TV White Space for Development Programs in the Philippines: Implications and Challenges - Carpio, Marife (2015)

MOOCs for development: trends, challenges, and opportunities - Castillo, Nathan; Lee, Jinsol; Zahra, Fatima; Wagner, Daniel (International Technologies & International Development, 2015)
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.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Inclusive education in an international school: A case study from Hong Kong - Chan, T.; Yuen, Mantak (International Journal of Special Education, 2015)
This case study provides an overview of current policy, practices and problems concerning inclusion in one international secondary school in Hong Kong. A total of 13 interviews were conducted with the school management team, teachers, students and parents, supplemented by 12 classroom observations and two ‘student-shadowing’ exercises. Findings suggest that the school has been reasonably successful in raising teachers’ awareness of inclusive education principles, creating a whole-school culture of inclusiveness, and forming a partnership with parents. However, the commitment of individual teachers to implementation of inclusive practices in their own classrooms varies. Some teachers are not adaptive enough in their teaching approach, and have difficulties differentiating instruction and learning activities. Improvements are also needed in the way that teachers work with their education assistants (classroom aides). Implications for improvement are discussed. © 2015, International Journal of Special Education. All rights reserved.

Women punching above their weight in mobile reading - Chew, H.E.; West, M. (UNESCO Mobile Learning Week, 2015)

Expanding access to early childhood development using interactive audio instruction: A toolkit and guidelines for program design and implementation. - Christina, Rachel; Louge, Nathalie (World Bank, 2015)

Managing School Internal Mechanisms for Performance Improvement in Secondary Education: Case of Six Secondary Schools in Eastern Zone in Tanzania - Chua, C. L.; Mosha, H. J. (SAGE Open, 2015)

Scaling a technology-based innovation: windows on the evolution of mathematics teachers’ practices - Clark-Wilson, Alison; Hoyles, Celia; Noss, Richard; Vahey, Phil; Roschelle, Jeremy (ZDM, 2015)

The 7Cs of learning design - Conole, Gráinne (Learning Design, 2015)

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

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

Support for students with hidden disabilities in universities: A case study - Couzens, Donna; Poed, Shiralee; Kataoka, Mika; Brandon, Alicia; Hartley, Judy; Keen, Deb (International Journal of Disability, Development and Education, 2015)
More students with disabilities are accessing the tertiary sector with many disabilities not easily observed (or hidden), because there are no physical indicators. These “hidden” disabilities affect a variety of cognitive processes and may be developmental or acquired. To ensure students with hidden disabilities can enrol, engage in and benefit from tertiary education, universities generally provide a range of supports. Typically these supports and any reasonable adjustments are negotiated with students taking into account a number of factors including, where available, any supporting documentation that they might be able to provide. This case study reports efforts within one large Australian university to support higher education students with hidden disabilities on campus. Perceptions on the use of and barriers to support available were collected from seven undergraduate students who self-identified as having hidden disabilities and from eight support staff. Results indicated that students found their informal networks to be their most effective supports, closely followed by clear, caring and flexible lecturers and tutors. There were mixed positive and negative perceptions reported on the universal and disability-specific supports available. Implications and future research directions are discussed.

Empowering Teachers to Promote Inclusive Education. A case study of approaches to training and support for inclusive teacher practice - Donnelly, Verity (European Agency for Special Needs and Inclusive Education, 2015)

Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya - Dubeck, Margaret M.; Jukes, Matthew C.H.; Brooker, Simon J.; Drake, Tom L.; Inyega, Hellen N. (International Journal of Educational Development, 2015)
What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientiﬁc literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge.
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

School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Journal of Public Economics, 2015)
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.

Autism screening and diagnosis in low resource settings: Challenges and opportunities to enhance research and services worldwide - Durkin, Maureen S.; Elsabbagh, Mayada; Barbaro, Josephine; Gladstone, Melissa; Happe, Francesca; Hoekstra, Rosa A.; Lee, Li-Ching; Rattazzi, Alexia; Stapel-Wax, Jennifer; Stone, Wendy L.; Tager-Flusberg, Helen; Thurm, Audrey; et al. (Autism Research: Official Journal of the International Society for Autism Research, 2015)
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.
Keywords: Autistic Disorder; Developing Countries; Global Health; Health Services Accessibility; Humans; Internationality; Research; diagnosis; early detection; epidemiology; intervention

Radio Instruction to Strengthen Education and Zanzibar Teacher Upgrading by Radio: Post Project Evaluation - Education Development Center (2015)

Text Books Download - Educational Publications Department (2015)

Towards a new digital ethics: Data, Dignity and Technology - European Commission (2015)

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews - Evans, David K; Popova, Anna (Policy Research Working Paper, 2015)
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.
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

Four-Dimensional Education: The Competencies Learners Need to Succeed - Fadel, C; Bialik, M; Trilling, B (Center for Curriculum Redesign, 2015)

Is Decentralization Good for Development? - Faguet, Jean-Paul; Pöschl, Caroline (. Is Decentralization Good for Development, 2015)
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.

