Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning - Schweisfurth, Michele (International Journal of Educational Development, 2015)
Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
Keywords: Learner-centred education; Pedagogy; Post-2015

The Potential of Mobile Phones to Transform Teacher Professional Development to Build Sustainable Educational Futures in Bangladesh - Walsh, Christopher S; Woodward, Clare; Solly, Mike; Shrestha, Prithvi (Asian Association of Open Universities Journal, 2015)
Futures thinking is used by governments to consider long-term strategic approaches and develop policies and practices that are potentially resilient to future uncertainty. English in Action (EIA), arguably the world's largest English language teacher professional development (TPD) project, used futures thinking to author possible, probable and preferable future scenarios to solve the project's greatest technological challenge: how to deliver audio-visual TPD materials and hundreds of classroom audio resources to 75,000 teachers by 2017. Authoring future scenarios and engaging in possibility thinking (PT) provided us with a taxonomy of question-posing and question-responding that assisted the project team in being creative. This process informed the successful pilot testing of a mobile-phone-based technology kit to deliver TPD resources within an open distance learning (ODL) platform. Taking the risk and having the foresight to trial mobile phones in remote rural areas with teachers and students led to unforeseen innovation. As a result, EIA is currently using a mobile-phone-based technology kit with 12,500 teachers to improve the English language proficiency of 700,000 students. As the project scales up in its third and final phase, we are using the new technology kit — known as the 'trainer in your pocket' — to foster a 'quiet revolution' in the provision of professional development for teachers at scale to an additional 67,500 teachers and nearly 10 million students.

Pluralistic approaches to languages in the curriculum: The case of French-speaking Switzerland, Spain and Austria - Daryai-Hansen, Petra; Gerber, Brigitte; Lörincz, Ildikó; Haller, Michaela; Ivanova, Olga; Krumm, Hans-Jürgen; Reich, Hans H. (International Journal of Multilingualism, 2015)
While the idea of plurilingual competence is widely established theoretically and promoted in European language policies, it is not implemented in educational practice, where separate plurilingualism is still dominant. The idea of languages as autonomous entities is e.g. reflected in the Common European Framework of Reference for Languages (CEFR) scales. The paper introduces to the Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA). Pluralistic approaches use teaching and learning activities involving several (i.e. more than one) varieties of language, e.g. the language(s) of schooling, foreign languages, regional, minority and migration languages. FREPA thereby offers tools to put the theoretical insights and language policies into practice. The article illustrates how pluralistic approaches, in recent years, have been used in the process of large-scale national and regional curriculum renewals in Austria, French-speaking Switzerland and Spain. By promoting plurilingual education on the macro-level and including languages that are still neglected in most European curricula, these countries make a key contribution to diminishing discrepancy between theory and practice. The three cases manifest the context specificity of language-planning decisions and support supra-level comparisons by defining the specific aims and contents of plurilingual education. Furthermore, the curricular implementations offer the possibility to discuss the implementation in actual classroom practice.
Keywords: language learning; language status; linguistic landscape; multilingualism; plurilingualism

Using text mining for study identification in systematic reviews: a systematic review of current approaches - O’Mara-Eves, Alison; Thomas, James; McNaught, John; Miwa, Makoto; Ananiadou, Sophia (Systematic Reviews, 2015)
The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities.
Keywords: Automation; Review efficiency; Screening; Study selection; Text mining

Internal Validity: A Must in Research Designs - Cahit, Kaya (Educational Research and Reviews, 2015)
In experimental research, internal validity refers to what extent researchers can conclude that changes in dependent variable (i.e. outcome) are caused by manipulations in independent variable. The causal inference permits researchers to meaningfully interpret research results. This article discusses (a) internal validity threats in social and educational research using examples from the contemporary literature, and (b) research designs in terms of their ability to control various internal validity threats. An Eric and psychinfo search was performed to retrieve articles regarding this internal validity review. In conclusion, an appropriate research design that control possible extraneous variables is needed to be able meaningfully interpret research results. Although pretest-posttest experimental-control group design controls most of internal validity threats, the most appropriate research design would vary based on the research questions or goals.
Keywords: Control Groups; Educational Research; Literature Reviews; Predictor Variables; Pretests Posttests; Quasiexperimental Design; Research Design; Research Methodology; Research Problems; Social Science Research; Time Perspective; Validity; ⛔ No DOI found

Education and International Development: An Introduction - McCowan, Tristan; Unterhalter, Elaine (Bloomsbury Publishing, 2015)
'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field.
Keywords: Education / Comparative; Education / Multicultural Education

Teachers and Teacher Education Policies - Steiner-Khamsi, Gita (Education and International Development: An Introduction, 2015)
'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field.
Keywords: Education / Comparative; Education / Multicultural Education

The political economy of bad data: Evidence from African survey and administrative statistics - Sandefur, Justin; Glassman, Amanda (The Journal of Development Studies, 2015)
Across multiple African countries, discrepancies between administrative data and independent household surveys suggest official statistics systematically exaggerate development progress. We provide evidence for two distinct explanations of these discrepancies. First, governments misreport to foreign donors, as in the case of a results-based aid programme rewarding reported vaccination rates. Second, national governments are themselves misled by frontline service providers, as in the case of primary education, where official enrolment numbers diverged from survey estimates after funding shifted from user fees to per pupil government grants. Both syndromes highlight the need for incentive compatibility between data systems and funding rules.

An editorial on replication studies and scaling up efforts - Spector, J. Michael; Johnson, Tristan E.; Young, Patricia A. (Educational Technology Research and Development, 2015)
This editorial calls for the submission of replication studies, meta-analyses, and reports of large-scale impact studies to any section of ETR&D.

Will technology replace teachers? No, but ... - Trucano, Michael (World Bank Blogs, 2015)
In the future, will a machine replace me and smash other machines on my behalf? I've worked on, advised and evaluated educational technology projects in dozens of countries over the past fifteen years, mainly in middle and low income countries. As anyone who works intimately with information and communication technologies (ICTs) on ...

