Pakistan's Higher Education System—What Went Wrong and How to Fix It - Hoodbhoy, Pervez (The Pakistan Development Review, 2009)

IDRC in Pakistan - IDRC (IRDC, 2009)

Guide to measuring information and communication technologies (ICT) in education. - Institut de statistique de l'Unesco (UNESCO Institute for Statistics, 2009)

Policy-making as discourse: a review of recent knowledge-to-policy literature - Jones, Harry (Overseas Development Institute, 2009)

Design of a braille writing tutor to combat illiteracy - Kalra, N.; Lauwers, T.; Dewey, D.; Stepleton, T.; Dias, M. B. (Information Systems Frontiers, 2009)
Less than 3% of the 145 million blind people living in developing countries are literate (Helander, Prejudice and dignity: An introduction to community-based rehabilitation. New York: UNDP 1998). This low literacy rate is partly due to the lack of trained teachers and the challenges associated with learning to write braille on a traditional slate and stylus. These challenges include writing from right to left, writing mirrored images of letters, and receiving significantly delayed feedback. Extensive conversations with the Mathru Educational Trust for the Blind near Bangalore, India, revealed the need for a robust, low-power, low-cost braille writing tutor. We present an iterative and participatory process resulting in the creation and refinement of a prototype braille writing tutor system. This system uses a novel input device to capture a student’s activity on a slate using a stylus and uses a range of techniques to teach braille writing skills to both beginner and advanced students. We report on lessons learned from the implementation of this project and from a 6-week pilot study at Mathru, and outline future directions for improvement.

Globalization and the growth of international educational testing and national assessment - Kamens, D.H.; McNeely, C.L. (Comparative Education Review, 2009)

Research in Difficult Settings: Reflections on Pakistan and Afghanistan - Khattak, Saba Gul (International Development Research Center (IDRC), 2009)
Keywords: ⛔ No DOI found

The automation of science - King, R.D.; Rowland, J.; Oliver, S.G. (Science, 2009)
Keywords: _Added-ailr-2024

Systematic literature reviews in software engineering -- a systematic literature review - Kitchenham, Barbara; Pearl Brereton, O.; Budgen, David; Turner, Mark; Bailey, John; Linkman, Stephen (Information and Software Technology, 2009)
Background: In 2004 the concept of evidence-based software engineering (EBSE) was introduced at the ICSE04 conference. Aims: This study assesses the impact of systematic literature reviews (SLRs) which are the recommended EBSE method for aggregating evidence. Method: We used the standard systematic literature review method employing a manual search of 10 journals and 4 conference proceedings. Results: Of 20 relevant studies, eight addressed research trends rather than technique evaluation. Seven SLRs addressed cost estimation. The quality of SLRs was fair with only three scoring less than 2 out of 4. Conclusions: Currently, the topic areas covered by SLRs are limited. European researchers, particularly those at the Simula Laboratory appear to be the leading exponents of systematic literature reviews. The series of cost estimation SLRs demonstrate the potential value of EBSE for synthesising evidence and making it available to practitioners.

Mobile pastoralists and education: strategic options - Krätli, Saverio; Dyer, Caroline (International Institute for Environment and Development (UK), 2009)
Keywords: ___working_potential_duplicate

Mobile pastoralists and education: strategic options - Krätli, Saverio; Dyer, Caroline (International Institute for Environment and Development (UK), 2009)
Keywords: ___working_potential_duplicate

Mobile pastoralists and education: strategic options - Krätli, Saverio; Dyer, Caroline (International Institute for Environment and Development (UK), 2009)
Keywords: ___working_potential_duplicate

Mobile pastoralists and education: strategic options - Krätli, Saverio; Dyer, Caroline (International Institute for Environment and Development (UK), 2009)
Keywords: ___working_potential_duplicate

See me, hear me. A guide to using the UN Convention on the Rights of Persons with Disabilities - Lansdown, Gerison (Save the Children, 2009)
Keywords: CitedIn:eCubed; eCubed

Sisimpur’s reach and educational impact: Evidence from a national longitudinal survey of a Sesame Street project in Bangladesh. - Lee, H.J. (Sesame Workshop, 2009)

The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. - Liberati, Alessandro; Altman, Douglas G.; Tetzlaff, Jennifer; Mulrow, Cynthia; Gøtzsche, Peter C.; Ioannidis, John P.A.; Clarke, Mike; Devereaux, P. J.; Kleijnen, Jos; Moher, David (BMJ (Clinical research ed.), 2009)
Systematic reviews and meta-analyses are essential to summarise evidence relating to efficacy and safety of healthcare interventions accurately and reliably. The clarity and transparency of these reports, however, are not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (quality of reporting of meta-analysis) statement-a reporting guideline published in 1999-there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realising these issues, an international group that included experienced authors and methodologists developed PRISMA (preferred reporting items for systematic reviews and meta-analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this explanation and elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA statement, this document, and the associated website (www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses.
Keywords: ___working_potential_duplicate; auto_merged

The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. - Liberati, Alessandro; Altman, Douglas G.; Tetzlaff, Jennifer; Mulrow, Cynthia; Gøtzsche, Peter C.; Ioannidis, John P.A.; Clarke, Mike; Devereaux, P. J.; Kleijnen, Jos; Moher, David (BMJ (Clinical research ed.), 2009)
Systematic reviews and meta-analyses are essential to summarise evidence relating to efficacy and safety of healthcare interventions accurately and reliably. The clarity and transparency of these reports, however, are not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (quality of reporting of meta-analysis) statement-a reporting guideline published in 1999-there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realising these issues, an international group that included experienced authors and methodologists developed PRISMA (preferred reporting items for systematic reviews and meta-analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this explanation and elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA statement, this document, and the associated website (www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses.
Keywords: ___working_potential_duplicate

Designing for complex ICT-based learning: understanding teacher thinking to help improve educational design - Markauskaite, Lina; Goodyear, Peter (2009)
Keywords: ⛔ No DOI found

Qualitative Research: A Guide to Design and Implementation - Merriam, Sharan B. (John Wiley & Sons, 2009)
Praise for the Third Edition of Qualitative Research: "Sharan B. Merriam synthesizes twenty years of developments in qualitative research with clarity and acumen." ?Michael Quinn Patton, author, Qualitative Research and Evaluation Methods "Here is a qualitative research methods book that reinforces the connection between professional experience and qualitative inquiry." ?Robert Stake, author, The Art of Case Study Research and Multiple Case Study Analysis "In this new edition, Sharan Merriam once again presents the world of qualitative research in language engaging and accessible?for new and experienced readers alike. If you can have only one book about qualitative research, this is it!" ?Patricia M. Reeves, associate professor, School of Social Work, University of Georgia "Mystified by qualitative research? You couldn't ask for a better guide than Sharan Merriam, who introduces you to the fundamental concepts of this research method, explains its complex forms, and then shows you exactly how to do a high-quality qualitative study." ?M. Carolyn Clark, coeditor, The International Journal of Qualitative Studies in Education
Keywords: Education / General

National Education Policy 2009 - Ministry of Education (Government of Pakistan, 2009)

National Education Policy - Ministry of Education and Federal Training (Pakistan) (2009)

Education and Training Policy - Ministry of Education and Vocational Training (2009)

Education and Training Policy 2009 -Translated Draft - Ministry of Education and Vocational Training (United Republic of Tanzania, 2009)

Literacy Promotion through Mobile Phones - Miyazawa, Ichiro (UNESCO, 2009)

PRISMA: Preferred Reporting Items for Systematic Reviews and Meta-Analyses - Moher, D; Liberati, A; Altman, DG (PLoS Med, 2009)
PRISMA is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses. PRISMA focuses on the reporting of reviews evaluating randomized trials, but can also be used as a basis for reporting systematic reviews of other types of research, particularly evaluations of interventions.
Keywords: THEME: Education management; ⚠️ Invalid DOI

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G. (BMJ, 2009)
David Moher and colleagues introduce PRISMA, an update of the QUOROM guidelines for reporting systematic reviews and meta-analyses
Keywords: ___working_potential_duplicate

Open and distance learning for basic education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas. - Morpeth, R; Creed, C; Cullen, J; Page, E; Raynor, J (United Nations Children's Fund, 2009)
Keywords: ___working_potential_duplicate

Open and distance learning for basic education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas. - Morpeth, Ros; Creed, Charlotte; Cullen, Jane; Page, Elspeth; Raynor, Janet (UNICEF, 2009)
Keywords: ___working_potential_duplicate

Radio Instruction to Strengthen Education (RISE) in Zanzibar. Learning gains assessment: more than child's play. - Morris, Emily; Philip, Miriam; Othman, Abrahman Faki; Mitchell, James; Quiones, Esteban J.; Leatxe, Denisse (Education Development Center, Inc. and Ministry of Education and Vocational Training, 2009)
Students at a RISE learning center, who now have access to an early childhood education. RADIO INSTRUCTION TO STRENGTHEN EDUCATION (RISE) IN ZANZIBAR LEARNING GAINS ASSESSMENT:…

Teacher learning and policy intention: selected findings from an evaluation of a large‐scale programme of professional development in the Republic of Ireland - Murchan, Damian; Loxley, Andrew; Johnston, Keith (European Journal of Teacher Education, 2009)

Creating effective teaching and learning environments: first results from TALIS - OECD (OECD, 2009)
Keywords: C:OECD countries

Blogging as a Critical Praxis: Becoming a Critical Teacher Educator in the Ague of Participatory Culture - Pascarella, John (2009)
Keywords: ⛔ No DOI found