Learning through Assistive Devices: A Case of Students with Hearing Impairment - Farooq, Muhammad Shahid; Aasma; Iftikhar, Umaira (Bulletin of Education and Research, 2015)
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.
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

Nigeria: Education for All 2015 National Review - Federal Ministry of Education (Federal Republic of Nigeria, 2015)

Strategies for helping students motivate themselves - Ferlazzo, Larry (Edutopia, 2015)
To inspire intrinsic motivation in students, schools should focus on nurturing their sense of autonomy, competence, relatedness, and relevance.

Working toward more engaged and successful accounting students: a balanced scorecard approach - Fredin, Amy; Fuchsteiner, Peter; Portz, Kris (American Journal of Business Education (AJBE), 2015)
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.

Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics. - Gambari, Isiaka Amosa; Yusuf, Mudasiru Olalere; Thomas, David Akpa (Journal of Education and Practice, 2015)
Keywords: ⛔ No DOI found

Effectiveness of targeting in social protection aimed to children: lessons for a post-2015 agenda - Garcia-Jaramillo, Sandra; Miranti, Riyana (United Nations Educational, Scientific and Cultural Organisation, 2015)

A case study of the One Laptop per Child Project in Rwanda: Exploring the socio-cultural dimensions of delivery and implementation. - Girgis, R. (University of Cambridge, Cambridge, UK., 2015)

Cooperation Management for Practitioners Managing Social Change With Capacity Works. - GIZ (Gabler, 2015)

‘It takes me half a bottle of whisky to get through one of your assignments’: Exploring one teacher educator's personal experiences of dyslexia - Glazzard, Jonathan; Dale, Kirsty (Dyslexia: An International Journal of Research and Practice, 2015)
This article uses a life history approach to explore personal experiences of dyslexia of one higher‐education lecturer and its impact on her professional identity. The informant is currently employed as a lecturer of initial teacher training in a UK university. She worked as a primary school teacher for over a decade prior to embarking on an academic career in teacher education. The informant draws on her own experiences as a pupil, teacher and lecturer, and additionally, she presents accounts of student teachers with dyslexia drawn from her current professional context. Although the data are not generalizable, the account nevertheless illustrates the positive impact of the social model of disability for the informant and her students who had been identified as dyslexic during their initial training as teachers. Additionally, the account also illustrates the ways in which teachers' personal experiences of dyslexia can shape professional identities in very positive ways. Implications for both teacher training and pedagogic approaches in schools to support learners with dyslexia are drawn out of the narrative. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Keywords: Dyslexia; Labeling; Mainstreaming (Educational); Self-Concept; Self-Esteem; Teacher Attitudes

Improving School Education Outcomes in Developing Countries: Evidence, Knowledge Gaps, and Policy Implications - Glewwe, Paul; Muralidharan, Karthik (Oxford Policy Management, 2015)

Guidelines for Education Sector Plan Preparation - Global Partnership for Education (GPE) (2015)

National ICT Strategy and Plan NICI - 2015 - Government of Rwanda (2015)

Decree 86/2015/Nd-Cp on Mechanism for Collection and Management of Tuition Fees Applicable to Educational Institutions in the National Education System and Policies on Tuition Fee Exemption and Reduction and Financial Support from Academic Year 2015–2016 to 2020–2021 - Government of the Socialist Republic of Vietnam (2015)

Guidelines for Education Sector Plan Preparation - GPE; IIEP-UNESCO (UNESCO, 2015)

Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information: Towards a study of information geographies - Graham, Mark; De Sabbata, Stefano; Zook, Matthew A. (Geo: Geography and Environment, 2015)
Keywords: Digital Divide; Geoweb; augmented realities; immutable mobiles; information geography

Opening the Black Box: The contextual drivers of social accountability - Grandvoinnet, Helene; Aslam, Ghazia; Raha, Shomikho (New Frontiers of Social Policy, 2015)

The value of language skills - Grenier, Gilles (IZA World of Labor, 2015)

Learning and Teaching With Mobile Devices: An Approach in Higher Secondary Education in Ghana - Grimus, Margarete; Ebner, Martin (International Journal of Mobile and Blended Learning, 2015)
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.
Keywords: ___working_potential_duplicate

Learning and teaching with mobile devices: an approach in higher secondary education in Ghana - Grimus, Margarete; Ebner, Martin (International Journal of Mobile and Blended Learning, 2015)
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.
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

Learning and teaching with mobile devices: an approach in higher secondary education in Ghana - Grimus, Margarete; Ebner, Martin (International Journal of Mobile and Blended Learning, 2015)
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.
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

Personalization in practice: observations from the field - Halverson, Rich; Barnicle, Al; Hackett, Sarah; Rawat, Tanushree; Rutledge, Julia; Kallio, Julie; Mould, Curt; Mertes, Janice (Wisconsin Center for Education Research, 2015)
Keywords: ⛔ No DOI found

Tablet use in schools: A critical review of the evidence for learning outcomes - Haßler, B; Major, L; Hennessy, S (Journal of Computer Assisted Learning, 2015)
The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.
Keywords: AWP2; AWP2-actual; Android; CitedIn:AKFC; CitedIn:DFID_SRF; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-B; CitedIn:OER4Schools-HHH3-B-AUTHORS; CitedIn:PhD_Thesis; IMPORT_FROM_DFID_RITE; RPF-May-2016; THEME: Education management; iPad; learning outcomes; school; systematic reviews; tablets; ⛔ No INSPIRE recid found

What works best in education: The politics of collaborative expertise - Hattie, John (British Columbia Teachers' Federation, 2015)

Challenges and opportunities for teacher professional development in interactive use of technology in African schools - Hennessy, Sara; Haßler, Bjoern; Hofmann, Riikka (Technology, Pedagogy and Education, 2015)
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]
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

Measuring student engagement in technology-mediated learning: a review - Henrie, Curtis R.; Halverson, Lisa R.; Graham, Charles R. (Computers & Education, 2015)
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.