Universal Service Funds & connecting schools to the Internet around the world - Trucano, Michael (2015)

Sesame street in the tea estates: A multi-media intervention to improve sanitation and hygiene among Bangladesh's most vulnerable youth - Borzekowski, Dina (Annals of Global Health, 2015)

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

The Economics of Zero Rating - Eisenach, Jeffrey (Insights in Economics, 2015)
Keywords: ⛔ No DOI found

A web-based peer-assessment approach to improving junior high school students' performance, self-efficacy and motivation in performing arts courses: Peer assessment for performing art courses - Hsia, Lu‐Ho; Huang, Iwen; Hwang, Gwo-Jen (British Journal of Educational Technology, 2015)
In this paper, a web-based peer-assessment approach is proposed for conducting performing arts activities. A peer-assessment system was implemented and applied to a junior high school performing arts course to evaluate the effectiveness of the proposed approach. A total of 163 junior high students were assigned to an experimental group and a control group. The students in the experimental group learned with the web-based peer-assessment approach, whereas those in the control group learned with a web-based streaming video-supported environment. The experimental results showed that, in comparison with the web-based streaming video-supported learning approach, the web-based peer assessment approach could significantly improve the students' performance, self-efficacy and motivation in the performing arts course. In the meantime, it was found that the peer assessment ratings were highly correlated with the teachers' ratings in every performance item; moreover, the performance ratings were highly related to the students' self-efficacy in evaluating peers' work and improving their own work based on peers' comments as well as their intrinsic motivation, showing the effectiveness of the performance scoring rubrics and the peer assessment approach. The satisfaction questionnaire results also revealed that the students who learned with the peer assessment approach were significantly more satisfied with the learning activity than those who learned with the web-based learning approach.

Mozambique - Service delivery indicators: Mozambique service delivery indicators (English) - World Bank (World Bank Group, 2015)
Mozambique service delivery indicators brief;education

School-cooperation Kenya - Norway: friendship and learning through social media? - Pedersen, Hege (86 s., 2015)
Keywords: ⛔ No DOI found

Final Version adopted by the High Level Conference on Data Revolution – A side event of the 8th AU-ECA Conference of Ministers - UNECA (United Nations Economic Commission for Africa, 2015)

Review of international research on factors underlying teacher absenteeism - Lee, Mary; Goodman, Crystal; Dandapani, Nitara; Kekahio, Wendy (Regional Educational Laboratory Pacific, 2015)
Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.
Keywords: Academic Rank (Professional); Accountability; C:LMIC; Case Studies; Community Characteristics; Correlation; Cross Cultural Studies; Cultural Context; Cultural Influences; Elementary School Teachers; Family Work Relationship; Foreign Countries; LMICs; School Administration; School Culture; School Location; Social Influences; Teacher Attendance; Teacher Salaries; Teaching Conditions; Work Environment; ⛔ No DOI found

Teacher coaching in Kenya: Examining instructional support in public and nonformal schools - Piper, Benjamin; Zuilkowski, Stephanie Simmons (Teaching and Teacher Education, 2015)
Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.
Keywords: AWP2; C:Kenya; CitedIn:AKFC; CitedIn:OER4Schools-HHH3-B; Coaching; Instruction; Kenya; Literacy; PRIMR; professional development

Impediments to Enhancing Research within Universities in Developing Context: The Case of Pakistani Universities - Muborakshoevaa, Marodsilton (Journal of International and Comparative Education, 2015)
Universities in some developing countries are undergoing reforms over the recent decades so that they become research-based institutions. It has been stressed that research is of paramount importance for enhancing the economy of a country and for societies to become knowledge-based. However some of these concepts and challenges faced by these universities are hardly explored. Relying on the analysis of qualitative interviews and document analysis, this paper examines how the Higher Education Commission (HEC) has taken numerous initiatives to boost the research capacity of universities in Pakistan. Even then, numerous challenge remains in the attempt to enhance research quality. Funding and its effective use, academic freedom, and value of research in the society emerged as major impediments to research development at the universities. Critical voices from the university faculty are rarely taken into account by those responsible for higher education bodies, therefore many of such challenges persist till date. The article proposes solutions for overcoming some of these challenges and situates the experience of Pakistani universities within the broader experiences of universities world-wide.

Basic school leaders in Ghana: how equipped are they? - Donkor, Anthony Kudjo (International Journal of Leadership in Education, 2015)

Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom: do iPads help? - Perry, David R.; Steck, Andy K. (Computers in the Schools, 2015)
Teachers are increasingly integrating mobile digital technology into the classroom. The purpose of this study was to assess the effect of incorporating iPads in a secondary-level geometry course on academic achievement, student engagement, self-efficacy, and meta-cognitive self-regulation. Students in the iPad-using classroom experienced lower levels of geometry proficiency scores, higher levels of off-task behaviors, and similar levels of self-efficacy and meta-cognitive self-regulation compared to the non-iPad group. However, the results may have been affected by several latent variables that can be controlled for in future research.
Keywords: geometry; iPad; meta-cognitive self-regulation; mobile technology; self-efficacy

A snapshot of online learners: e-Readiness, e-Satisfaction and expectations - Ilgaz, Hale; Gülbahar, Yasemin (The International Review of Research in Open and Distributed Learning, 2015)
The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations from the online learning process. Hence, this mixed method study is conducted to explore the participants’ readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience. An ereadiness scale and an e-satisfaction scale was administered as quantitative measures, with openended questions gathering qualitative data. Participants of the research were registered to different e-learning programs at Ankara University Distance Education Center, Turkey, during the 2013-2014 academic year. Analysis of both quantitative and qualitative data revealed facts about online learners, which should prove useful to both e-instructors and e-program administrators.