Blogging as critical praxis: becoming a critical teacher educator in the age of participatory culture - Pascarella, John (McGill University, 2009)
This self-study of becoming a critical teacher educator extends the research on blogs as a vehicle of critical self-reflection in teaching and teacher education. While the primary focus of this thesis is a self-study of the process of becoming a teacher educator, the author presents findings based on discursive data collected from blogs produced by teacher candidates in two case studies, which inform this process of becoming. The case studies are represented as two “strands”: one carried out in Montréal, Quebec, Canada, at McGill University, and the other carried out near Durban, KwaZulu-Natal, South Africa, at the University of KwaZulu-Natal. Like prior studies involving the use of blogs in teacher preparation, this study examines pre-service teachers’ critical engagement with topics and issues endemic to their current field experiences and future careers in K-12 classrooms. The instructional techniques deployed in the case studies adhered to principles of modeling technology integration in order to transform teaching and learning activities by facilitating a learning environment for pre-service teacher candidates informed by the tenets of critical pedagogy. In this vein, this study examines the implementation of a particular instructional strategy, problem-posing pedagogy, as a practice that integrates the use of blogs to aid the achievement of pre-service teacher candidates’ “critical self-engagement” as well as contribute to the author’s development as a critical teacher educator.
Keywords: 0530:Teacher education; 0710:Educational technology; Blogging; Critical praxis; Culture; Education; Educational technology; Participatory culture; Teacher education; Teacher educator; __:import:01; __:match:final; __:matched; __:study_id:2097704; __finaldtb

TVET and community reintegration: exploring the connections in Sierra Leone's DDR process - Paulson, J. (International handbook of education for the changing world of work: bridging academic and vocational learning, 2009)

The Waterfall Model in Large-Scale Development | SpringerLink - Petersen, Kai; Wohlin, Claes; Baca, Dejan (2009)

Mother-tongue education in Africa for emancipation and development: Towards the intellectualisation of African languages - Prah, Kwesi Kwaa (Languages and education in Africa: A comparative and transdisciplinary analysis, 2009)
Keywords: ⛔ No DOI found

Langues et école en Guyane - Renault-Lescure, Odile; Migge, Bettina (L'Harmattan, 2009)

A summary of 'Diffusion of innovations' - Robinson, Les (2009)

The futility of attempting to codify academic achievement standards | SpringerLink - Sadler, Royce (2009)

Using system dynamics to model student interest in science technology, engineering, and mathematics - Sanchez, H. Alex; Wells, Brian; Attridge, Joanne M. (2009)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Understanding technology adoption: theory and future directions for informal learning - Straub, Evan T. (Review of Educational Research, 2009)
How and why individuals adopt innovations has motivated a great deal of research. This article examines individuals’ computing adoption processes through the lenses of three adoption theories: Rogers’s innovation diffusion theory, the Concerns-Based Adoption Model, the Technology Acceptance Model, and the United Theory of Acceptance and Use of Technology. Incorporating all three models, this article suggests technology adoption is a complex, inherently social, developmental process; individuals construct unique yet malleable perceptions of technology that influence their adoption decisions. Thus, successfully facilitating technology adoption must address cognitive, emotional, and contextual concerns. This article also focuses specific attention on adoption theory outside of a formal organization and the implications of adoption theory on informal environments.

Information Literacy in Kenya - Tilvawala, Khushbu; Myers, Michael D.; Andrade, Antonio Díaz (The Electronic Journal of Information Systems in Developing Countries, 2009)
There are a growing number of information and communications technologies (ICT) initiatives in developing countries. These initiatives are usually undertaken on the basis that they are important for social and economic development. However, one barrier to the efficient utilisation of ICT in developing countries is the relatively low level of information literacy. Without the ability to manipulate and use information effectively, investments in ICT-for-development projects may be unsuccessful. In this research project, three ICT initiatives in Kenya are analysed in the light of the dimensions of information literacy. Implications for other developing countries are discussed.
Keywords: Information and communications technology; Kenya; developing countries; information literacy

On-line safety for students in developing countries - Trucano, Mike (2009)
When participating in discussions with officials planning for the use of computers and the Internet in schools in many developing countries, I am struck by how child Internet safety issues are often only considered as an afterthought -- if indeed they are considered at all. Yet these issues almost *always* present themselves during implementation, and ...

Human Development Report 2009: Overcoming barriers—Human mobility and development - UNDP (United Nations Development Programme (UNDP), 2009)

Overcoming inequality: why governance matters - UNESCO (EFA Global Monitoring Report, 2009)
Keywords: EfA; GMR

Citizens In 34 Countries Show Implicit Bias Linking Males More Than Females With Science - Univeristy of Virginia (ScienceDaily, 2009)
Implicit stereotypes -- thoughts that people may be unwilling to express or may not even know that they have -- may have a powerful effect on gender equity in science and mathematics engagement and performance, according to a new study.

Vers une école plurilingue: Dans les collectivités françaises d'Océanie et de Guyane - Vernaudon, Jacques; Fillol, Véronique (Vers une école plurilingue, 2009)
Keywords: ⛔ No DOI found

Planning for educational change: putting people and their contexts first - Wedell, Martin (Bloomsbury publishing, 2009)
Keywords: ⛔ No DOI found

Educational reform, enquiry‐based learning and the re‐professionalisation of teachers - Williamson, Ben; Morgan, John (The Curriculum Journal, 2009)

Briefing note on e-learning - World Bank (2009)

The Political Economy of Data Protection - Yu, Peter K (2009)

Cognitive psychology - Colman, Andrew M. (A Dictionary of Psychology, 2009)
The branch of psychology concerned with all forms of cognition, including attention, perception, learning (1,

Many Children Left Behind? Textbooks and Test Scores in Kenya - Glewwe, Paul; Kremer, Michael; Moulin, Sylvie (American Economic Journal: Applied Economics, 2009)
A randomized evaluation in rural Kenya finds, contrary to the previous literature, that providing textbooks did not raise average test scores. Textbooks did increase the scores of the best students (those with high pretest scores) but had little effect on other students. Textbooks are written in English, most students' third language, and many students could not use them effectively. More generally, the curriculum in Kenya, and in many other developing countries, tends to be oriented toward academically strong students, leaving many students behind in societies that combine a centralized educational system; the heterogeneity in student preparation associated with rapid educational expansion; and disproportionate elite power. (JEL O15, I21, I28, J13)

Stills, not full motion, for interactive spatial training: American, Turkish and Taiwanese female pre-service teachers learn spatial visualization - Smith, Glenn Gordon; Gerretson, Helen; Olkun, Sinan; Yuan, Yuan; Dogbey, James; Erdem, Aliye (Computers & Education, 2009)
This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial visualization and mental rotation. The study used a pretest, intervention, posttest research design with experimental and comparison groups. The experimental group participated in transformational geometry visualization exercises, once a week for six weeks, for approximately 20minutes each session. Instruments were standardized measures of spatial visualization and mental rotation; intervention activity worksheets directed the participants through 2D and 3D transformational geometry tasks in computer environments. For Turkish and Taiwanese participants, the experimental group improved significantly more than the control group in spatial visualization, while the American participants showed no such significant improvement.
Keywords: Applications in subject areas; Improving classroom teaching; Interactive learning environments; Pedagogical issues; Teaching/learning strategies

The Use and Misuse of Computers in Education: Evidence from a Randomized Controlled Trial of a Language Arts Program - Barrera-Osorio, Felipe; Linden, Leigh L (2009)
This paper presents the evaluation of the program Computers for Education. The program aims to integrate computers, donated by the private sector, into the teaching of language in public schools. The authors conduct a two-year randomized evaluation of the program using a sample of 97 schools and 5,201 children. Overall, the program seems to have had little effect on students’ test scores and other outcomes. These results are consistent across grade levels, subjects, and gender. The main reason for these results seems to be the failure to incorporate the computers into the educational process. Although the program increased the number of computers in the treatment schools and provided training to the teachers on how to use the computers in their classrooms, surveys of both teachers and students suggest that teachers did not incorporate the computers into their curriculum.
Keywords: ⛔ No DOI found

Network Analysis in the Social Sciences - Borgatti, Stephen; Mehra, Ajay; Brass, Daniel; Labianca, Giuseppe (Science (New York, N.Y.), 2009)
Over the past decade, there has been an explosion of interest in network research across the physical and social sciences. For social scientists, the theory of networks has been a gold mine, yielding explanations for social phenomena in a wide variety of disciplines from psychology to economics. Here, we review the kinds of things that social scientists have tried to explain using social network analysis and provide a nutshell description of the basic assumptions, goals, and explanatory mechanisms prevalent in the field. We hope to contribute to a dialogue among researchers from across the physical and social sciences who share a common interest in understanding the antecedents and consequences of network phenomena.

Urdu version of Sesame Street from April - Mohiuddin, Saeed (The News International, 2009)
Pakistani children would be able to watch the Urdu version of Sesame Street – the most-watched children’s television show in the world – five days a week on both PTV 1 and PTV 2...