Assessing the Strength of Evidence in the Education Sector - Hinton, Dr Rachel; Robinson, Mark (2015)
Keywords: ⛔ No DOI found

Incentives for effort or outputs? A field experiment to improve student performance - Hirshleifer, Sarojini (Unpublished manuscript. Cambridge, MA: Abdul Latif Jameel Poverty Action Lab (J-PAL), 2015)
Keywords: ⛔ No DOI found

Realising IT potential, unleashing learning power: A holistic approach - Hong Kong Education Bureau (2015)

How civil society influences education policy in Bangladesh - Hoque, E (2015)

Bilingual Education in Latin America: Does Quechua-Medium Education Improve Peruvian Indigenous Children's Academic Achievement? - Hynsjö and Damon (2015)

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

Situation Report No. 11 - Interagency Collaboration on Ebola (2015)

Hamara Internet - Internet Society (Internet Society, 2015)
Project Organizer: Nighat Dad, Pakistan Islamabad Chapter

La Scientificite En Langues Africaines: L’exemple Du Kalabari Et De L’ikwerre - Iyalla-Amadi, Priye; Odungweru, U. S. (AFRREV IJAH: An International Journal of Arts and Humanities, 2015)

In Service Teacher Education in Sub-Saharan Africa: A Synthesis Report - Junaid, Muhammad Ibn; Maka, Francois (Commonwealth Secretariat, 2015)

Challenges and opportunities for e-learning in education: A case study - Kafyulilo, Ayoub C. (Handbook of Research on Educational Technology Integration and Active Learning, 2015)
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...

Supporting teachers learning through the collaborative design of technology-enhanced science lessons - Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke (Journal of Science Teacher Education, 2015)
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.
Keywords: Design teams; Interconnected model of professional growth; Professional development; Support; TPACK; Teachers; Technology

Supporting teachers learning through the collaborative design of technology-enhanced science lessons - Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke (Journal of Science Teacher Education, 2015)
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.
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

Supporting teachers learning through the collaborative design of technology-enhanced science lessons - Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke (Journal of Science Teacher Education, 2015)
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.
Keywords: Design teams; Interconnected model of professional growth; Professional development; Support; TPACK; Teachers; Technology

ICT use in science and mathematics teacher education in Tanzania: Developing Technological Pedagogical Content Knowledge - Kafyulilo, Ayoub; Fisser, Petra; Pieters, Jules; Voogt, Joke (Australasian Journal of Educational Technology, 2015)
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.
Keywords: TPACK; lesson design; microteaching; reflection; technology integration; training

Reflective teacher supervision through videos of classroom teaching (supervisión colaborativa docente a través de clases grabadas en video) - Kaneko-Marques, Sandra Mari (PROFILE: Issues in Teachers' Professional Development, 2015)
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.
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

The effects of a technology-aided learning environment on the improvement of a primary special education school - Karal, Hasan (Educational Research and Reviews, 2015)
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.
Keywords: ___working_potential_duplicate

The Effects of a Technology-Aided Learning Environment on the Improvement of a Primary Special Education School - Karal, Hasan (Educational Research and Reviews, 2015)
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.
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

The Effects of a Technology-Aided Learning Environment on the Improvement of a Primary Special Education School - Karal, Hasan (Educational Research and Reviews, 2015)
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.
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

The socio-economic impacts of Ebola in Liberia : results from a high frequency cell phone survey round five - Kastelic, Kristen Himelein; Kastelic, Jonathan (World Bank Group, 2015)

OER quality and adaptation in K–12: Comparing teacher evaluations of copyrightrestricted, open, and open/adapted textbooks - Kimmons, R (The International Review of Research in Open and Distributed Learning, 2015)

Influence Of Hidden Costs In Education On Students’ Participation In Public Secondary Schools In Kikuyu Sub County, Kenya - Kingori, Joseph Ndirangu (School of Education Department of Educational Administration and Planning of Nairobi University, 2015)
Keywords: ⛔ No DOI found

Influence Of Hidden Costs In Education On Students’ Participation In Public Secondary Schools In Kikuyu Sub County, Kenya - Kingori, Joseph Ndirangu (School of Education Department of Educational Administration and Planning of Nairobi University, 2015)

What public media reveals about MOOCs: A systematic analysis of news reports - Kovanović, Vitomir; Joksimović, Srećko; Gašević, Dragan; Siemens, George; Hatala, Marek (British Journal of Educational Technology, 2015)
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.
Keywords: Reviewed

