MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.}, language = {English}, urldate = {2020-07-31}, author = {Rohs, Matthias and Ganz, Mario}, month = nov, year = {2015}, note = {Publisher: International Review of Research in Open and Distance Learning KerkoCite.ItemAlsoKnownAs: 2339240:HLQJXJFY 2405685:LKC8KJG6}, keywords = {\_\_\_working\_potential\_duplicate, ⛔ No DOI found}, } @misc{unicef_state_2015, title = {The {State} of the {World}’s {Children} 2015}, url = {https://sowc2015.unicef.org/}, language = {en-US}, urldate = {2021-12-31}, journal = {The State of the World’s Children 2015: Reimagine the future}, author = {{UNICEF}}, month = nov, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IBR4DL2A 2405685:UPD2FIB9}, } @article{wolf_preliminary_2015, title = {Preliminary impacts of the “{Learning} to {Read} in a {Healing} {Classroom}” intervention on teacher well-being in the {Democratic} {Republic} of the {Congo}}, volume = {52}, issn = {0742-051X}, url = {http://www.sciencedirect.com/science/article/pii/S0742051X1500116X}, doi = {10.1016/j.tate.2015.08.002}, abstract = {This article examines the impacts of a partial year of implementation of Learning to Read in a Healing Classroom (LRHC), a curricular and social-emotional teacher professional development intervention in southeastern Democratic Republic of the Congo, on teacher professional well-being. Using a cluster-randomized control trial, this study assesses LRHC impacts on a sample of 346 teachers from 64 primary schools. We find statistically significant increases in job dissatisfaction for female teachers and increases in motivation for the least experienced teachers. Implications are discussed for the role of teacher professional development and well-being in improving education in low resource and conflict-affected contexts.}, language = {en}, urldate = {2020-01-29}, journal = {Teaching and Teacher Education}, author = {Wolf, Sharon and Torrente, Catalina and Frisoli, Paul and Weisenhorn, Nina and Shivshanker, Anjuli and Annan, Jeannie and Aber, J. Lawrence}, month = nov, year = {2015}, note = {shortDOI: 10/f7zk3n KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2015.08.002 10/f7zk3n 2339240:J5TZZGLX 2405685:FVVYBX4Y 2405685:JGP79B9M}, keywords = {Democratic Republic of the Congo, International education, Motivation, Teacher professional development}, pages = {24--36}, } @phdthesis{akinyi_design_2015, type = {Thesis}, title = {Design and development of a {Web} {Based} {Learning} {System} in lower primary schools: {A} {Case} study of {Makini} {Primary} {School}, {Kenya}}, shorttitle = {Design and development of a {Web} {Based} {Learning} {System} in lower primary schools}, url = {http://ir.mu.ac.ke:8080/jspui/handle/123456789/1132}, abstract = {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.}, language = {en}, urldate = {2021-06-03}, school = {Moi University}, author = {Akinyi, Beatrice Ochieng}, month = dec, year = {2015}, note = {Accepted: 2018-07-19T06:28:17Z KerkoCite.ItemAlsoKnownAs: 2339240:2NYT4UPN 2339240:9UIGBGDA 2405685:II4IEI4L 2405685:UZS2AQCD}, keywords = {\_\_\_working\_potential\_duplicate}, } @phdthesis{ngatia_preparedness_2015, type = {Thesis}, title = {Preparedness of {Public} {Secondary} {Schools} on the {Use} of {Information} {Communication} {Technology} in {Teaching} and {Learning} in {Mukurweini}, {Nyeri} {County}-{Kenya}}, url = {https://ir-library.ku.ac.ke/handle/123456789/14446}, abstract = {Globally the important role played by the use of Information and Communication Technology (ICT) in educational institutions has grown with states putting heavy investments in the purchase of ICT equipment and providing internet access for students and teachers. The Kenya government has been encouraging the adoption of ICT in schools. However, it is not clear to what extent this has been implemented. In Mukurwe-ini Sub County the implementation of ICT has not been effective as evidenced by Table 1.1. This study sought to assess the preparedness of public secondary schools on the Information Communication Technology (ICT) in Mukurwe-ini Sub County, Nyeri County. The study will assess the extent of use