The Use of Information and Communications Technology (ICT) To Improve Access to In-Service Teacher Education Programmes For Educational Development in Pakistan - D‘CRUZE, Melaine (The Turkish Online Journal of Distance Education, 2009)
The use of ICT and distance education in the delivery of professional developmentprogrammers for in-service teachers to improve access to educational opportunitiesis explored in this article. Further, the link between teacher development and thedevelopment of human capital to aid educational and national development isdiscussed. The role of ICT and distance education is highlighted in enabling thisventure which eventually leads to overall educational and national development.
Keywords: ⛔ No DOI found

Abolishing School Fees in Africa: Lessons Learned in Ethiopia, Ghana, Kenya and Mozambique - Birger, Fredriksen; Craissati, Di (The World Bank, 2009)

A Better Way to Teach Children to Read? Evidence from a Randomized Controlled Trial - He, Fang; Linden, Leigh L; MacLeod, Margaret (2009)
Keywords: ⛔ No DOI found

A Professional Development Study of Technology Education in Secondary Science Teaching in Benin: Issues of Teacher Change and Self-Efficacy Beliefs - Kelani, Razacki Raphael (2009)

A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes - Ponitz, Claire Cameron; McClelland, Megan M.; Matthews, J. S.; Morrison, Frederick J. (Developmental Psychology, 2009)
The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of behavioral regulation in the fall predicted stronger levels of achievement in the spring and better teacher-rated classroom self-regulation (all ps < .01) but not interpersonal skills. Evidence for domain specificity emerged, in which gains in behavioral regulation predicted gains in mathematics but not in language and literacy over the kindergarten year (p < .01) after site, child gender, and other background variables were controlled. Discussion focuses on the importance of behavioral regulation for successful adjustment to the demands of kindergarten. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Keywords: Academic Achievement; Achievement; Attention; Child; Child, Preschool; Classroom Behavior; Cooperative Behavior; Female; Humans; Inhibition (Psychology); Internal-External Control; Interpersonal Influences; Interpersonal Relations; Kindergarten Students; Longitudinal Studies; Male; Mathematics; Observation Methods; Personality Assessment; Self-Regulation; Social Behavior; Social Control, Informal; Temperament; academic achievement; behavioral self-regulation; interpersonal skills; kindergarten; structured observation

Comments on Greenhow, Robelia, and Hughes: expanding the New Literacies conversation - Leu, Donald J.; O’Byrne, W. Ian; Zawilinski, Lisa; McVerry, J. Greg; Everett-Cacopardo, Heidi (Educational Researcher, 2009)
Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009), suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.
Keywords: literacy; new literacies; online reading comprehension; technology

Evaluating large‐scale interactive radio programmes - Potter, Charles; Naidoo, Gordon (Distance Education, 2009)
This article focuses on the challenges involved in conducting evaluations of interactive radio programmes in South Africa with large numbers of schools, teachers, and learners. It focuses on the role such large‐scale evaluation has played during the South African radio learning programme’s development stage, as well as during its subsequent sustained implementation phase. The model evolved for evaluation of interactive radio instruction is based within the context of a shoestring/real‐world evaluation tradition, where funding for internal evaluation has been limited over the period of the programme’s development to scale, necessitating focused use of resources in a longitudinal evaluation design. The evaluation approach is participatory and multimethod, linking the requirements of external summative evaluation conducted for accountability, with data yielded by internal (formative and developmental) evaluation. This is done through internal and formative evaluative studies of limited scope, combined with developmental classroom‐based evaluation based on the logic of project team members working with teachers to promote the programme’s self‐evaluative capacity.
Keywords: distance education; interactive radio instruction; large‐scale implementation; modalities; pedagogy; programme evaluation; shoestring/real‐world evaluation

The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania - Vavrus, Frances (International Journal of Educational Development, 2009)
This article examines recent educational reforms in Tanzania by looking at the cultural politics of pedagogical change in secondary and teacher education. It presents an ethnography of a teachers college founded on the principles of social constructivism in a country where formalistic, teacher-centered pedagogy is the norm. Using data collected through a year of participant observation, it argues that the cultural, economic, and political dimensions of teachers’ practice need to be considered alongside efforts to reform the country's educational system. It offers contingent constructivism as an alternative to the international consensus on a single model of excellent teaching.
Keywords: Development; Educational policy; International education; Tanzania; Teacher education

Three Views of Systems Theories and their Implications for Sustainability Education - Porter, Terry; Córdoba, José-Rodrigo (Journal of Management Education, 2009)
Worldwide, there is an emerging interest in sustainability and sustainability education. A popular and promising approach is the use of systems thinking. However, the systems approach to sustainability has neither been clearly defined nor has its practical application followed any systematic rigor, resulting in confounded and underspecified recommendations. The purpose of this article is to extend the notion of systems thinking as it pertains to sustainability pedagogy. The authors draw from systems theory and other literatures to develop three broad approaches to systems thinking: functionalist, interpretive, and complex adaptive systems (CAS). Each perspective is examined regarding its conceptual underpinnings, implications for sustainability, and pedagogical goals, objectives, skills, and exemplar projects and activities. The authors' goal is to provide the reader with an immanently practical set of ideas and pedagogical tools that may be readily adopted by management educators in any discipline.

Stakeholder Analysis and Social Network Analysis in Natural Resource Management - Prell, Christina; Hubacek, Klaus; Reed, Mark (Society & Natural Resources, 2009)
The increasing use of stakeholder analysis in natural resource management reflects a growing recognition that stakeholders can and should influence environmental decision making. Stakeholder analysis can be used to avoid inflaming conflicts, ensure that the marginalization of certain groups is not reinforced, and fairly represent diverse interests. We present a case study from the Peak District National Park in the United Kingdom, where we used social network analysis to inform stakeholder analysis. This information helped us identify which individuals and categories of stakeholder played more central roles in the network and which were more peripheral. This information guided our next steps for stakeholder selection. The article ends with a discussion on the strengths and limitations of combining social network analysis with stakeholder analysis.
Keywords: participatory resource management; social network analysis; stakeholder analysis

Sierra Leone Demographic and Health Survey 2008 - Statistics Sierra Leone (Ministry of Health and Sanitation, 2009)

Professional Development for K–12 Math and Science Teachers: What Do We Really Know? - Scher, Lauren; O'Reilly, Fran (Journal of Research on Educational Effectiveness, 2009)
As investments in K–12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that explore mechanisms through which professional development programs inﬂuence teacher knowledge, teacher practices, and ultimately student achievement. We quantitatively pool the most rigorous evaluation research available to determine whether currently held beliefs in the ﬁeld are supported by the evidence. Although this study does ﬁnd some support for the guidance propounded by experts, it cautions policymakers and practitioners that the current evidence base is thin. We urge researchers to build on what we have learned through theory and practice to increase the rigor of evaluations on this important topic by incorporating valid and reliable measures of professional development components as well as valid measures of teacher knowledge and practices.
Keywords: C:United States

The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration - Liberati, Alessandro; Altman, Douglas G.; Tetzlaff, Jennifer; Mulrow, Cynthia; Gøtzsche, Peter C.; Ioannidis, John P. A.; Clarke, Mike; Devereaux, P. J.; Kleijnen, Jos; Moher, David (PLOS Medicine, 2009)
Alessandro Liberati and colleagues present an Explanation and Elaboration of the PRISMA Statement, updated guidelines for the reporting of systematic reviews and meta-analyses.
Keywords: Clinical research design; Database searching; Medical risk factors; Metaanalysis; Publication ethics; Randomized controlled trials; Research reporting guidelines; Systematic reviews

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
Keywords: ___working_potential_duplicate

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
Keywords: ___working_potential_duplicate

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
Keywords: ___working_potential_duplicate

Building Quality in Summer Learning Programs: Approaches and Recommendations - McLaughlin, Brenda; Pitcock, Sarah (The Wallace Foundation, 2009)
Keywords: ⛔ No DOI found

Exploring Blended Learning for Science Teacher Professional Development in an African Context - Boitshwarelo, Bopelo (The International Review of Research in Open and Distributed Learning, 2009)
This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.
Keywords: C:Botswana; ICTs; Pedagogy; Professional Development; Teacher Training; ___working_potential_duplicate

An Evaluative Study of a Distance Teacher Education Program in a University in Ghana - Sampong, Kwasi Addo (The International Review of Research in Open and Distributed Learning, 2009)
The study used an adaptation of Provus’ discrepancy evaluation model to evaluate a distance teacher education program in the University of Cape Coast, the premier teacher education institution in Ghana. The study involved comparing performance data of the program as perceived by students and faculty/administrators to standards prepared from the program’s design. Performance data was obtained by administering two survey instruments to a random sample of students and faculty/administrators. Discrepancies between performance and standards were reported. The study concluded that although there were some discrepancies between program standards and performance the program is fulfilling its purpose of upgrading the professional and academic performance of a large number of teachers in the public K-8 schools in Ghana.

Study on Role of Radio for Rural Education in Pakistan - Jumani, Nabi Bux (2009)
It was found that the majority of the listeners possessed radio sets and was getting benefit from the educational programmes of radio. The programmes were informative and motivating. The strategies of radio for rural education were appreciable because these infused mobility, widened horizon of rural people and focused attention on the goals and problems of rural people. It could be used to enhance literacy (through distance and non-formal education). The producers/comperes were found keenly interested in their job. It was revealed that priority was given to education and rural development programmes of radio. Programmes needed detail and summary at the end. Furthermore language was not easy. Mobile radio station was needed for rural educational programme to cater to the needs of far flung areas. School broadcast (distance and non-formal teaching) was the need of the day. Social workers/opinion leaders opined that there was need of developing self reliance. Radio provides guidance to rural people in solving the problems of rural development. They felt the need of starting school broadcasting. Radio was being utilized for apprising villagers with their problem. There was need of maintaining more educational programmes. Rural programmes were to be in mother tongue. It was recommended that for educational purposes Radio Pakistan and AIOU may produce programmes which have their strong links/roots in the surroundings of the rural people. Radio schools like Interactive Radio instruction (IRI) may be used for effective teaching learning process in rural areas. Time of educational programmes should be enhanced. Programmes like radio rural forum may be started as well as open broadcasting should be adopted for rural development programme. (Contains 5 tables.)
Keywords: Distance Education; Educational Technology; Foreign Countries; Instructional Effectiveness; Nonformal Education; Radio; Rural Areas; Rural Development; Rural Education; Teaching Methods

How to select, calculate, and interpret effect sizes - Durlak, Joseph A. (Journal of Pediatric Psychology, 2009)
The objective of this article is to offer guidelines regarding the selection, calculation, and interpretation of effect sizes (ESs). To accomplish this goal, ESs are first defined and their important contribution to research is emphasized. Then different types of ESs commonly used in group and correlational studies are discussed. Several useful resources are provided for distinguishing among different types of effects and what modifications might be required in their calculation depending on a study's purpose and methods. This article should assist producers and consumers of research in understanding the role, importance, and meaning of ESs in research reports.