Putting Education in “Educational” Apps: Lessons From the Science of Learning - Hirsh-Pasek, Kathy; Zosh, Jennifer M.; Golinkoff, Roberta Michnick; Gray, James H.; Robb, Michael B.; Kaufman, Jordy (Psychological Science in the Public Interest, 2015)
Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications (?apps?) for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, ?educational? apps?the number of which, as of January 2015, stood at 80,000 in Apple?s App Store (Apple, 2015)?are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children?s apps. In short, we will show how the design and use of educational apps aligns with known processes of children?s learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning?four ?pillars? of learning?within the context of a supported learning goal are considered educational.

Call Me Educated: Evidence from a Mobile Monitoring Experiment in Niger - Aker, Jenny C; Ksoll, Christopher (2015)
Keywords: C:Niger

Mobile solution for better reading instruction in rural Africa - Ojanen, Emma; Jere-Folotiya, Jacqueline; Yalukanda, Christopher; Sampa, Francis; Nshimbi, Chomba; Katongo, Maggie; Choopa, Mapenzi; Lyytinen, Heikki (2015 IST-Africa Conference, 2015)
GraphoGame Teacher Training Service is a mobile-based solution for providing teachers with scientifically validated pedagogical training in literacy instruction. In many African countries teachers currently have insufficient knowledge to teach literacy in local languages and learning materials are scarce, especially for children with learning difficulties. As part of the GraphoWorld network, CAPOLSA/University of Zambia is developing new mobile-based method for providing in-service training for teachers in literacy instruction and assisting children with learning difficulties. GraphoGame Teacher Training Service was piloted in October 2014 in rural Zambia. An orientative workshop was given to 24 teachers who learned about literacy instruction methodology and then organized a GraphoGame intervention to randomly selected 2nd grade children either at home or in a school environment. Parents of the children in the home intervention group were also encouraged to play GraphoGame. GraphoGame learning analytics shows that both the children and their parents improved their word reading skills. Children who played GraphoGame performed better than their non-playing classmates in the EGRA letter-sound knowledge test at the end of the intervention. Teachers, parents and children were all motivated to use ICT-based literacy learning tools and their literacy skills levels show high demand for support services for literacy instruction.
Keywords: Africa; African country teachers; CAPOLSA/University of Zambia; Conferences; EGRA letter-sound knowledge test; Electronic learning; Games; GraphoGame; GraphoGame learning analytics; GraphoGame teacher training service; GraphoWorld network; ICT-based literacy learning tools; Mobile handsets; Training; Zambia; computer games; educational institutions; home environment; home intervention group; in-service teacher training; information science education; learning materials; literacy; literacy instruction; literacy skills levels; local languages; mobile learning; mobile-based method; orientative workshop; professional aspects; reading instruction; rural Africa; rural Zambia; rural areas; school environment; scientifically validated pedagogical training; teacher training; word reading skills

Do No Harm teaching case study: Cité Soleil. Reference for workshop participants - Robillard, Sabina Carlson (CDA Collaborative Learning Projects, 2015)
Keywords: ⛔ No DOI found

Views on Internal and External Validity in Empirical Software Engineering - Siegmund, Janet; Siegmund, Norbert; Apel, Sven (2015 IEEE/ACM 37th IEEE International Conference on Software Engineering, 2015)
Empirical methods have grown common in software engineering, but there is no consensus on how to apply them properly. Is practical relevance key? Do internally valid studies have any value? Should we replicate more to address the tradeoff between internal and external validity? We asked the community how empirical research should take place in software engineering, with a focus on the tradeoff between internal and external validity and replication, complemented with a literature review about the status of empirical research in software engineering. We found that the opinions differ considerably, and that there is no consensus in the community when to focus on internal or external validity and how to conduct and review replications.
Keywords: Bibliographies; Computer languages; Context; Guidelines; History; Software engineering; Standards

Corsi blocks - Colman, Andrew M. (A Dictionary of Psychology, 2015)
A popular test of *short-term memory and *spatial ability based on a set of nine wooden blocks, arranged

Learning through Assistive Devices: A Case of Students with Hearing Impairment - Farooq, Muhammad Shahid; Aasma; Iftikhar, Umaira (Bulletin of Education and Research, 2015)
Present era has introduced persons with disabilities with a range of assistive devices that have rapidly increased their educational, vocational, and frivolous activities. Current descriptive study attempted to explore the effects of assistive devices on the learning of hearing impaired students. A sample of 200 hearing impaired students was selected to identify the assistive devices that are more in use by hearing impaired students. All of the assistive devices commonly used for hearing impairment were included in the study to explore the effects of each on the learning of students with hearing impairment. The mean difference in the learning of students suggested that assistive technologies are overall assistance for the students with hearing impairment and there is no substitute to these devices that could assist them in such a quite differentiated manner. The role of high tech assistive devices as well as low tech devices has been highlighted prominently. The parents of hearing impaired students were also the part of study and found satisfied with the use of assistive devices for their children. It is divulged that there is a need to reduce the cost of assistive devices to be used by the students with hearing impairment.
Keywords: Assistive Technology; Costs; Elementary School Students; Foreign Countries; Grade 4; Hearing Impairments; Interpersonal Communication; Parent Attitudes; Program Effectiveness; Quality of Life; Student Needs; ___working_potential_duplicate; ⛔ No DOI found