A Survey of Autism of Knowledge in an Early Childhood Teacher’s District of Central Java - Kristiana, Ika Febrian; Widayanti, Costrie Ganes (1st lnternatlonal Conference of Psychology, 2015)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Focus Group Interviewing - Krueger, Richard A.; Casey, Mary Anne (Handbook of Practical Program Evaluation, 2015)
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.
Keywords: classic analysis strategy; focus group interviewing; focus group recruitment; formative evaluations; study team leader; summative evaluations

IDEAS BOX: AN INNOVATING PSYCHOSOCIAL TOOL FOR EMERGENCY SITUATIONS IMPACT STUDY IN THE KAVUMU AND BWAGIRISA CAMPS - BURUNDI - Lachal, C (2015)

Use ICT to provide access to content, professional development and professional learning communities (Recommendation 7) - Lawrie, J.; Hennessy, S.; Haßler, Björn; Phalachandra (Where it's needed most: quality professional development for all teachers, 2015)
Keywords: C:Fragile contexts; docs.opendeved.net

Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities - Lawrie, J.; Hennessy, Sara; Haßler, Björn; Phalachandra; Lawrie, J. (Where it's needed most: Quality professional development for all teachers, 2015)
Keywords: C:Fragile contexts; dode_eth-src-dode; dode_eth-trf2-dode

Review of International Research on Factors Underlying Teacher Absenteeism. - Lee, Mary; Goodman, Crystal; Dandapani, Nitara; Kekahio, Wendy (Regional Educational Laboratory Pacific, 2015)
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.
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

Teaching Writing with Radio - Levine, Sarah; Franzel, Johanna (English Journal, 2015)
Keywords: ⛔ No DOI found

Is civil society in trouble in Bangladesh? - Lewis, D (2015)

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development - Liang, Jiwen (Journal of Education for Teaching: International Research and Pedagogy, 2015)
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.
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

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development - Liang, Jiwen (Journal of Education for Teaching: International Research and Pedagogy, 2015)
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.
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

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development - Liang, Jiwen (Journal of Education for Teaching: International Research and Pedagogy, 2015)
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.
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

The Ideas Box: Initial Findings and Perspectives from Burundi - Libraries Without Borders (2015)
This report outlines the initial trends observed during the first six months of the Ideas Box program in the Musasa and Kavumu camps. Particular attention is paid to the program’s impact on the quality of education delivered, improvements to child protection, and efficacy in strengthening community ties.

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] - Liu, Junling; Zhang, Yawei (中小学电教 [Primary and Middle School Educational Technology], 2015)
Keywords: ⛔ No DOI found

RobotReviewer: evaluation of a system for automatically assessing bias in clinical trials - Marshall, I.J.; Kuiper, J; Wallace, B.C. (Journal of the American Medical Informatics Association, 2015)
Keywords: _Added-ailr-2024

Using Behavioral Insights to Increase Parental Engagement: The Parents and Children Together (PACT) Intervention - Mayer, Susan; Kalil, Ariel; Oreopoulos, Philip; Gallegos, Sebastian (National Bureau of Economic Research, 2015)
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.

Improving learning in primary schools of developing countries: A meta-analysis of randomized experiments - McEwan, Patrick J (Review of Educational Research, 2015)
I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primar...
Keywords: _Source:Intuitive

Taking Stock of the Global Partnership for Development (MDG 8) - MDG Gap Task Force (UN, 2015)

Experimental Evaluation of the Tools of the Mind Pre-K Curriculum. Fidelity of Implementation Technical Report. Working Paper. - Meador, Deanna; Nesbitt, Kimberly; Farran, Dale (Peabody Research Institute, 2015)
Keywords: ⛔ No DOI found

Potential benefits from sub-700 MHz spectrum in Pakistan - Miller, Tim; Jervis, Val; Burns, John; Wongsaroj, Sarongrat; Hogg, Tim (GSMA, 2015)

Education and Sports Sector Development Plan (2016–2020) - Ministry of Education and Sports (Lao People’s Democratic Republic, 2015)
Keywords: ⛔ No INSPIRE recid found

Viet Nam National Education for All 2015 review - Ministry of Education and Training, Vietnam (UNESCO, 2015)

ICT competency standards for teachers in Tanzania - Ministry of Education and Vocational Training; UNESCO Office Dar es Salaam (United Republic of Tanzania, 2015)

Education Sector Performance Report - Ministry of Education, Ghana (Ministry of Education (Ghana), 2015)

ICT in Education Policy - Ministry of Education, Ghana (2015)

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

Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement - Moher, D.; Shamseer, L.; Clarke, M.; Ghersi, D.; Liberati, A.; Petticrew, M.; Shekelle, P.; Stewart, L. (Systematic Reviews, 2015)
Keywords: ___working_potential_duplicate; ❓ Multiple DOI

Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement - Moher, D.; Shamseer, L.; Clarke, M.; Ghersi, D.; Liberati, A.; Petticrew, M.; Shekelle, P.; Stewart, L. (Systematic Reviews, 2015)
Keywords: ___working_potential_duplicate; auto_merged; ❓ Multiple DOI

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

Using mobile phones in teaching and learning in secondary schools in Tanzania - Msuya, Ombeni (International Journal of Education and Research, 2015)
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.
Keywords: ⛔ No DOI found

The Promise of Lean Experimentation - Murray, Peter; Ma, Steve (Stanford Social Innovation Review (SSIR), 2015)
By adopting a model from business, nonprofit organizations can launch, test, and implement new programs and services more efficiently. Includes magazine extras.