National ICT Policy of Sierra Leone - Ministry of Information and Communications (Government of Sierra Leone, 2009)
Keywords: ⛔ No DOI found

The interplay between learning and the use of ICT in Rwandan student teachers' everyday practice - Mukama, E (Journal of Computer Assisted Learning, 2009)

Assistive technology in developing countries: national and international responsibilities to implement the Convention on the Rights of Persons with Disabilities - Borg, Johan; Lindström, Anna; Larsson, Stig (The Lancet, 2009)
In developing countries, disability is often associated with poverty caused by reduced participation in education, work, and community life.1–4 Education and employment contributes to reduction of poverty, improvement of health, and increased participation in society.2,5,6 According to findings from studies in high-income countries, assistive technology can have a positive socioeconomic effect on the lives of people with disabilities by improving access to education and increasing achievement.7,8 The use of assistive technology is a successful strategy to help participation in work,9,10 and maintenance of health.

Teachers in Anglophone Africa: Issues in Teacher Supply, Training, and Management - Mulkeen, Aidan (The World Bank, 2009)

Dynamics in Management of Open Schooling: a case of Open School of Bangladesh Open University - Alam, Shafiul; Rahman, M (2010)
The Open School (OS) of Bangladesh Open University (BOU) runs three pre-University programs namely Junior School Certificate (JSC) for Grade 6-8, Secondary School Certificate (SSC) for Grade 9-10, and Higher Secondary Certificate (HSC) for grade 11-12 through open and distance learning (ODL) mode. Management of these programs is highly influenced by the government policy particularly at the time of political change in Bangladesh. Normally, formal school syllabus and curriculum are subject to change as per the wills of the current government although BOUOS has the autonomy to design its curriculum. This change affects total management of open school because BOU Open School also maintains the curriculum for its school programs which is at par to the formal curriculum. This discusses the dynamics of open school management at the time of educational policy change in Bangladesh.
Keywords: ⛔ No DOI found

Pedagogical renewal in sub‐Saharan Africa: the case of Uganda - Altinyelken, Hülya K. (Comparative Education, 2010)
Keywords: C:sub-Saharan Africa

Increasing Interactivity in Distance Educations: Case Studies Bangladesh and Sri Lanka - Andersson, Annika; Hatakka, Mathias (Information Technology for Development, 2010)

Educational equity for children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in the early years - Ball, Jessica (UNESCO International Symposium: Translation and Cultural Mediation, 2010)
Keywords: ⛔ No DOI found

The Teacher's Soul and the Terrors of Performativity - Ball, Stephen (Journal of Education Policy, 2010)
This paper is the latest in a short series on the origins, processes and effects of performativity in the public sector. Performativity, it is argued, is a new mode of state regulation which makes it possible to govern in an ‘advanced liberal’ way. It requires individual practitioners to organize themselves as a response to targets, indicators and evaluations. To set aside personal beliefs and commitments and live an existence of calculation. The new performative worker is a promiscuous self, an enterprising self, with a passion for excellence. For some, this is an opportunity to make a success of themselves, for others it portends inner conflicts, inauthenticity and resistance. It is also suggested that performativity produces opacity rather than transparency as individuals and organizations take ever greater care in the construction and maintenance of fabrications.

Using mixed methods in monitoring and evaluation: experiences from international development - Bamberger, Michael; Rao, Vijayendra; Woolcock, Michael (SAGE handbook of mixed methods in social & behavioral research, 2010)

Educational outcomes and research from 1:1 computing settings - Bebell, D.; O'Dwyer, L. M. (Journal of Technology, Learning, and Assessment, 2010)
Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.
Keywords: ⛔ No DOI found

Evaluating an adaptive multi-user educational tool for low-resource environments - Brunskill, Emma; Garg, Sunil; Tseng, Clint; Pal, Joyojeet; Findlater, Leah (Proceedings of the IEEE/ACM International Conference on Information and Communication Technologies and Development, 2010)
Keywords: ⛔ No DOI found

Access to and exclusion from primary education in slums of Dhaka, Bangladesh - Cameron, Stuart (CREATE Pathways to Access, 2010)

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

Assessment, technology, and change - Clarke-Midura, Jody; Dede, Chris (Journal of Research on Technology in Education, 2010)

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

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

The influence of ecological theory in child and youth care: A review of the literature - Derksen, Teri (International Journal of Child, Youth and Family Studies, 2010)

International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children - Douglas, Graeme; McLinden, Mike; Steve, McCall; Pavey, Susan; Ware, J; Farrell, A (National Council for Special Education (NCSE), 2010)

Governance, complexity, and resilience - Duit, Andreas; Galaz, Victor; Eckerberg, Katarina; Ebbesson, Jonas (Elsevier, 2010)

Working for my dreams - a Tanzanian OLPC experience - Duveskog, M.; Sedano, C. I.; Sutinen, E. (2010 IST-Africa, 2010)
Students at Tumaini University in Tanzania won a prestigious OLPC project where Ukombozi primary school in Tanzania was given 100 XO laptops for the children at the school. After teachers and students had undertaken basic training in using the laptops the workshop “Working for my Dreams” was organized at the school. The XO laptop, specially designed for young learners in developing countries showed a number of short comings including the poor functionality of the mouse, difficulties in installing additional applications and the limited storage space, which raised several questions around the technology and its usefulness. Much time was spent on figuring out solutions on how to use the XO laptops for basic things such as showing recorded videos in the browser which would have been minor tasks on any other commercially available platform. The outcome of the workshop was however a success and XO was eventually able to perform according to our needs for the workshop. We will evaluate the XO platform based on the context of Ukombozi primary school and on the tasks required of the XO laptop for the success of the workshop. The technical challenges encountered during the workshop and our solutions in overcoming the challenges will be discussed.
Keywords: Conferences; Context; Educational institutions; Human immunodeficiency virus; Materials; OLPC; OLPC project; Portable computers; Tanzania; Tumaini University; Ukombozi primary school; XO; XO laptops; application installation; computer based training; context; developing countries; dreams; educational institutions; laptop computers; mouse; mouse controllers (computers); storage space; training; working for my dreams; workshop; ⛔ No DOI found

Stakeholder Analysis for Educators: Obtaining Support and Reducing Obstacles - Ebitz, David (Journal of Museum Education, 2010)
Stakeholder analysis is a tool that can help museum edu cators identify and assess the potential influence of key people, groups of people, constituencies, and institutions on the success of their plans and programs. Educators, skilled at working with people, can use their well honed interpersonal skills to understand networks of relationships to an ticipate the kind of influence, positive or negative, individuals or groups may render to support or hinder initiatives in the face of potential oppor tunities or reduced budgets.

Toward a Successful Plan for Educational Technology for Low-Income Communities: A Formative Evaluation of One Laptop Per Child (OLPC) Projects in Nigeria and Ghana - Ezumah, Bellarmine Anthonia (Howard University, 2010)
Keywords: ___working_potential_duplicate

Toward a Successful Plan for Educational Technology for Low-income Communities: A Formative Evaluation of One Laptop Per Child (OLPC) Projects in Nigeria and Ghana - Ezumah, Bellarmine Anthonia (Howard University, 2010)
Copious educational technology projects have been implemented in several low-income communities by multilateral institutions, individuals, and governmental agencies. Statistics show that the majority of these initiatives fail to accomplish their objectives, thereby wasting colossal amounts of money, talent, and resources. Scholars aver that poor planning and implementation are the major deterrents to a successful technology project (Flagg, 1990; Osin, 1998; Warschauer, 2006). Responding to this problem, the current work seeks to provide a model for an effective plan for introducing educational technology that will yield a better result for elementary education. Using as a case the One Laptop Per Child (OLPC), a computer program initiated by MIT professor Nicholas Negroponte to enhance education in low-income communities, this study specifically evaluates the planning and implementation strategies employed in the OLPC pilot projects in Abuja, Nigeria and Accra, Ghana. A participatory research approach was employed and qualitative data were collected in situ using in-depth interviews and questionnaires with parents, school leaders, students, public educational officials, community leaders, subject-matter experts, and OLPC personnel involved in the OLPC projects at LEA Galadima Primary School, Abuja, Nigeria and Kanda Primary School, Accra, Ghana. The project under study is a Western initiative; thus, the dominant paradigm of development communication theory and its alternative, the participatory action research, were employed as the theoretical framework. Results from the study allowed the researcher to posit a model toward a better plan for educational technology adoption in low-income communities. Some highlights include the need for every country to establish a standardized educational technology objective, ability to raise funds enough to keep it going, the need to incorporate local materials as major content, and acknowledging input of local experts, and the teachers' role in the entire process.
Keywords: Applied sciences; Communication and the arts; Constructivist pedagogy; Education; Educational technology; Formative evaluation; Ghana; Low-income; Nigeria; One Laptop Per Child; ___working_potential_duplicate

Nigeria Vision 20: 2020 - Federal Government of Nigeria (2010)

The NICI-2010 Plan - Government of Rwanda (2010)

Limitations of Malaysia’s Data Protection Bill - Greenleaf, Graham (2010)
Keywords: ⛔ No DOI found

Always connected: the new digital media habits of young children - Gutnick, A.; Robb, Michael; Takeuchi, Lori; Kotler, Jennifer (The Joan Ganz Cooney Center at Sesame Workshop, 2010)

Evaluating system change: A planning guide - Hargreaves, Margaret B. (2010)
Keywords: ⛔ No DOI found

Bridging the Bandwidth Gap: Open Educational Resources and the Digital Divide - Haßler, Björn; Jackson, Alan McNeil (IEEE Transactions on Learning Technologies, 2010)
http://doi.ieeecomputersociety.org/10.1109/TLT.2010.8
Keywords: Author:Haßler; dode_eth-src-dode; dode_eth-trf2-dode

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

Teacher factors influencing classroom use of ICT in sub-Saharan Africa - Hennessy, Sara; Harrison, David; Wamakote, Leonard (Itupale Online Journal of African Studies, 2010)
This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century.
Keywords: Schools, Secondary; Scientific literature; ⛔ No DOI found

Mathematics Education and Technology-Rethinking the Terrain: The 17th ICMI Study - Hoyles, Celia; Lagrange, Jean-Baptiste (New ICMI Study Series, 2010)
Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching. The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence. Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.