Recruitment and Retention of Public Sector Teachers in Ghana: A Discrete Choice Experiment - Gad, B. K. (University of Ghana, 2015)
The shortage of public sector teachers in rural areas is one of the main challenges facing policy makers in the education sector, in both developing and developed countries. This study sought to analyze the preferences of teachers, and how they would respond to alternative incentives associated with working in a rural location. Discrete Choice Experiment (DCE) which is rooted in Random Utility Theory (RUT) was used to capture the responses of 120 teacher trainees in Berekum College of Education. However, the full and the subgroup models were generated using the binary probit in STATA (Version 11.0). Marginal effect was also estimated. The magnitude of estimates from both the probit model and the marginal effects indicate that, for rural area posting, teachers in the public sector generally prefer and place higher priority on incentive packages such as granting of study leave with pay, provision of housing and promotion after three years of work. This was generally supported by the subgroup analysis. Also, the levels of salary will be traded off for non-financial incentive packages. It is recommended that in order to desist from force recruitment and the problem of mitigating geographical imbalances of public sector teachers, policy makers in the education sector should adopt a strategy by granting of study leave with pay, provision of housing and promotion after three years of teaching in rural areas

Evaluation of the application of mobile phone technology in teaching and learning: A case study of Kamwenja Teacher' college, Nyeri County, Kenya. - Gitome, Mwangi Joseph (Mount Kenya University, 2015)
This research was designed to investigate the application of mobile phone technology in teaching and learning among tutors and students of Kamwenja Teachers College in Nyeri County in Kenya. The problem this study addressed was to establish whether mobile phones in the hands of students and tutors were beneficial for teaching and learning or if they impede learning process in Teacher Training Colleges in Kenya. The variables under consideration were: quality teaching and learning as dependent variable and owning mobile phones, awareness of educational potential of mobile phones, acceptance of mobile phones, and mobile phones influence as alternative learning and instructional methods as independent variables. The data was collected from 71 tutors and 498 students. The sample size was worked out at 20% to be 15 tutors and 100 second year teacher trainees in the college. Stratified random sampling was used to ensure the sample was a true representation of the whole population. Data was collected through questionnaires that were both quantitative and qualitative to ensure high quality of information for the study where 98.2% response rate was achieved. To ensure Validity and Reliability of Research Instruments a pre-test of the questionnaire was conducted on tutors and students of Kagumo Teachers College. A reliability coefficient of 0.7 was adopted for the items while an expert, the supervisor, guided in validity of the items. The study was guided by the activity theory also known as Cultural Historical Activity Theory. Primary data was analysed with the aid of Statistical Package for Social Sciences (SPSS version 20) software to generate descriptive statistics, correlation and multiple regression analysis. The findings of the study revealed that ownership of mobile phone had a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly and even when regressed together with other factors. Further, the study revealed that awareness of the educational potential of mobile phone technology, acceptance of mobile phone technology and mobile phone technology as an alternative learning and instructional methods were found to have a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly, however when all the factors were regressed together they were found to have a positive and but insignificant effect on application of mobile phone technology in teaching and learning. In order to enhance use of mobile phone technology in teaching and learning students and teachers should be encouraged to acquire mobile phones with internet connectivity features. The general usage of mobile phone in teachers training colleges was found to be very high. However the rate at which mobile phones are used for exchanging learning information is low. The researcher recommends that policies be put in place on use of mobile phone technology in teaching and learning and train tutors on how to teach differently using mobile phone technology. Future researchers should try to establish hindrances of application of mobile phone technology in teaching and learning.

Bringing Learning to Light: The Role of Citizen-Led Assessments in Shifting the Education Agenda - Plaut, Daniel; Jamieson Eberhardt, Molly (Results for Development, 2015)
"Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained

Integration of ICT in Education in a Secondary School in Kenya: A Case Study - Kisirkoi, Florence (Literacy Information and Computer Education Journal, 2015)
Amidst reports that there was very little integration of Communication Information Technology (ICT) in curriculum delivery in many secondary schools in Kenya, it was reported that one secondary school was using ICT in instruction and practicing learner centered instructional approaches and there was improved learning outcomes. The school’s mean score in the Kenya Certificate of Secondary Education had improved from 6.2 to 8.4 between 2007 and 2013. This study teacher computer literacy levels, motivation for integration, perceived reason for the intervention and the impact on teaching and learning. A case study was conducted and observation and interview schedules were used to collect data. The study population was the 535 students and the 28 teachers in the school. Simple random sampling was used to sample 30 students and 18 teachers. It was established that the students and teachers were computer literate and were able to manage computer applications for teaching and learning. The Learning process was found to be practical with learner interactions and activities based learning. The motivation was desire to teach better coupled with visionary, supportive school leadership. The school was using ICT as teaching learning tool and there was improvement of learning environment and outcomes. Many schools ought to emulate the school.

GraphoGame – a catalyst for multi-level promotion of literacy in diverse contexts - Ojanen, Emma; Ronimus, Miia; Ahonen, Timo; Chansa-Kabali, Tamara; February, Pamela; Jere-Folotiya, Jacqueline; Kauppinen, Karri-Pekka; Ketonen, Ritva; Ngorosho, Damaris; Pitkänen, Mikko; Puhakka, Suzanne; Sampa, Francis; et al. (Frontiers in Psychology, 2015)
GraphoGame (GG) is originally a technology-based intervention method for supporting children with reading difficulties. It is now known that children who face problems in reading acquisition have difficulties in learning to differentiate and manipulate speech sounds and consequently, in connecting these sounds to corresponding letters. GG was developed to provide intensive training in matching speech sounds and larger units of speech to their written counterparts. GG has been shown to benefit children with reading difficulties and the game is now available for all Finnish school children for literacy support. Presently millions of children in Africa fail to learn to read despite years of primary school education. As many African languages have transparent writing systems similar in structure to Finnish, it was hypothesized that GG-based training of letter-sound correspondences could also be effective in supporting children’s learning in African countries. In this article we will describe how GG has been developed from a Finnish dyslexia prevention game to an intervention method that can be used not only to improve children’s reading performance but also to raise teachers’ and parents’ awareness of the development of reading skill and effective reading instruction methods. We will also provide an overview of the GG activities in Zambia, Kenya, Tanzania, and Namibia, and the potential to promote education for all with a combination of scientific research and mobile learning.