Toolkit on gender-sensitive participatory evaluation methods - Murthy, Ranjani K. (Series in feminist evaluation, 2015)
Keywords: Feminism; Feminist theory; India; Research; Sex discrimination against women; Women's studies

Towards inclusive education in Tanzania: A study of pre-service student teachers training and percieved needs to practice inclusive education - Muyungu, Emmanuel Geofrey (University of Oslo, 2015)
Keywords: ⛔ No DOI found

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

Promoting teaching and learning in Ghanaian Basic Schools through ICT - Natia, James; Al-hassan, Seidu (International Journal of Education and Development using ICT, 2015)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Making ‘Impact Factor’ Impactful: Universities, Think Tanks and Policy Research in Pakistan - Naveed, Arif; Suleri, Abid Q. (Think Tank Initiative, 2015)
Keywords: ⛔ No DOI found

Kids hacker camps in Kenya | Proceedings of the Seventh International Conference on Information and Communication Technologies and Development - Ndaiga, Wachira; Salim, Anne (2015)

Ways in Which Community Involvement May Influence Girls’ Education in Senegal - Ndiaye, Babou (2015)

The impact of information provision on human capital accumulation and child labor in Peru - Neilson, Christopher; Gallego, Francisco; Molina, Oswaldo (Innovations for Poverty Action, 2015)

Preparedness of Public Secondary Schools on the Use of Information Communication Technology In Teaching and Learning in Mukurweini, Nyeri County - Ngatia, Paul Kamau (2015)
Keywords: ⛔ No DOI found

iPads in higher education—Hype and hope - Nguyen, Lemai; Barton, Siew Mee; Nguyen, Linh Thuy (British Journal of Educational Technology, 2015)

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 - Niyibizi, Epimaque (Rwanda Journal of Education, 2015)
Keywords: ⛔ No DOI found

Ururimi rwa Kinyarwanda mu burezi ibihe: umugani cyangwa ukuri? - Niyomugabo, Cyprien (Journal of Educational Research and Review, 2015)
Keywords: ⛔ No DOI found

Financing Education in Nigeria: Opportunities for Action - Nwoko, Chinedum (2015)

Pisa for Development: Capacity needs analysis: Tanzania - OECD (OECD; World Bank, 2015)

Students, Computers and Learning: Making the Connection - OECD (OECD Publishing, 2015)
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.

OER4Schools | Home - OER4Schools (2015)

Pakistan EdTech Landscape: Using Technology as a Force Multiplier to address the Educational Emergency - Osama, Athar; Imran, Zia; Jamshan, Walia (2015)

Prospective teachers' teaching experience: teacher learning through the use of video - Osmanoglu, Aslihan (Educational Research, 2015)
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.
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

Quality models in online and open education around the globe: State of the art and recommendations - Ossiannilsson, Ebba; Williams, Keith; Brown, Mark (Distance Education, 2015)

A design based research framework for implementing a transnational mobile and blended learning solution - Palalas, Agnieszka; Berezin, Nicole; Gunawardena, Charlotte; Kramer, Gretchen (International Journal of Mobile and Blended Learning (IJMBL), 2015)
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.

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

The Effectiveness of Using Technology in English Language Classrooms in Government Primary Schools in Bangladesh - Parvin, Ruxana Hossain; Salam, Shaikh Flint (FIRE: Forum for International Research in Education, 2015)
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.

Prevalence of ADHD in primary school children in Vinh Long, Vietnam - Pham, Hoai Danh; Nguyen, Huu Bao Han; Tran, Diep Tuan (Pediatrics International, 2015)
Background Attention-deficit hyperactivity disorder (ADHD) is the most common behavioral disorder in children. It affects not only the subjects but also their families and society. The purpose of this study was to determine the prevalence of ADHD in primary school children in South Vietnam, especially Vinh Long province. Method Children were chosen randomly from primary schools in Vinh Long from February to March in 2009 in a cross-sectional study to determine the prevalence of ADHD using the ADHD Rating Scale-IV for parents/caregivers and teachers. ADHD Rating Scale-IV was based on DSM-IV for diagnosis of ADHD. Results A total of 600 children were chosen and 1200 reports were collected from parents/caregivers and teachers. The prevalence rate of ADHD was 7.7%. The rates of the predominantly inattentive type, predominantly hyperactive type and combined type were 1.7%, 5% and 1%, respectively. The difference in sex was not significant across all subtypes. The prevalence of ADHD in urban children was 2.2-fold that in rural children. Conclusion The prevalence of ADHD in primary school children in Vinh Long, southern Vietnam, is in the same range as other regions in the world. Therefore, awareness of ADHD needs to be raised, to ensure suitable psychiatric care for children.
Keywords: Vietnam; attention-deficit hyperactivity disorder; prevalence; primary school child; ⛔ No INSPIRE recid found

Reading Skill Transfer across Languages: Outcomes from Longitudinal Bilingual Randomized Control Trials in Kenya and Haiti. - Piper, Benjamin; Bulat, Jennae; Johnston, Andrew (Society for Research on Educational Effectiveness, 2015)
Keywords: ⛔ No DOI found