INEE Minimum Standards for Education: Preparedness, Response, Recovery - INEE (Inter-agency Network for Education in Emergencies (INEE), 2010)
The Handbook is designed to give governments and humanitarian workers the tools that they need to address both local and global goals. It is the first step toward ensuring that education initiatives in emergency situations provide a solid and sound basis for post-conflict and disaster reconstruction. The INEE Minimum Standards express a commitment that all individuals – children, youth, and adults – have a right to education during emergencies and fragile contexts. They echo the core beliefs of the Sphere Project: that all possible steps should be taken to alleviate human suffering arising out of calamity and conflict, and that people affected by disaster have a right to life with dignity.

World Migration Report 2010: The future of migration—Building capacities for change - International Organization for Migration (International Organization for Migration, 2010)

eSkwela project - eSchool for out-of-school youths and adults, Philippines - Kamei, M (2010 International Conference on Technology for Education, 2010)
There are 774 million non-literates globally (UNESCO, 2009) and there is the acute problem of illiteracy grave in South Asian region. The paper discusses the implementation of eSkwela project as Alternative Learning System (ALS) in Philippines. The initiative responds directly to a national development priority to bring elearning opportunities and Information Communication Technology (ICT) for learning resources to mobile teachers / instructional managers and out-of-school learners in the Philippines. The paper assesses how the eSkwela project initiatives have provided opportunities for remote and elearning, blended learning and how Alternative Learning System (ALS) has been supported by innovative use of ICT for content development. It presents a macro view, case study of the strategic approach, design, challenges and successes faced by the eSkwela project which is still a work in progress. Rudiments in ICT for Education for citizens to attain the new-age literacy and lifelong learning opportunities are also evaluated.

Applying systems approach to educational-organizational change: Improvement of an interdisciplinary program - Karim, Sanaz (Uppsala University, 2010)

Empowerment through ICT education, access and use: A gender analysis of Muslim youth in India - Khan, Farida; Ghadially, Rehana (Journal of International Development, 2010)
Keywords: Equity through Access

Handbook on impact evaluation: quantitative methods and practices - Khandker, Shahidur R.; Koolwal, Gayatri B.; Samad, Hussain A. (World Bank, 2010)
This book reviews quantitative methods and models of impact evaluation. The formal literature on impact evaluation methods and practices is large, with a few useful overviews. Yet there is a need to put the theory into practice in a hands-on fashion for practitioners. This book also details challenges and goals in other realms of evaluation, including monitoring and evaluation (M&E), operational evaluation, and mixed-methods approaches combining quantitative and qualitative analyses. This book is organized as follows. Chapter two reviews the basic issues pertaining to an evaluation of an intervention to reach certain targets and goals. It distinguishes impact evaluation from related concepts such as M&E, operational evaluation, qualitative versus quantitative evaluation, and ex-ante versus ex post impact evaluation. Chapter three focuses on the experimental design of an impact evaluation, discussing its strengths and shortcomings. Various non-experimental methods exist as well, each of which are discussed in turn through chapters four to seven. Chapter four examines matching methods, including the propensity score matching technique. Chapter five deal with double-difference methods in the context of panel data, which relax some of the assumptions on the potential sources of selection bias. Chapter six reviews the instrumental variable method, which further relaxes assumptions on self-selection. Chapter seven examines regression discontinuity and pipeline methods, which exploit the design of the program itself as potential sources of identification of program impacts. Specifically, chapter eight presents a discussion of how distributional impacts of programs can be measured, including new techniques related to quantile regression. Chapter nine discusses structural approaches to program evaluation, including economic models that can lay the groundwork for estimating direct and indirect effects of a program. Finally, chapter ten discusses the strengths and weaknesses of experimental and non-experimental methods and also highlights the usefulness of impact evaluation tools in policy making.
Keywords: Accountability; Audits; Beneficiaries; Capacity Building; Clinics; Community Development; Community Participation; Comparison Groups; Control Groups; Counterfactual; Counterfactuals; Data Analysis; Data Collection; Decision Making; Development Research; Economic Factors; Evaluation Design; Evaluation Methods; Evaluation Studies; Evaluators; Ex Ante Analysis; Ex Post Evaluation; Ex Post Impact Evaluation; Exercises; Experimental Data; Experimental Design; Families; Final Indicators; Financial Support; Flexibility; General Practice; Gross Domestic Product; Household Income; Hygiene; Impact Assessment; Impact Evaluation; Impact Evaluation Tools; Impact Indicators; Income; Inequality; Instrumental Variables; Intermediate Indicators; Intermediate Outcomes; Intervention; Interviews; Labor Markets; Learning; M&e Systems; Matching Methods; Methodologies; Microdata Set; Modeling; Mortality; Nonexperimental Methods; Nongovernmental Organizations; Nonparticipant Groups; Nutrition; Performance Indicators; Policy Changes; Pollution; Poverty Alleviation; Poverty Impacts; Poverty Reduction; Poverty Reduction Programs; Program Beneficiaries; Program Effectiveness; Program Effects; Program Evaluation; Program Impacts; Program Implementation; Program Interventions; Program Outcomes; Programs; Project Management; Project Monitoring; Project Objectives; Propensity Score Matching; Qualitative Analysis; Qualitative Data; Qualitative Methods; Quantitative Data; Quantitative Evaluation; Quantitative Methods; Quantitative Research; Questionnaires; Reducing Poverty; Reflexive Comparisons; Reliability; Research Projects; Researchers; Secondary Schools; Selection Bias; Service Delivery; Simulation; Simulations; Social Networks; Survey Data; Survey Instruments; Targeting; Techniques

Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya - Kiptalam, GK; Rodrigues, AJ (2010)
Keywords: ⛔ No DOI found

Empowering student learning through Tablet PCs: A case study - Li, Sandy C; Pow, Jacky WC; Wong, Emily ML; Fung, Alex CW (Education and Information Technologies, 2010)

Geography and rural household income: A village level study in Henan Province, China - Li, Xiaojian; Fan, Xinsheng (Chinese Geographical Science, 2010)
This study uses the data from a sample survey conducted in April 2007 on 1 251 rural households in 11 villages of Henan Province, the largest less developed agricultural province in China, to examine how geography affects rural household income (RHI). The quantitative analysis indicates following results. 1) The significance of the traditional geographical factors reduces as RHI rank increases. 2) The landform does not affect the RHI significantly. The per capita income of rural household in a plain area is lower than that in a mountainous area. And 3) the capital endowment and status of non-farm economic activities contribute to the increase of RHI. But the probability and intensity of non-farm economic activities of rural households in urban outskirts villages are higher than that in non-urban outskirts villages. Based on the results, the paper further concludes that geography still plays a significant role in rural development, but it is changing over time. The agricultural resources (such as per capita arable land) significantly affect RHI with the relatively lower income level, while the geographical location shows a more significant impact on RHI with the relatively high income level. Along with economic development, the proximity replaces the traditional geographical factors such as landform and physical resources as the major determining factor in RHI.

Policies, performance and panaceas: The role of international large-scale assessments in developing countries - Lockheed, M.E. (Compare: A Journal of Comparative and International Education, 2010)
Keywords: ⛔ No DOI found

The native speaker and the mother tongue - Love, Nigel; Ansaldo, Umberto (Language Sciences, 2010)
This article presents a historical account of the role and function in linguistic theorising of the concepts ‘‘native speaker” and ‘‘mother tongue”, and serves to introduce a number of articles (Language Sciences vol. 32 no. 6) raising questions about various aspects of the idealised monolingualism that underlies much modern linguistics.

National systems of innovation: Toward a theory of innovation and interactive learning - Lundvall, Bengt-\AAke (Anthem Press, 2010)
Keywords: DIAL-RDO

Use of low cost wireless communication technology for education in rural Kenya | Proceedings of the 4th ACM Workshop on Networked Systems for Developing Regions - Mayeku, B.; Kilwake, J.; Bertarelli, F (2010)

International distance learning in special education: a program evaluation of a US-Ecuador collaboration - McPherson, Rebekah (University of North Texas, 2010)
The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master’s program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students’ multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely.
Keywords: 0529:Special education; 0530:Teacher education; 0710:Educational technology; Curriculum Design; Data Collection; Disabilities; Distance Education; Distance learning; ERIC, Resources in Education (RIE); Ecuador; Education; Educational Technology; Educational technology; Evidence; Foreign Countries; Graduate Students; Higher Education; International collaboration; Interviews; Masters Programs; Online instruction; Online learning; Program Evaluation; Program evaluation; Research Design; Special Education; Special education; Surveys; Teacher education; Texas; Unfolding model; United States; __:import:01; __:match:final; __:matched; __:study_id:2098174; __finaldtb

Evaluation of Evidence-Based Practices in Online Learning: A Meta-analysis and Review of Online Learning Studies - Means, Barbara; Toyama, Yukie; Murphy, Robert; Bakia, Marianne; Jones, Karla (US Department of Education, 2010)

A Brief Review of Systems Theories and Their Managerial Applications - Mele, Cristina; Pels, Jacqueline; Polese, Francesco (Service Science, 2010)

Looking to the future: M-learning with the iPad - Melhuish, K. & Falloon, G. (Computers in New Zealand Schools: Learning, Leading, Technology, 2010)
Keywords: ⛔ No DOI found

National Education Policy 2010 - Ministry of Education (Ministry of Education, 2010)