Automating data extraction in systematic reviews: a systematic review - Jonnalagadda, Siddhartha R.; Goyal, Pawan; Huffman, Mark D. (Systematic Reviews, 2015)
Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews.
Keywords: Conditional Random Field; Data Element; PubMed Abstract; Support Vector Machine; Systematic Review Process; _Added-ailr-2024

Increasing Students’ Awareness of Their Behavior in Online Learning Environments with Visualizations and Achievement Badges - Auvinen, Tapio; Hakulinen, Lasse; Malmi, Lauri (IEEE Transactions on Learning Technologies, 2015)
In online learning environments where automatic assessment is used, students often resort to harmful study practices such as procrastination and trial-and-error. In this paper, we study two teaching interventions that were designed to address these issues in a university-level computer science course. In the first intervention, we used achievement badges, a form of gamification, to reward students for submitting early, solving exercises with few iterations, and completing the exercises with full points. In the second intervention, we used heatmap visualizations that show a prediction of the student's success if he or she continues to behave in the same way, based on data from earlier courses. The results from a controlled experiment show that the heatmap visualizations had an impact on how early the students submitted their exercises and how many points they earned from them. We also observed that performance approach goal orientation correlated with an interest towards the achievement badges whereas performance avoidance correlated with an interest towards the visualizations. The results indicate that increasing students' awareness of their behavior can have a positive impact on their study practices and results. However, the same type of feedback may not suit all students because of individual differences.
Keywords: Adaptation models; Context; Data visualization; Education; Heating; Monitoring; Visualization; achievement badges; automatic assessment; computer aided instruction; computer science education; data visualisation; distance learning; educational courses; exercise solving; exercise submission; further education; gamification; goal orientation; heatmap visualization; human factors; online learning environment; performance avoidance; student awareness; student behavior; student reward; student study practice; student success prediction; teaching; teaching intervention; university-level computer science course

Towards a Disability Inclusive Education - Sæbønes, Ann-Marit; Bieler, Rosangela Berman; Baboo, Nafisa; Banham, Louise; Singal, Nidhi; Howgego, Catherine; McClain-Nhlapo, Charlotte Vuyiswa; Riis-Hansen, Trine Cecilie; Dansie, Grant Angus (Oslo Summit on Education for Development, 2015)
Keywords: ___working_potential_duplicate

Reflective Teacher Supervision Through Videos of Classroom Teaching - Kaneko-Marques, Sandra Mari (PROFILE Issues in Teachers' Professional Development, 2015)
The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.

A comparative study of blended learning versus traditional teaching in middle school science - Pixel (International Conference The Future Of Education, 2015)
Keywords: Education / Philosophy, Theory & Social Aspects

Teaching and Learning Materials Financing - Read, Tony (Where Have All the Textbooks Gone?: Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa, 2015)
Suggests that no single universal cause behind the persistent under-financing of textbook provision in Sub-Saharan Africa (SSA) countries exists, but some common components include, (1) the pressure on teaching and learning materials (TLM) budgets caused by rapid enrollment growth; (2) the repeated tendency for curriculum designers to make decisions without taking into account the cost implications on the system as a whole; (3) the failure of development partner (DP) support to addressed affordability and sustainability issues; (4) the misunderstanding of ministries of education (MOEs) and DPs concerning manufacturing versus textbook cost as well as textbook versus system cost; (5) the lack of review and management of the nature and extent of fund diversion, fund misappropriation, piracy, and price mark-ups in undermining allocated TLM funding; and (6) the lack of monitoring, inspection, supervision, and financial audit systems necessary to ensure that all links in the financing and supply chain operate effectively.

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

Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing - Lai, Fang; Luo, Renfu; Zhang, Linxiu; Huang, Xinzhe; Rozelle, Scott (Economics of Education Review, 2015)
The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.
Keywords: China; Computer-assisted learning; Development; Education; Migration; Random assignment; Test scores

Collaborative inquiry as a professional learning structure for educators: a scoping review - DeLuca, Christopher; Shulha, Jason; Luhanga, Ulemu; Shulha, Lyn M.; Christou, Theodore M.; Klinger, Don A. (Professional Development in Education, 2015)

Implementing school-based teacher development in Tanzania - Hardman, Frank; Hardman, Jan; Dachi, Hillary; Elliott, Louise; Ihebuzor, Noel; Ntekim, Maniza; Tibuhinda, Audax (Professional Development in Education, 2015)
This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region.
Keywords: Tanzania; __C:filed:1; capacity development; primary education; quality education; school-based teacher development; teacher education reform

Promoting teaching and learning in Ghanaian Basic Schools through ICT - Natia, James; Al-hassan, Seidu (International Journal of Education and Development using ICT, 2015)
The Basic School Computerization policy was created in 2011 to introduce computers and e-learning into the entire educational system to promote training and life-long learning. Using data obtained by Connect for Change Education Ghana Alliance, this paper investigates the extent to which school administration, and teaching and learning are promoted through the use of ICT in Ghanaian Basic Schools. The data was obtained through a cross-sectional survey involving a random sampling of 333 Primary and 295 Junior High Schools across four regions (Northern, Upper East, Upper West and Volta) in...
Keywords: ___working_potential_duplicate; ⛔ No DOI found

The Impact of Teachers Professional Development in Video Technology on Mathematics and English Learning of Preschoolers in a Rural Primary School in Pakistan - Ikram, Hamid (International Journal for Digital Society, 2015)
Learning media technologies are common and affordable tools in preschools for teaching and learning purposes. Unfortunately, many young children from low socio-economic communities do not have challenging and stimulating learning environment as compared to their advantaged peers.