of ICT in secondary schools as well as investigate the school related and the teacher related preparedness to the use of ICT in their duties. The information obtained is helpful in assessing the implementation of government policy on ICT in schools. The study adopted descriptive survey design. The target population consisted; 31 public secondary school principals and 374 teachers in Mukurwe-ini Sub County. The researcher employed purposively, stratified random sampling techniques to select a sample of 15 schools, 15 principals and 120 teachers for the study. Data was collected using self-administered questionnaires. The questionnaires were assessed by experts in the field of educational technology to ensure validity while the reliability was tested using Cronbach’s alpha co-efficient calculated from the results of a pilot study and found to have a Cronbach’s Alpha Coefficient of 0.85. The study obtained both quantitative and qualitative data. Qualitative data were analysed thematically as per research objectives. Quantitative data were analysed by use of descriptive statistics in which measures of central tendencies such as mean, mode, and percentages were used for determination of extent of ICT, the level of school related and teacher related preparedness while inferential statistics specifically the independent sample t-test was used to test the relationship between variables using Statistical Package for Social Sciences (SPSS). It was found that teachers rarely used computers in teaching and learning. The school preparedness was poor with school environment and support being low while teachers had positive attitudes towards integration of ICT in teaching. However, teachers were found not to be well adequately trained and experienced in the use of ICT thus very low self confidence in use of ICT in teaching and learning. Conducive school environment that was supportive was found to have positive impact of integration of ICT, inadequate training and low self confidence hindered the adoption of ICT. The study recommended that the inclusion of ICT in curriculum in teacher training institutions, increased funding, provision up to date training of teachers and employment of technical support staff to improve ICT adoption in teaching and learning}, language = {en}, urldate = {2021-06-03}, school = {Kenyatta University}, author = {Ngatia, Paul Kamau}, month = dec, year = {2015}, note = {Accepted: 2016-03-15T08:07:29Z KerkoCite.ItemAlsoKnownAs: 2339240:4XE4DQNW 2405685:CBCG2PVR}, } @techreport{pritchett_research_2015, type = {working paper}, title = {Research on {Improving} {Systems} of {Education} ({RISE}): {Creating} {Education} {Systems} {Coherent} for {Learning} {Outcomes}: {Making} the {Transition} from {Schooling} to {Learning}}, url = {https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/RISE_WP-005_Pritchett_1.pdf}, number = {RISE-­WP-­15/005}, urldate = {2018-03-28}, author = {Pritchett, L.}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:MYBSZSWU 2405685:9UFDN67Z 261495:XF7ZTBDH}, keywords = {IMPORT\_FROM\_DFID\_RITE}, } @techreport{pritchett_creating_2015, title = {Creating {Education} {Systems} {Coherent} for {Learning} {Outcomes}: {Making} the {Transition} from {Schooling} to {Learning}}, url = {https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/RISE_WP-005_Pritchett_1.pdf}, abstract = {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.}, language = {en}, institution = {Rise Programme}, author = {Pritchett, Lant}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2A6I8LQN 2339240:Y8SPCGYJ 2405685:2P79XJ32 2405685:5BZQCFZR 2405685:ANBB56PV}, keywords = {Systems Framework, ⛔ No DOI found}, pages = {47}, } @article{doebel_meta-analysis_2015, series = {Theories of development}, title = {A meta-analysis of the {Dimensional} {Change} {Card} {Sort}: {Implications} for developmental theories and the measurement of executive function in children}, volume = {38}, issn = {0273-2297}, shorttitle = {A meta-analysis of the {Dimensional} {Change} {Card} {Sort}}, url = {http://www.sciencedirect.com/science/article/pii/S0273229715000477}, doi = {10.1016/j.dr.2015.09.001}, abstract = {The Dimensional Change Card Sort (DCCS) is a widely used measure of executive function in children. In the standard version, children are shown cards depicting objects that vary on two dimensions (e.g., colored shapes such as red rabbits and blue boats), and are told to sort them first by one set of rules (e.g., shape) and then by another (e.g., color). Most 3-year-olds persist in sorting by the pre-switch rules, whereas 5-year-olds switch flexibly. We conducted a meta-analysis of standard and experimental versions of the task (N = 69 reports, 426 conditions) to examine the influence of diverse task variations on performance. Age, how the test stimuli were labeled for the child, emphasis on conflict in the verbal introduction of the post-switch rules, and the number of pre-switch trials each independently predicted switching on the standard DCCS, whereas pre-switch feedback, practice, and task modality did not. Increasing the relative salience of the post-switch dimension was associated with higher rates of switching, and, conversely, decreasing post-switch salience was associated with lower rates of switching, and under both kinds of manipulation performance continued to be associated with age. Spatially separating the dimensional values was associated with higher rates of switching, and it was confirmed that the degree of spatial separation matters, with children benefiting most when the dimensional values are fully spatially segregated.Switch rates tended to be higher in versions on which children were prompted to label the stimuli compared to when the experimenter provided labels, and lower when reversal instructions were used in conjunction with the standard task stimuli. Theoretical and practical implications for the study and measurement of executive function in early childhood are discussed.}, language = {en}, urldate = {2019-11-04}, journal = {Developmental Review}, author = {Doebel, Sabine and Zelazo, Philip David}, month = dec, year = {2015}, note = {shortDOI: 10/f74vt9 KerkoCite.ItemAlsoKnownAs: 10.1016/j.dr.2015.09.001 10/f74vt9 2339240:NRX2Z5F9 2405685:DPMQWU6D}, keywords = {Cognitive control, Cognitive flexibility, DCCS, Executive function, Meta-analysis, Set-shifting}, pages = {241--268}, } @article{jacob_potential_2015, title = {The {Potential} for {School}-{Based} {Interventions} {That} {Target} {Executive} {Function} to {Improve} {Academic} {Achievement}: {A} {Review}}, volume = {85}, issn = {0034-6543}, shorttitle = {The {Potential} for {School}-{Based} {Interventions} {That} {Target} {Executive} {Function} to {Improve} {Academic} {Achievement}}, url = {https://doi.org/10.3102/0034654314561338}, doi = {10.3102/0034654314561338}, abstract = {This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.}, language = {en}, number = {4}, urldate = {2019-11-04}, journal = {Review of Educational Research}, author = {Jacob, Robin and Parkinson, Julia}, month = dec, year = {2015}, note = {shortDOI: 10/gdtnhh KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314561338 10/gdtnhh 2339240:FBNZXN96 2405685:VYAVG9MW}, pages = {512--552}, } @misc{razzaq_community-supported_2015, title = {Community-supported models for girls’ education in diverse contexts in {Pakistan}: {Key} issues for policy and practice}, shorttitle = {Community-supported models for girls’ education in diverse contexts in {Pakistan}}, url = {https://www.brookings.edu/research/community-supported-models-for-girls-education-in-diverse-contexts-in-pakistan-key-issues-for-policy-and-practice/}, abstract = {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.}, language = {en-US}, urldate = {2022-01-02}, journal = {Brookings}, author = {Razzaq, Jamila}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IBNFYH5Z 2405685:DAQ5IBXP}, } @article{mcdermott_successes_2015, title = {Successes and challenges of implementing a teacher education project in rural {Sierra} {Leone}}, volume = {71}, doi = {10.1016/j.ijer.2015.02.001}, journal = {International Journal of Educational Research}, author = {Mcdermott, Peter and Allen, Nancy}, month = dec, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijer.2015.02.001 2405685:8F6MKJP5}, }