National Education Policy 2010 - Ministry of Education (Ministry of Education, 2010)

Tanzania secondary education development plan 2010-2015 - Ministry of Education and Vocational Training (The United Republic of Tanzania Ministry of Education and Vocational Training, 2010)

National Education Policy - Ministry of Education, Youth and Sports (Sierra Leone) (2010)

National Information and Communications Strategy for Education in Pakistan, 2004–2005 - Ministry of Education; Education Sector Reform Assistance (ESRA) Program (Government of Pakistan, 2010)

National Education Policy 2010 - MoE (Ministry of Education Government of the People's Republic of Bangladesh, 2010)

Scaling online education: Increasing access to higher education. - Moloney, Jacqueline F.; Oakley, Burks (Journal of Asynchronous Learning Networks, 2010)
Keywords: ⛔ No DOI found

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

Implemantation of the school programme of in service for the term (SPRINT) in selected basic schools of Chipata district of Zambia - Mwansa, Phillip (2010)

Slum dwellers' response to free primary education: a case study of Kibera slum, Nairobi - Njeru, Caroline N. (University of Nairobi, 2010)

The contribution of ICTs to the delivery of special educational needs in Ghana: practices and potent - Nkansah, Godfred Bonnah; Unwin, Tim (Information Technology for Development, 2010)

eGranary as a digital resource in Uganda: Preliminary findings - Norton, Bonny; Early, Margaret; Tembe, Juliet (School of Information Technology, Murdoch University, 2010)
Keywords: ⛔ No DOI found

Are the new millennium learners making the grade? Technology use and educational performance in PISA 2006 - OECD (OECD, 2010)
OECD's dissemination platform for all published content - books, serials and statistics

The successful education sector development in Tanzania – comment on gender balance and inclusive education - Okkolin, Mari-Anne; Lehtomäki, Elina; Bhalalusesa, Eustella (Gender and Education, 2010)
In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too narrow to catch the critical factors regarding equality, particularly in secondary education. Our comment concerns the achievements and challenges, and emphasises the significance of a multidimensional set of information including in‐depth qualitative research on connections between socio‐cultural factors and education.
Keywords: Tanzania; disability; education; educational outcomes; gender; inclusive education

Effects of computer-assisted instruction on performance of senior high school biology students in Ghana - Owusu, K. A.; Monney, K. A.; Appiah, J. Y.; Wilmot, E. M. (Computers & Education, 2010)
This study investigated the comparative efficiency of computer-assisted instruction (CAI) and conventional teaching method in biology on senior high school students. A science class was selected in each of two randomly selected schools. The pretest-posttest non equivalent quasi experimental design was used. The students in the experimental group learned science concepts (cell cycle) through the CAI, whereas the students in the control group were taught the same concepts by the conventional approach. The conventional approach consisted of lecture, discussions and question and answer teaching methods. Mann–Whitney U tests were used to analyze students’ pretest and posttests scores. The results indicated that students that were instructed by the conventional approach performed better on the posttest than those instructed by the CAI. However, the performance of low achievers within the experimental group improved after they were instructed by the CAI. Even though the CAI group did not perform better than the conventional approach group, the students in the CAI group perceived CAI to be interesting when they were interviewed.
Keywords: Achievement; Cell cycle; Computer-assisted instruction; Conventional approach; ICT and senior high school

Literature searching for social science systematic reviews: consideration of a range of search techniques - Papaioannou, Diana; Sutton, Anthea; Carroll, Christopher; Booth, Andrew; Wong, Ruth (Health Information & Libraries Journal, 2010)
Background: Literature for a systematic review on the student experience of e-learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references.
Keywords: _TBC for use ailr-2024

Personal Data Protection Act 2010 - Parliament of Malaysia (2010)

A practical guide to multilevel modeling - Peugh, James L. (Journal of School Psychology, 2010)
Collecting data from students within classrooms or schools, and collecting data from students on multiple occasions over time, are two common sampling methods used in educational research that often require multilevel modeling (MLM) data analysis techniques to avoid Type-1 errors. The purpose of this article is to clarify the seven major steps involved in a multilevel analysis: (1) clarifying the research question, (2) choosing the appropriate parameter estimator, (3) assessing the need for MLM, (4) building the level-1 model, (5) building the level-2 model, (6) multilevel effect size reporting, and (7) likelihood ratio model testing. The seven steps are illustrated with both a cross-sectional and a longitudinal MLM example from the National Educational Longitudinal Study (NELS) dataset. The goal of this article is to assist applied researchers in conducting and interpreting multilevel analyses and to offer recommendations to guide the reporting of MLM analysis results. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Classrooms; Data Collection; Schools; Simulation

Effects of an Early Literacy Professional Development Intervention on Head Start Teachers and Children - Powell, Douglas; Diamond, Karen; Burchinal, Margaret (Journal of Educational Psychology, 2010)

Using School Performance Data to Drive School and Education District Office Accountability and Improvement: The Case of Ghana - Prew, Martin; Quaigrain, Kenneth (Educational Management Administration & Leadership, 2010)
Distance-education delivery through interactive television (ITV) is an effective means of providing instruction to learners. There are many advantages, such as the ability to provide immediate feedback and personal participation. To be effective, however, ITV requires structured planning and development, making the use of instructional design principles imperative. The following recommendations are made for training teachers about ITV: (1) provide an overview of the technology and how it works; (2) provide hands-on guided practice; (3) incorporate effective elements of instruction; (4) conduct periodic follow-up inservice training; (5) train with teachers who volunteer; (6) establish the amount of time needed to prepare and teach ITV courses; (7) provide experiences with other faculty members; (8) incorporate strategies for adding visual components to audio courses; and (9) use strategies that encourage group cohesion and student motivation. Teachers must adapt instruction to meet the varied needs of students, as both teachers and students adjust to the demands of the medium. (SLD)
Keywords: Delivery Systems; Distance Education; Educational Planning; Educational Technology; Educational Television; Feedback; Graduate Study; Higher Education; Information Transfer; Instructional Design; Instructional Effectiveness; Interactive Television; Student Motivation; Teacher Attitudes; Teacher Education; Teaching Methods; Technological Advancement; Telecourses; Training; search_string_27b

Policy Coherence in the Application of ICTs for Education - PwC (2010)

Systems Approaches to Managing Change: A Practical Guide - Reynolds, Martin; Holwell, Sue (Springer London, 2010)

Languages in competition in Rwanda: Who is winning on the linguistic market? - Rosendal, Tove (2010)

A theory of learning for the mobile age - Sharples, Mike; Taylor, Josie; Vavoula, Giasemi (Medienbildung in neuen Kulturräumen, 2010)

Teachers’ professional development through the English in Action Secondary Teaching and Learning Programme in Bangladesh: experience from the UCEP schools - Shohel, M. Maruf C; Banks, Frank (Procedia-Social and Behavioral Sciences, 2010)
This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training
Keywords: EiA Intervention; Experiential Learning; Secondary Teaching and Learning Programme; Teachers’ Professional Development; UCEP-Bangladesh; __:import:01; __:match:final; __:matched; __:study_id:2457264; __finaldtb

Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools - Shohel, M; Banks, F; Banks, F (Procedia - Social and Behavioral Sciences, 2010)
This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training.

Symantec Global Internet Security Threat Report: Trends for 2009 - Symantec (2010)

eSkwela: ICT for alternative learning system - Tan, Maria Melizza (APEC ICT4D Expo, 2010)

Sage handbook of mixed methods in social & behavioral research - Tashakkori, Abbas; Teddlie, Charles (SAGE Publications, 2010)
Keywords: Handbooks; Research Methodology; Social sciences; etc; manuals

18th Amendment - The Gazette of Pakistan (2010)

Students and mobile devices - Traxler, John (Research in Learning Technology, 2010)

Interactive Radio Instruction : A Successful Permanent Pilot Project? - Trucano, M. (2010)
Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...
Keywords: Commitment; Cost; Equity & access; ___working_potential_duplicate

EFA Global Monitoring Report 2010: Reaching the marginalized - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2010)

Regional overview: Latin America and the Caribbean - UNESCO (2010)

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

246 6 Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya - University, G. (2010)
This paper looks at levels of access and extent of use of Information and Communication Technologies (ICTs) among teachers in selected Kenyan secondary schools. For the past few years, an assortment of ICTs such as computers, lap tops, projectors, printers, e-blackboards and mobile phones have been available to teachers for use in integration of teaching and learning in schools. The paper attempts to establish how many teachers have access to the schools’ computers, their ICT literacy skills level and the level of ICT integration in subjects taught. The findings show that the use of ICT and its integration in the teaching and learning in secondary education is getting more widespread; and increasingly used among teachers as a means of communication and for information searching. Access rates for teachers have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies have been suggested on how to utilize ICT to improve educational outcomes and recommendations given, on issues that touch on ICT access and infrastructure; human resources and training, policy environment, financing and ICT investment, curriculum development and locally relevant content.