Pro-Poor PRIMR: Improving Early Literacy Skills for Children from Low-Income Families in Kenya - Piper, Benjamin; Jepkemei, Evelyn; Kibukho, Kennedy (Africa Education Review, 2015)
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.
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

Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes - Piper, Benjamin; Jepkemei, Evelyn; Kwayumba, Dunston; Kibukho, Kennedy (FIRE: Forum for International Research in Education, 2015)
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.
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

Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi - Pitchford, Nicola J. (Frontiers in Psychology, 2015)
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.
Keywords: Evaluation; Mathematics; Tablets; Technology; ___working_potential_duplicate; intervention; primary school; randomized control trial

Ebola: beyond the health emergency - Plan International (Plan International, 2015)

Mixed methods research: A guide to the field - Plano Clark, Vicki L.; Ivankova, Nataliya V. (Sage Publications, 2015)

Decision No. 498/QD-TTg Approving the "Reduction of child marriage and close-kin marriage in ethnic minority areas during 2015-2025" scheme - Prime Minister, Socialist Republic of Vietnam (2015)

Factors determining digital divide in Ghana's basic schools - Quaicoe, James Sunney; Pata, Kai (2015 IST-Africa Conference, 2015)
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.

The Use of Video in Teacher Professional Development Design, Implementation and Impact Evaluation of an Innovative In-service Course for Mathematics Teachers in Indonesia - Ragatz, Andrew B.; Sugiarti, Susie; Iskandar, Susiana (World Bank, 2015)

The potential impact of Information and Communication Technology solutions on textbook provision - Read, Tony (Where Have All the Textbooks Gone?: Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa, 2015)

E-Learning as a Vehicle for the Development of Rural Girls in Ghana, West Africa - Roberts-Lewis, Kristie; Orok, Michael E. (Information Communication Technology (ICT) Integration to Educational Curricula: A New Direction for Africa, 2015)
Keywords: Equity through Access; ⛔ No DOI found

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

Smart Rwanda 2020 Master Plan - Rwanda Ministry of ICT and Innovation (2015)

Student Privacy and Educational Data Mining: Perspectives from Industry. - Sabourin, Jennifer; Kosturko, Lucy; FitzGerald, Clare; McQuiggan, Scott (International Educational Data Mining Society, 2015)
Keywords: ⛔ No DOI found

The effect of using Teams Games Tournaments (TGT) cooperative technique for learning mathematics in secondary schools of Bangladesh - Salam, Abdus; Hossain, Anwar; Rahman, Shahidur (Journal of Research in Mathematics Education, 2015)

The coding manual for qualitative researchers - Saldana, J. (Sage, 2015)
Keywords: ___working_potential_duplicate

The coding manual for qualitative researchers - Saldana, J. (Sage, 2015)
Keywords: ___working_potential_duplicate; auto_merged

CBM Position Paper Audiology - Santana, Diego; Castellanos, Patricia; Tesni, Siân (2015)
Keywords: ⛔ No DOI found

Why people use and don’t use technologies: Introduction to the special issue on assistive technologies for cognition/cognitive support technologies - Scherer, Marcia J.; Federici, Stefano (NeuroRehabilitation, 2015)
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
Keywords: Assistive technology devices; Matching Person and Technology Model; abandonment; assistive technology services; brain injury; cognitive support technologies; nonuse

User Experience Questionnaire Handbook - Schrepp, Martin (2015)

Gender differences and academic achievement: A comparative study among online and distance learners in the Philippines - Secreto, Percia (A paper presented at 13th International Conference on Education and Social Sciences, 2015)
This study describes the academic achievements of male and female online and distance learners who have completed their degrees at the University of the Philippines Open University. It uses the cumulative grade point average (CGPA) and average completion time to measure the learners' academic achievement. This study aims to provide considerable evidence to determine if there is a significant gender difference in the learners' academic achievement. The data were retrieved from the Office of the University Registrar's database. The data extracted included all graduates from 1995-2015, their gender, CGPA, and average completion time by program type, program level, and faculty of studies. Results show that most are female (68.42 %) compared to males (31.58%). The two groups also have a marginal difference in CGPA and average completion time. The male has a slightly higher CGPA and a shorter average completion time than its female counterpart. The results of the study were illustrated in tables and graphs. For further study, inferential statistics is recommended to validate the significance of the gender disparity in the learners' academic performance.
Keywords: ⛔ No INSPIRE recid found

Technology and education – Why it's crucial to be critical - Selwyn, Neil (Critical Perspectives on Technology and Education, 2015)

Creating a Data Analysis Plan: What to Consider When Choosing Statistics for a Study - Simpson, Scot H (The Canadian Journal of Hospital Pharmacy, 2015)

Interventions for improving learning outcomes and access to education in low- and middleincome countries: A systematic review - Snilstveit, Birte; Stevenson, Jennifer; Phillips, Daniel; Vojtkova, Martina; Gallagher, Emma; Schmidt, Tanja; Jobse, Hannah; Geelen, Maisie; Grazia Pastorello, Maria (International Initiative for Impact Evaluation, 2015)

Interventions for improving learning outcomes and access to education in low- and middle- income countries: a systematic review | 3ie - Snilstveit, Birte; Stevenson, Jennifer; Phillips, Daniel; Vojtkova, Martina; Gallagher, Emma; Schmidt, Tanja; Jobse, Hannah; Geelen, Maisie; Pastorello, Maria Grazia; Eyers, John (2015)