Supporting Head Start parents: impact of a text message intervention on parent–child activity engagement - Hurwitz, Lisa B.; Lauricella, Alexis R.; Hanson, Ann; Raden, Anthony; Wartella, Ellen (Early Child Development and Care, 2015)
Head Start emphasises parent engagement as a critical strategy in promoting children's long-term learning. Parents can support children's positive development by engaging them in stimulating activities. The following study assessed whether a service that delivered parenting tips via text message could prompt parents of children enrolled in Head Start programmes to engage in more learning activities with their children. Two hundred and fifty-six parents participated in the study with approximately half receiving text messages for six weeks. All participants completed a questionnaire about the types of learning activities in which they engaged their children. Parents who received the service engaged in more learning activities; this was particularly true of fathers and parents of boys. Parents reported high rates of satisfaction with service. These results suggest that text-based interventions as a supplement to other forms of family engagement may successfully communicate parenting information and support parental engagement with young children.
Keywords: Head Start; ___working_potential_duplicate; activities; early childhood; intervention; parenting; text messaging

Opportunities for Accelerating Progress on Education for Syrian Children and Youth in Jordan - Jalbout, Maysa (2015)
Keywords: ⛔ No DOI found

This BRCK Will Revolutionize Education In Africa - Shapshak, Toby (Forbes, 2015)
In a scene not unlike classrooms around the world, the faces of 40 children glow from the light of their tablets as their teacher leads them through the morning's lesson. Except this happened yesterday inside a converted shipping container in a low-income area of Kenya, in a country where the price [...]

TESS-India OER: Collaborative practices to improve teacher education - Wolfenden, Freda (Indian Journal of Teacher Education, 2015)
As the numbers of children attending school in India rises rapidly ensuring a productive learning experience for every student is a huge challenge. Quality is central to the Government of India’s education policy; major education goals recognise that changes in teachers’ classroom practice are critical to improving students’ learning in elementary and secondary schools across India. This paper describes the rationale and pedagogy of an innovative response to these challenges harnessing contemporary ideas on ‘open’, learning and the increasing availability of network technology in the form of a multilingual Open Educational Resources (OER) teacher education toolkit. The main section of the paper then describes the processes for multi-stakeholder participation in the development of the elements of the OER toolkit and the paper concludes with a discussion of the ‘open’ dimension of the project and how this enables ‘local’ authentication and mediation of use of the OER in each of the project states.
Keywords: ⛔ No DOI found

Opportunities for Equitable Access to Quality Basic Education (OPEQ): Final Report on the Impact of the OPEQ Intervention in the Democratic Republic of Congo - Aber, J. Lawrence; Starkey, Leighann; Tubbs, Carly; Torrente, Catalina; Johnston, Brian; Wolf, Sharon; Shivshanker, Anjuli; Annan, Jeannie (2015)

Perceptions of Pre-Service English Teachers towards the Integration of an LMS into English Language Teacher Education - Basal, Ahmet (Journal of Technology and Teacher Education, 2015)
With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments.
Keywords: ERIC, Current Index to Journals in Education (CIJE); Education--Computer Applications; Educational technology; English (Second Language); English teachers; Foreign Countries; Foreign language instruction; Higher Education; Language Teachers; Language teachers; Learning management systems; Likert Scales; Management Systems; Mixed Methods Research; Positive Attitudes; Postsecondary Education; Preservice Teachers; Questionnaires; Second Language Instruction; Second Language Learning; Semi Structured Interviews; Student Attitudes; Teacher Education; Teacher education; Technology Integration; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2096949; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Beginning to teach inclusively: An analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania - Westbrook, Jo; Croft, Alison (Teaching and Teacher Education, 2015)
Inclusive pedagogies to support children with disabilities in low-income countries have been neglected, and viewed as ‘specialised’ or optional within teacher education. In contrast, this paper presents details of practices of newly qualified teachers (NQTs) in Tanzania that aim to help all learners to learn even in poorly-resourced schools. It argues that NQTs' positive attitudes and responsibility towards their students can be located in Tanzania's history and their early professional experiences, resulting in an interactionist pedagogy that normalises ‘inclusive’ practices. ‘Learning difficulties’ are relocated from a medical model of disability to a concern with improving teaching and learning for all.

The Use of Information and Communication Technology (ICT) for Knowledge Management in the Second Cycle Educational Institutions in Ghana - Ohemeng, Patrick; Twum, Edward; Nii, Isadore (International Journal of Computer Applications, 2015)
Given its capabilities to widen access, improve the quality and reduce the cost of developing, accessing and maintaining information, Information and Communication Technology (ICT) offers increased possibilities for managing knowledge. This paper thus investigates the level of utilization of ICT in the knowledge management processes in the Ghanaian educational system. Being a descriptive study, a randomly selected sample of second cycle educational institutions was surveyed through questionnaire. Using descriptive data analysis, the study found a low level of Information and Communication Technologies usage in knowledge management processes in the second cycle educational system. Knowledge management practices were found to be inefficient due to, among other things, absence of strategic policies and nonutilization of ICT. The findings indicate that the Secondary Schools are not deriving the efficiency returns of the computers they have acquired due to the absence of a deliberate and effective strategy for knowledge management. Also students, teachers and administrators in the second cycle schools are not benefitting from the information revolution for knowledge management. It was recommended that capacity building in knowledge management and improvement of Internet speed should be given priority attention by educational authorities.

Revisiting the ‘m’ in m-learning: Making the most of mobile environments for teaching and learning in developing countries - Pouezevara, Sarah (E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2015)
Educational innovations in developing countries are expanding due to pressure to achieve quality outcomes at scale and changing markets, where mobile devices are increasingly affordable. m-Learning as a concept has existed prior to the acceleration of these forces, but has gained increasing attention because of them. Growth in mobile phone ownership in developing countries has made mobile-phone enabled education (a form of e-learning) commonplace in formal and informal education. This paper draws on a broad review of existing m-learning programs to illustrate how instructional strategies...