Taonga Market Programme Review - USAID (2010)

Technology Tools for Teaching and Training Results - USAID (2010)

1-1 in Education: Current Practice, International Comparative Research Evidence and Policy Implications - Valiente, Oscar (OECD, 2010)

Technology and mother-tongue literacy in Southern India: Impact studies among young children and out-of-school youth - Wagner, Daniel A; Daswani, C J; Karnati, Romilla (Information Technology and International Development, 2010)
The present research began with one main question: How can new technologies be effective for poor and illiterate children and youth in developing countries? We addressed this question through a research-based implementation project in India that included the development of local language multimedia software for literacy; a built-in, user-friendly interface; and the use of existing computer infrastructure. Two studies were undertaken in Andhra Pradesh state. One included a sample of youth and young adults who had never gone to school (or dropped out early) in peri-urban Hyderabad, and the other was composed of young second- and third-grade school children in rural West Godavari district. Based on a short-term intervention program, research results demonstrated a modest positive impact on the learning rate in reading with both groups of learners (when compared with control groups without the multimedia intervention). The findings provide support for the view that information and communications technologies for development can assist in promoting literacy among the poorest of the poor. In addition, the present results support the view that the digital divide, as it evolves over time, will only be narrowed when content-based solutions are sensitive to, and built on cultural and linguistic diversity.
Keywords: ⛔ No DOI found

Technology and mother-tongue literacy in Southern India: Impact studies among young children and out-of-school youth - Wagner, Daniel A; Daswani, C J; Karnati, Romilla (Information Technology and International Development, 2010)
The present research began with one main question: How can new technologies be effective for poor and illiterate children and youth in developing countries? We addressed this question through a research-based implementation project in India that included the development of local language multimedia software for literacy; a built-in, user-friendly interface; and the use of existing computer infrastructure. Two studies were undertaken in Andhra Pradesh state. One included a sample of youth and young adults who had never gone to school (or dropped out early) in peri-urban Hyderabad, and the other was composed of young second- and third-grade school children in rural West Godavari district. Based on a short-term intervention program, research results demonstrated a modest positive impact on the learning rate in reading with both groups of learners (when compared with control groups without the multimedia intervention). The findings provide support for the view that information and communications technologies for development can assist in promoting literacy among the poorest of the poor. In addition, the present results support the view that the digital divide, as it evolves over time, will only be narrowed when content-based solutions are sensitive to, and built on cultural and linguistic diversity.
Keywords: ⛔ No DOI found

Can One Laptop Per Child Save the World's Poor? - Warschauer, Mark; Ames, Morgan (Journal of International Affairs, 2010)
The One Laptop per Child (OLPC) program is one of the most ambitious educational reform initiatives the world has ever seen. The program has developed a radically new low-cost laptop computer and aggressively promoted its plans to put the computer in the hands of hundreds of millions of children around the world, including in the most impoverished nations. Though fewer than 2 million of OLPC's XO computers have been distributed as of this writing, the initiative has caught the attention of world leaders, influenced developments in the global computer industry and sparked controversy and debate about the best way to improve the lot of the world's poor. With six years having passed since Nicholas Negroponte first unveiled the idea, this paper appraises the program's progress and impact and, in so doing, takes a fresh look at OLPC's assumptions. The paper reviews the theoretical underpinnings of OLPC, analyzes the program's development and summarizes the current state of OLPC deployments around the world. The analysis reveals that provision of individual laptops is a utopian vision for the children in the poorest countries, whose educational and social futures could be more effectively improved if the same investments were instead made on more sustainable and proven interventions. Middle- and high-income countries may have a stronger rationale for providing individual laptops to children, but will still want to eschew OLPC's technocentric vision. In summary, OLPC represents the latest in a long line of technologically utopian development schemes that have unsuccessfully attempted to solve complex social problems with overly simplistic solutions.
Keywords: ⛔ No DOI found

A roadmap for education technology - Woolf, Beverly Park (2010)
Keywords: ⛔ No DOI found

The Education System in Malawi. Africa education country status report - World Bank (2010)

Managing for results in primary education in Madagascar: evaluating the impact of selected workflow interventions - Lassibille, Gérard; Tan, Jee-Peng; Jesse, Cornelia; Van Nguyen, Trang (The World Bank Economic Review, 2010)
The impact of specific actions designed to streamline and tighten the workflow processes of key actors in Madagascar's primary education sector are evaluated. To inform the strategy for scaling up, a randomized experiment was carried out over two school years. The results show that interventions at the school level, reinforced by interventions at the subdistrict and district levels, succeeded in changing the behavior of the actors toward better management of key pedagogical functions. In terms of education outcomes, the interventions improved school attendance, reduced grade repetition, and raised test scores (particularly in Malagasy and mathematics), although the gains in learning at the end of the evaluation period were not always statistically significant. Interventions limited to the subdistrict and district levels proved largely ineffective.

Genetic Identity in Mauritius - Maurer, Sylvie (Antrocom, 2010)
Mauritius is a small island of 1,865 square kilometres. This is equivalent to a third of the surface of Savoy. It is situated in the Indian Ocean at 20° south of the equator, on the east of Madagascar. Mauritius is a land without any evidence of human habitation until the seventeenth century. As a result, Mauritius has no indigenous population in the traditional sense, according to the definition from the United Nations: Indigenous peoples have been defined by U.N. as those having a historical continuity with pre-invasion and pre-colonial societies that developed on their own territories, consider themselves distinct from the other sectors of society prevailing in those territories, or parts of them. They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to future generations their ancestral territories, and their ethnic identity as the basis of their continued existence as peoples, in accordance with their own cultural patterns, social institution and legal systems (http://esaconf.un.org/WB/default.asp? action=9&boardid=30&read=1826&fid=309).
Keywords: ⛔ No DOI found

Towards a classroom pedagogy for learner autonomy: a framework of independent language learning skills - Reinders, Hayo (Australian Journal of Teacher Education, 2010)
In recent years there has been a growing recognition of the importance of learner autonomy and the role of individual learners in directing their own learning process, both inside and outside the classroom (Alford & Pachler, 2007; Benson, 2000; Breen, 2001; Conacher & Kelly-Holmes, 2007). However, in practice it is not always clear how to support learners in this role, and how to ensure they are ready to assume it. This paper explores some of the teaching aspects related to the development of learner autonomy and proposes a framework of skills that could be used by teachers as a guide to increasing learner responsibility. Although this framework was developed in the context of language education, its underlying theories apply to all educational settings.

Technology and Mother-Tongue Literacy in Southern India: Impact Studies among Young Children and Out-of-School Youth - Wagner, Daniel; Daswani, C.; Karnati, Romilla (International Technologies & International Development, 2010)
Keywords: ⛔ No DOI found

Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India - Banerjee, Abhijit V; Banerji, Rukmini; Duflo, Esther; Glennerster, Rachel; Khemani, Stuti (American Economic Journal: Economic Policy, 2010)
Participation of beneficiaries in the monitoring of public services is increasingly seen as a key to improving their quality. We conducted a randomized evaluation of three interventions to encourage beneficiaries' participation to India: providing information on existing institutions, training community members in a testing tool for children, and training volunteers to hold remedial reading camps. These interventions had no impact on community involvement, teacher effort, or learning outcomes inside the school. However, in the third intervention, youth volunteered to teach camps, and children who attended substantially improved their reading skills. This suggests that citizens face constraints in influencing public services. (JEL H52, I21, I28, O15)
Keywords: ___working_potential_duplicate

Training with ICT for ICT from the trainee’s perspective. a local ICT teacher training experience - Kalogiannakis, Michail (Education and Information Technologies, 2010)
The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often meets with their belief that ICT, as well as other changes present a factor, which can cause several changes in school. Although there have been many education reforms regarding teachers’ training policy in recent years and the number of training programs has been increased, they have not been able to satisfy teachers’ needs to a substantial degree. In this research the results from an exploratory study conducted within the framework of a national training programme in Greece on ICT known as "In-service teacher training in the use of ICT in Education" are presented. Based on a specially constructed questionnaire intended for the educators, this research elicits teachers’ attitudes towards this programme. Some of the main results point out the preparedness of these teachers to use ICT in the daily school practice. Furthermore, they expressed their wish for further in-training programmes concerning the pedagogical development of the ICT use in class practice. KeywordsIn-service training-Teachers-ICT-Greece

Digital learning management systems in Africa: myths and realities - Unwin, Tim; Kleessen, Beate; Hollow, David; Williams, James B.; Oloo, Leonard Mware; Alwala, John; Mutimucuio, Inocente; Eduardo, Feliciana; Muianga, Xavier (Open Learning: The Journal of Open, Distance and e-Learning, 2010)
This paper reports on a survey of 358 respondents across 25 African countries into their usage of learning management systems. It concludes that while there are some enthusiastic advocates of such systems, the reality is that most African educators as yet have little knowledge about, or interest in, their usage. There remain very considerable infrastructural constraints to be overcome before they can be widely adopted for open and distance learning across the continent, and there is still reluctance in many institutions to develop systems that can enable learning resources to be made available in this way. This does not mean that the potential of high‐quality digital learning management systems should be ignored in Africa, but rather that much more sustained work needs to be done in human capacity development and infrastructural provision if African learners are truly to benefit from the interactive learning experiences that such systems can deliver.
Keywords: Africa; ICT; LMS; OER; universities

Improving public school teachers in Pakistan: challenges and opportunities. Improving Schools - Hussain, Rana; Ali, Sajid (Improving Schools, 2010)
This article tries to respond to a basic question: ‘can in-service teachers of public sectors in Pakistan be reformed?’The authors ’ response to this question is: ‘yes, public teachers can be reformed, if contextual possibilities are exploited efficiently’. Although a straightforward and simplistic response to the question, this was felt necessary to counter an unfavourable bias against public sector teachers in Pakistan without recognizing the challenges that they face, and without recognizing the potential of many of the public teachers who continuously strive to change these negative perceptions. This article recognizes the potential of public teachers and shares a relatively successful example of improving competencies among public teachers to support the response – the Cluster-Based Mentoring Programme (CBMP). Important features of the programmes are described along with discussion on its effective-ness and sustainability.