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

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

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

Systems thinking for social change - Stroh, David Peter (Chelsea Green Publishing, 2015)

Systems thinking for social change: A practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results - Stroh, David Peter (Chelsea Green Publishing, 2015)

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 - Suleiman, Sumra; Boniventura, Godfrey; Kalage, John; Mihayo, Robert; HakiElimu (Tanzania) (HakiElimu, 2015)

Towards a disability inclusive education - Sæbønes, Ann-Marit; Bieler, Rosangela Berman; Baboo, Nafisa; Banham, Louise; Singal, Nidhi; Howgego, Catherine; McClain-Nhlapo, Charlotte Vuyiswa; Riis-Hansen, Trine Cecilie; Dansie, Grant Angus (2015)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Mobile technology in children education: Analyzing parents' attitude towards mobile technology for children - Tahir, Rabail; Arif, Fahim (2015 Science and Information Conference (SAI), 2015)

Teacher Training Program through Distance Education in Bangladesh Open University: The Challenges of Using ICT - Talukder, M (St. Theresa Journal of Humanities and Social Sciences, 2015)
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.
Keywords: ⛔ No DOI found

Sierra Leone research and knowledge systems: a rapid literature review - Tarawallie, Mamoud Idriss (INASP, 2015)

Using large-scale assessments of students' learning to inform education policy: insights from the Asia-Pacific region - Tobin, Mollie; Lietz, Petra; Nugroho, Dita; Vivekanandan, Ramya; Nyamkhuu, Tserennadmid (UNESCO, 2015)

Using large-scale assessments of students' learning to inform education policy: insights from the Asia-Pacific region - Tobin, Mollie; Lietz, Petra; Nugroho, Dita; Vivekanandan, Ramya; Nyamkhuu, Tserennadmid (UNESCO, 2015)

Uwezo data - Household data - Twaweza (2015)

Uwezo participating countries - Uwezo Learning Assessment - Overview - Twaweza East Africa (2015)

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

Education For All national review: Bangladesh - UNESCO (2015)

Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children - UNESCO (2015)

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 - UNESCO (2015)

Not Just Hot Air: Putting climate change education into Practice - UNESCO (UNESCO Digital Library, 2015)

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). - UNESCO (2015)

Information and Communication Technology (ICT) in Education in sub-Saharan Africa: A comparative analysis of basic e-readiness in schools. Information Paper No. 25 - UNESCO Institute for Statistics (UNESCO Institute for Statistics, 2015)

Assistive Technology for Children with Disabilities: Creating Opportunities for Education, Inclusion and Participation A discussion paper - UNICEF; WHO (WHO, 2015)

The OER4Schools Professional Learning Resource - University of Cambridge (2015)

Nigeria: Malaria Indicator Survey (MIS) - USAID (2015)

Tanzania TZ21 2015 endline reading fluency progress brief - Kiswahili - USAID (USAID, 2015)

Dynamic systems theory: a tool for understanding development and education - Van Geert, Paul; Steenbeek, Henderien (URL: https://www. gse. harvard. edu/usableknowledge/(дата обращения 15.01. 2015), 2015)
Keywords: ⛔ No DOI found

Sector learning and adaptive management - van Soest, A; Carriger, S; Casella, D; Wells, C; Silva, D (IRC, 2015)
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.

What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007 - Venkat, Hamsa; Spaull, Nic (International Journal of Educational Development, 2015)
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.

Towards design-based approaches for ICT integration in African education - Voogt, J; Tondeur, J (Technology, Pedagogy and Education, 2015)

Collaborative design as a form of professional development - Voogt, Joke; Laferriere, Therese; Breuleux, Alain; Itow, Rebecca C.; Hickey, Daniel T.; McKenney, Susan (Instructional science, 2015)

Developing a rapid-response program for health system decision-makers in Canada: findings from an issue brief and stakeholder dialogue - Wilson, Michael G; Lavis, John N; Gauvin, Francois-Pierre (Systematic Reviews, 2015)

Why wait 100 Years? Bridging the gap in global education - Winthrop, Rebecca; McGiveney, Eileen (The Brookings Institution, 2015)
Keywords: ⛔ No DOI found

Supporting education in Nepal: technology that improves teaching and student learning - Wodon, Quentin (Rotary International, 2015)

Technology in the classroom: Learning from OLE Nepal - Wodon, Quentin (Global Partnership for Education, 2015)
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.

Cumulative Risk and Teacher Well-Being in the Democratic Republic of the Congo - Wolf, Sharon; Torrente, Catalina; McCoy, Marissa; Rasheed, Damira; Aber, J. Lawrence (Comparative Education Review, 2015)
Keywords: C:DRC

Implementation Completion and Results Report for a Project to Improve Education Quality in Malawi - World Bank (2015)

Information and Communications Infrastructure Development Project - World Bank (World Bank, 2015)
Information and Communications Infrastructure Development Project

Open Data Readiness Assessment: Sierra Leone - World Bank (2015)

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 - World Bank (2015)

Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes - Yoshikawa, Hirokazu; Snow, Catherine; Barata, Clara; Gomez, Celia; Leyva, Diana; Treviño, Ernesto; Weiland, Christina; Moreno, Lorenzo (Developmental Psychology, 2015)
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.