Using Unified Theory of Acceptance and Use of Technology Model to Predict Students' Behavioral Intention to Adopt and Use E-Counseling in Ghana - Kolog, Emmanuel Awuni; Sutinen, Erkki; Vanhalakka-Ruoho, Marjatta; Suhonen, Jarkko; Anohah, Ebenezer (International Journal of Modern Education and Computer Science, 2015)
The urge to progressively motivate e-counseling in schools is somewhat dependent on students' behavioral intention towards the use of counseling technologies. This paper presents an empirical approach of using Unified Theory of Acceptance and Use of Technology model to ascertain students' behavioral intention to adopt and use e-counseling in Ghana. Questionnaires were used to collect data from two hundred and fifty (N=250) randomly selected students from Ghana. Cronbach alpha (α) was first employed to validate and ascertain the reliability of the data. Subsequently, Multiple Linear Regression (MLR) was performed in analysing the data. After that, a follow-up interview was conducted to explore the variance in our findings from the collected data through the questionnaires. In the end, the reliability of the test items contained in the questionnaire yielded strongly at 87.6 %. Also, whereas the outcome of the research suggests Performance Expectancy (PE) (B = .511 , p= .000) and Social Influence (SI) (B = .165 p = .001) as the influencing constructs (factors) towards students' behavioral intention to adopt and use e-counseling, Facilitation Condition (FC) (B= .014, p= .723) and Effort Expectancy (EE) (B= .086 p= .080) had no significant effect on the behavioral intention of students to adopt and use e-counseling in Ghana.
Keywords: Counseling; E-Counseling; ICT; Unified Theory of Acceptance; Use of Technology (UTAUT)

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
Keywords: Access to education; C: International; Digital Divide; Distance learning; Education; MOOCs; Socioeconomic factors; ___working_potential_duplicate

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

The State of the World’s Children 2015 - UNICEF (The State of the World’s Children 2015: Reimagine the future, 2015)

Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo - Wolf, Sharon; Torrente, Catalina; Frisoli, Paul; Weisenhorn, Nina; Shivshanker, Anjuli; Annan, Jeannie; Aber, J. Lawrence (Teaching and Teacher Education, 2015)
This article examines the impacts of a partial year of implementation of Learning to Read in a Healing Classroom (LRHC), a curricular and social-emotional teacher professional development intervention in southeastern Democratic Republic of the Congo, on teacher professional well-being. Using a cluster-randomized control trial, this study assesses LRHC impacts on a sample of 346 teachers from 64 primary schools. We find statistically significant increases in job dissatisfaction for female teachers and increases in motivation for the least experienced teachers. Implications are discussed for the role of teacher professional development and well-being in improving education in low resource and conflict-affected contexts.
Keywords: Democratic Republic of the Congo; International education; Motivation; Teacher professional development

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

Preparedness of Public Secondary Schools on the Use of Information Communication Technology in Teaching and Learning in Mukurweini, Nyeri County-Kenya - Ngatia, Paul Kamau (Kenyatta University, 2015)
Globally the important role played by the use of Information and Communication Technology (ICT) in educational institutions has grown with states putting heavy investments in the purchase of ICT equipment and providing internet access for students and teachers. The Kenya government has been encouraging the adoption of ICT in schools. However, it is not clear to what extent this has been implemented. In Mukurwe-ini Sub County the implementation of ICT has not been effective as evidenced by Table 1.1. This study sought to assess the preparedness of public secondary schools on the Information Communication Technology (ICT) in Mukurwe-ini Sub County, Nyeri County. The study will assess the extent of use of ICT in secondary schools as well as investigate the school related and the teacher related preparedness to the use of ICT in their duties. The information obtained is helpful in assessing the implementation of government policy on ICT in schools. The study adopted descriptive survey design. The target population consisted; 31 public secondary school principals and 374 teachers in Mukurwe-ini Sub County. The researcher employed purposively, stratified random sampling techniques to select a sample of 15 schools, 15 principals and 120 teachers for the study. Data was collected using self-administered questionnaires. The questionnaires were assessed by experts in the field of educational technology to ensure validity while the reliability was tested using Cronbach’s alpha co-efficient calculated from the results of a pilot study and found to have a Cronbach’s Alpha Coefficient of 0.85. The study obtained both quantitative and qualitative data. Qualitative data were analysed thematically as per research objectives. Quantitative data were analysed by use of descriptive statistics in which measures of central tendencies such as mean, mode, and percentages were used for determination of extent of ICT, the level of school related and teacher related preparedness while inferential statistics specifically the independent sample t-test was used to test the relationship between variables using Statistical Package for Social Sciences (SPSS). It was found that teachers rarely used computers in teaching and learning. The school preparedness was poor with school environment and support being low while teachers had positive attitudes towards integration of ICT in teaching. However, teachers were found not to be well adequately trained and experienced in the use of ICT thus very low self confidence in use of ICT in teaching and learning. Conducive school environment that was supportive was found to have positive impact of integration of ICT, inadequate training and low self confidence hindered the adoption of ICT. The study recommended that the inclusion of ICT in curriculum in teacher training institutions, increased funding, provision up to date training of teachers and employment of technical support staff to improve ICT adoption in teaching and learning

Research on Improving Systems of Education (RISE): Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning - Pritchett, L. (2015)
Keywords: IMPORT_FROM_DFID_RITE