Educational production and the distribution of teachers in Uruguay - Luschei, Thomas F.; Carnoy, Martin (International Journal of Educational Development, 2010)
In this paper we discuss results from an analysis of a large dataset that includes virtually all sixth-grade students in Uruguay in 1996. We analyze the relationship between teacher attributes and student achievement scores and we explore the distribution of teachers according to characteristics identified as important by this analysis. We find that teachers with “important” attributes are distributed in a way that systematically favors schools with higher average achievement and socioeconomic context. Policy-related factors that may explain these patterns include Uruguay's system of teacher compensation, teachers’ working conditions, the level and locus of educational decision making in Uruguay, and teacher recruitment and assignment policies. The results are particularly interesting because Uruguay is a relatively equal society in Latin American terms, so the unequal distribution of teacher attributes is probably more accentuated in other Latin American societies.
Keywords: Comparative education; Educational policy; Teacher distribution; Teacher quality; Uruguay

Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement - Shapley, Kelly S.; Sheehan, Daniel; Maloney, Catherine; Caranikas-Walker, Fanny (The Journal of Technology, Learning and Assessment, 2010)
In a pilot study of the Technology Immersion model, high-need middle schools were “immersed” in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or less of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students’ use of laptops outside of school for homework and learning games was the strongest implementation mediator of achievement.
Keywords: ⛔ No DOI found

Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS) correct theta scores for the kindergarten through eighth grade data collections errata - Chapman, Chris (National Center for Education Statistics, 2010)
Find information about and locate all publications and data products on education information from the National Center for Education Statistics--NCES--. In most cases you may also browse the content of publications or download data files.

Using mobile phones to improve educational outcomes: An analysis of evidence from Asia - Valk, John-Harmen; Rashid, Ahmed T.; Elder, Laurent (The International Review of Research in Open and Distributed Learning, 2010)
Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies (ICTs), mobile phones being one example. This article reviews the evidence of the role of mobile phone-facilitated mLearning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six mLearning pilot projects that took place in the Philippines, Mongolia, Thailand, India, and Bangladesh. In particular, this article examines the extent to which the use of mobile phones helped to improve educational outcomes in two specific ways: 1) in improving access to education, and 2) in promoting new learning. Analysis of the projects indicates that while there is important evidence of mobile phones facilitating increased access, much less evidence exists as to how mobiles promote new learning.
Keywords: distance learning; educational outcomes; information and communication technologies; mobile learning; mobile phones; new learning

E-learning in secondary Schools in Kenya: A Case of the NEPAD E-schools - Ayere, Mildred; Odera, F; Agak, John (Educational Research and Reviews, 2010)
The New Partnership for Africa's Development (NEPAD) schools were set up as centres of excellence in Information and Communication Technology (ICT) integration, so that other schools could copy their model in e-learning. It was for this reason that they were provided with computers, e-materials, internet appliances and trained personnel. But to gauge their levels of success as e-learning centres there was need to compare them to other schools offering ICT education in Kenya. It was for this reason that this study compared the application of the e-learning in NEPAD and non-NEPAD schools in Kenya. Specifically, the study: Identified significant differences in levels of integration of ICT in curriculum subjects; surveyed the differences in use of e-materials in education research; examined availability of e-libraries; identified significant differences in academic performance of NEPAD and non-NEPAD schools attributed to e-learning. The study used a combination of an exploratory approach using descriptive survey and ex-post-facto design. It was carried out in six of the eight provinces in Kenya, where the NEPAD schools are located. It targeted 1600 form four students from 35 secondary schools involved in ICT education (NEPAD schools included). Saturated sampling was used for the six NEPAD schools while six non-NEPAD schools were selected through simple random sampling. The sample consisted of three officials from the ministry of education, twelve principals and twelve heads of ICT department (HODs), and 570 of the form four students. The main data collection instrument was the questionnaire; administered to the students, the principals, and the HODs. The interview schedule was administered to the ministry of education personnel while an observation checklist was used as a confirmatory tool. Analysis was done using both descriptive and inferential statistics. The study found that, there was a significant difference in the application of e-learning in NEPAD and non-NEPAD schools. Based on these findings, it was recommended that schools involved in ICT education should intensify teacher facilitation and support teacher roles that are required in e-learning Key words: E-Learning, ICT integration, ICT education, new partnership for Africa's development (NEPAD).
Keywords: ⛔ No DOI found

The 18th Amendment and Pakistan’s Political Transitions - Cookman, Colin (Center for American Progress, 2010)
The passage of Pakistan’s 18th amendment to its constitution could mark a shift to a more representative federal system, writes Colin Cookman.

Worst practice in ICT use in education - Trucano, Michael (World Bank Blogs, 2010)
In business and in international development circles, much is made about the potential for 'learning from best practice'. Considerations of the use of educational technologies offer no exception to this impulse. That said, 'best practice' in the education sector is often a rather elusive concept (at best! some informed observers would say it ...
Keywords: auto_merged

The (Perceived) Returns to Education and the Demand for Schooling - Jensen, Robert (The Quarterly Journal of Economics, 2010)
Economists emphasize the link between market returns to education and investments in schooling. Though many studies estimate these returns with earnings data, it is the perceived returns that affect schooling decisions, and these perceptions may be inaccurate. Using survey data for eighth-grade boys in the Dominican Republic, we find that the perceived returns to secondary school are extremely low, despite high measured returns. Students at randomly selected schools given information on the higher measured returns completed on average 0.20–0.35 more years of school over the next four years than those who were not.

Two decades of SIMCE: an overview of the National Assessment System in Chile - Meckes, Lorena; Carrasco, Rafael (Assessment in Education: Principles, Policy & Practice, 2010)

Who’s teaching math to our most needy students? A descriptive study - Rosas, Clarissa; Campbell, Lisa (Teacher Education and Special Education, 2010)
The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a “highly qualified teacher.” Research supports that teachers’ content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition, accountability reports indicate that the special education population did not meet the adequate yearly progress in reading and mathematics as required under NCLB. The purpose of this study is to determine the mathematical background, beliefs, and perceptions of future intervention specialists. Results of this study indicate a disconnect between the participants’ beliefs and perceptions of their ability to provide math instruction and their limited mathematical background as measured by mathematical courses completed at the undergraduate level and by the Ohio Achievement Test—Practice Eighth Grade Mathematics.
Keywords: math; special education; standardized tests; teacher’s perception

Interactive Radio Instruction : a successful permanent pilot project? - Trucano, Michael (2010)
Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ...
Keywords: ___working_potential_duplicate

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

Improving Child Literacy in Africa: Experiments with an Automated Reading Tutor - Korsah, G. Ayorkor; Mostow, Jack; Dias, M. Bernardine; Sweet, Tracy Morrison; Belousov, Sarah M.; Dias, M. Frederick; Gong, Haijun (Information Technologies & International Development, 2010)
This paper describes Project Kan é , a research endeavor aimed at exploring the role that technology can play in improving child literacy in developing communities. An initial pilot study and a subsequent four-month-long controlled field study in Ghana investigated the viability and effectiveness of an automated reading tutor in helping urban children enhance their reading skills in English. In addition to quantitative data suggesting that automated tutoring can be useful for some children in this setting, these studies and an additional preliminary pilot study in Zambia yielded useful qualitative observations regarding the feasibility of applying technology solutions to the challenge of enhancing child literacy in developing communities. This paper presents the findings, observations, and lessons learned from the field studies.
Keywords: Ghana; Zambia; child literacy; developing countries; field studies; technology solutions; ⛔ No DOI found

The Effects of Computer-Assisted Instruction designed according to 7E Model of Constructivist Learning on Physics Student Teachers' Achievement, Concept Learning, Self-Efficacy Perceptions and Attitudes - Kocakaya, S; Gonen, Selahattin (Turkish Online Journal of Distance Education-TOJDE, 2010)
Keywords: ⛔ No DOI found

Tanzania: ICT in education: situational analysis - Swarts, Patti; Wachira, Esther Mwiyeria (Global e-Schools and Communities Initiative, 2010)

The role of Kilimani Sesame in the healthy development of Tanzanian preschool children - Borzekowski, Dina L. G.; Macha, Jacob E. (Journal of Applied Developmental Psychology, 2010)
Kilimani Sesame, a media intervention that employs print, radio, and television, was developed to entertain and educate preschool children in Tanzania. This study examined the effects of a six-week intervention delivering Kilimani Sesame material to 223 children in the rural district of Kisarawe and the city of Dar es Salaam. Results offer evidence that literacy and numeracy, social and emotional development, and health and hygiene significantly improved from baseline to post-intervention; those with the greatest receptivity to Kilimani Sesame performed the best after the intervention, controlling for baseline scores, sex, age, location, and general media receptivity. This study shows that an educational media intervention directed towards very young children can have an impact on their healthy development, even in locales where populations have minimal resources and face extreme hardships.
Keywords: African children; Educational television; Literacy; Media receptivity; Preschool children; Sesame Street

When does ICT support education in South Africa? The importance of teachers' capabilities and the relevance of language - Gudmundsdottir, G. B. (Information Technology for Development, 2010)
The aim of this paper is to highlight some of the challenges of information and communication technology (ICT) integration in a South African classroom setting. The main focus is on the concept of a digital divide, and how cultural complexity with special emphasis on language can affect the divide in schools that already have material access to ICT. The study is based on fieldwork in seventh-grade classes in four primary schools in Cape Town, South Africa. The learners answered a questionnaire regarding their ICT use and skills, and interviews were conducted with learners, teachers, and principals. In conclusion, it is argued that the challenges of language in South African schools can exacerbate or maintain the digital divide among learners who are already disadvantaged due to a range of social inequalities. For learners to fully master the use of ICT in today's global knowledge society, it needs to be put in a local context, which includes use in a familiar language. Moreover, it is suggested that greater opportunities for teacher training are needed in order to enhance culturally sensitive and appropriate ICT integration based on local needs and capacity.
Keywords: ICT integration; digital divide; disadvantaged learners; language of teaching and learning; teacher training

The emergence of language as a complex adaptive system - Ellis, Nick C. (The Routledge Handbook of Applied Linguistics, 2010)

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

Female leadership and school effectiveness in junior high schools in Ghana - Kwadzo Agezo, Clement (Journal of Educational Administration, 2010)
Purpose – The purpose of this research is to examine female principal leadership practices that are considered crucial in the effectiveness and improvement of schools and school administration in Ghanaian junior high schools.