A multivariate approach to predicting student outcomes in web-enabled blended learning courses - Zacharis, Nick. Z. (Internet and Higher Education, 2015)

Argentina Has More Women in Science—But It Hasn't Fixed Sexism - Zhang, Sarah (Wired, 2015)
The numbers of women in astronomy are dismal, but Argentina is an exception. Does the country have something to teach about equality in academia?
Keywords: argentina; astronomy; gender

Self-regulated learning: theories, measures, and outcomes - Zimmerman, Barry J. (International Encyclopedia of the Social & Behavioral Sciences, 2015)
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.

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

Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes - Kibukho, K.; Kwayumba, Dunston; Jepkemei, Evelyn; Piper, Benjamin (2014)
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.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Factors influencing teachers’ level of participation in online communities - Khalid, Fariza; Joyes, Gordon; Ellison, Linda; Daud, Md Yusoff (International Education Studies, 2014)
The use of an online learning community is one possible approach to teachers’ professional development that can enhance the opportunity for collaboration. Discussions in online learning communities not only allow community members to share resources, ideas and expertise, but also contribute to the fulfilment of teachers’ needs in terms of continuous learning and professional development. This paper reports the findings of a study that aimed to explore the factors that influence the way teachers behave in online communities. The research participants were 16 teachers from five secondary schools in Malaysia who were teaching English, science and mathematics. These teachers were involved in online learning communities via blogs in which they exchanged stories and experiences related to their teaching and learning activities. Data were generated through one-to-one interviews. Based on thematic analysis, the overall findings indicate that teachers’ levels of participation in their online learning communities were largely influenced by cultural issues. Other factors that impacted upon their engagement were time, enforcement by school administrators and their need for an online community.
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2096356; __finaldtb

An intersectionality-based policy analysis framework: critical reflections on a methodology for advancing equity - Hankivsky, Olena; Grace, Daniel; Hunting, Gemma; Giesbrecht, Melissa; Fridkin, Alycia; Rudrum, Sarah; Ferlatte, Olivier; Clark, Natalie (International Journal for Equity in Health, 2014)
In the field of health, numerous frameworks have emerged that advance understandings of the differential impacts of health policies to produce inclusive and socially just health outcomes. In this paper, we present the development of an important contribution to these efforts – an Intersectionality-Based Policy Analysis (IBPA) Framework.
Keywords: Equity; Health; Intersectionality; Policy analysis; Reflexivity; _C:Australia AUS; _C:Canada CAN; _C:Finland FIN; _C:India IND; _C:New Zealand NZL; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

A multimedia adaptive tutoring system for mathematics that addresses cognition, metacognition and affect - Arroyo, Ivon; Woolf, Beverly Park; Burelson, Winslow; Muldner, Kasia; Rai, Dovan; Tai, Minghui (International Journal of Artificial Intelligence in Education, 2014)
This article describes research results based on multiple years of experimentation and real-world experience with an adaptive tutoring system named Wayang Outpost. The system represents a novel adaptive learning technology that has shown successful outcomes with thousands of students, and provided teachers with valuable information about students’ mathematics performance. We define progress in three areas: improved student cognition, engagement, and affect, and we attribute this improvement to specific components and interventions that are inherently affective, cognitive, and metacognitive in nature. For instance, improved student cognitive outcomes have been measured with pre-post tests and state standardized tests, and achieved due to personalization of content and math fluency training. Improved student engagement was achieved by supporting students’ metacognition and motivation via affective learning companions and progress reports, measured via records of student gaming of the system. Student affect within the tutor was measured through sensors and student self-reports, and supported through affective learning companions and progress reports. Collectively, these studies elucidate a suite of effective strategies to support advanced personalized learning via an intelligent adaptive tutor that can be tailored to the individual needs, emotions, cognitive states, and metacognitive skills of learners.

Understanding changing social norms and practices around girls’ education and marriage - Watson, Carol (ODI, 2014)
Keywords: ⛔ No DOI found

Iranian EFL learners L2 reading comprehension: The effect of online annotations via interactive white boards - Shams, Nasrin; Dabaghi, Azizollah (Journal of English Language Teaching and Learning, 2014)
This study explores the effect of online annotations via Interactive White Boards (IWBs) on reading comprehension of Iranian EFL learners. To this aim, 60 students from a language institute were selected as homogeneous based on their performance on

Qualitative interview design: A practical guide for novice investigators - Turner, Daniel (The Qualitative Report, 2014)
Qualitative research design can be complicated depending upon the level of experience a researcher may have with a particular type of methodology. As researchers, many aspire to grow and expand their knowledge and experiences with qualitative design in order to better utilize diversified research paradigms for future investigations. One of the more popular areas of interest in qualitative research design is that of the interview protocol. Interviews provide in-depth information pertaining to participants' experiences and viewpoints of a particular topic. Often times, interviews are coupled with other forms of data collection in order to provide the researcher with a well-rounded collection of information for analyses. This paper explores the effective ways to conduct in-depth, qualitative interviews for novice investigators by employing a step-by-step process for implementation.

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