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

A meta-analysis of the Dimensional Change Card Sort: Implications for developmental theories and the measurement of executive function in children - Doebel, Sabine; Zelazo, Philip David (Developmental Review, 2015)
The Dimensional Change Card Sort (DCCS) is a widely used measure of executive function in children. In the standard version, children are shown cards depicting objects that vary on two dimensions (e.g., colored shapes such as red rabbits and blue boats), and are told to sort them first by one set of rules (e.g., shape) and then by another (e.g., color). Most 3-year-olds persist in sorting by the pre-switch rules, whereas 5-year-olds switch flexibly. We conducted a meta-analysis of standard and experimental versions of the task (N = 69 reports, 426 conditions) to examine the influence of diverse task variations on performance. Age, how the test stimuli were labeled for the child, emphasis on conflict in the verbal introduction of the post-switch rules, and the number of pre-switch trials each independently predicted switching on the standard DCCS, whereas pre-switch feedback, practice, and task modality did not. Increasing the relative salience of the post-switch dimension was associated with higher rates of switching, and, conversely, decreasing post-switch salience was associated with lower rates of switching, and under both kinds of manipulation performance continued to be associated with age. Spatially separating the dimensional values was associated with higher rates of switching, and it was confirmed that the degree of spatial separation matters, with children benefiting most when the dimensional values are fully spatially segregated.Switch rates tended to be higher in versions on which children were prompted to label the stimuli compared to when the experimenter provided labels, and lower when reversal instructions were used in conjunction with the standard task stimuli. Theoretical and practical implications for the study and measurement of executive function in early childhood are discussed.
Keywords: Cognitive control; Cognitive flexibility; DCCS; Executive function; Meta-analysis; Set-shifting

The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review - Jacob, Robin; Parkinson, Julia (Review of Educational Research, 2015)
This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.

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

Successes and challenges of implementing a teacher education project in rural Sierra Leone - Mcdermott, Peter; Allen, Nancy (International Journal of Educational Research, 2015)

Beyond a public health emergency: potential secondary humanitarian impacts of a large-scale Ebola outbreak - ACAPS (2016)

One Laptop per Child Rwanda: Enabling Factors and Barriers - Adam, Taskeen; Haßler, Björn; Cruickshank, Heather (South Africa International Conference on Educational Technologies, 2016)
Keywords: Author:Haßler; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Canada CAN; _C:China CHN; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Denmark DNK; _C:Egypt EGY; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

Continental Education Strategy For Africa (2016 – 2025) - African Union (2016)

Uganda Round 6 Summary of results - Afrobarometer (Afrobarometer, 2016)

Empirical Analysis of Internet Usage and Academic Performance of Students: Evidence from Pakistan - Ahmed, Rizwan Raheem; Vveinhardt, Jolita; Ahmad, Nawaz (Edulearn16: 8th International Conference on Education and New Learning Technologies, 2016)
Problem Statement: Internet is a useful tool for in a technologically advanced world. Internet use for education is very important; in this research we evaluate the usage of Internet in Universities students as advanced technology, and its impacts on students' academic performance. Purpose of Study: The purpose of this study is to examine the relationship between Internet usage and university students' performance, it further identify the attitude of students towards information technology, and also evaluate that whether the use of Internet improve the academic performance of the students or not. Advancement in technology brings major impacts on education (Underwood 2003). Methodology: Data is collected through 10 closed ended questions with a sample size of 143 students. In this study the academic performance of student is dependent variable and usage of Internet is independent variable. We use descriptive analysis & linear regression model to check whether the Internet usage affects the students' performance positively or the other way around. Findings and results: Results of the research showed that the Internet is an essential knowledge tool for students, they use the Internet primarily for educational and research purposes and get benefited and also playing a positive role and participation in society. Respondents also expressed great confidence and satisfaction in using Internet for educational purposes. Recommendations: It is recommended that basic Internet tools may be introduced to students in their early stages of education. Universities should provide better infrastructure and organize courses that build up internal capacity of students, which enhance the efficiency and effectiveness for Internet Usage.
Keywords: Academic performance; Attitude of student; Information technology; Internet usage; Linear Regression; Technologically advanced World; attitudes; education; technology

L'éducation bilingue dans le contexte multilingue guyanais: dispositifs cloisonnants et pratiques pédagogiques innovantes - Alby, Sophie; Léglise, Isabelle (Lambert Lucas, 2016)

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

Systems and Complexity Theories of Organizations - Amagoh, Francis (Global Encyclopedia of Public Administration, Public Policy, and Governance, 2016)
Keywords: Complex Adaptive System; Complexity Theory; Emergent Behavior; External Environment; Organizational Learning

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

Barriers to the Use of Computer Assistive Technology among Students with Visual Impairment in Ghana: The Case of Akropong School for the Blind - Ampratwum, Joseph; Offei, Yaw Nyadu; Ntoaduro, Afua (Journal of Education and Practice, 2016)
The study aimed at exploring barriers to the use of computer assistive technology among students with visual impairment at Akropong School for the Blind. A case study design was adopted and the purposive sampling technique used to select 35 participants for the study. The researchers gathered qualitative data using an in-depth interview guide to investigate barriers to the use of keyboarding skills and Job Access with Speech (JAWS).Data were transcribed and analysed thematically. That is the key themes were identified in the conversations and these were drawn and discussed. This was done using both the narrative methods and opened quotes from interviews. The findings indicated that challenges limiting effective use of computer assistive technology in the School were more personal than external influences. This was because most of the challenges were due to the individual response to the training and familiarity in developing their competencies in using computer assistive technology. Based on this, it was recommended that efforts should be made to stock the laboratory with additional computers. Directly in line with the first recommendation, it was further suggested that more practice time should be created for the students to maximize computer use. Also, Licensed JAWS must be acquired by the school to advance students’ competence in using computer assistive technology. A number of the challenges were expressed by the students on their non- familiarity with the JAWS. As a result, it was recommended that instructors and trainers at the school should engage the students in revised lessons on introduction to computer. This will help to refresh the minds of students.
Keywords: ⛔ No DOI found

Socio-economic impact on schooling of urban slum children: a study of Rayer Bazaar slum in Dhaka city - Anam, Abu Saief Mohammad Towhidul (Dynamics of Public Administration, 2016)

Measuring Effect Of Culturally Responsive Learning Environment For Computing Education In African Context - Anohah, E.; Suhonen, J. (Problems of Education in the 21st Century, 2016)
A relevant research area in computing education is to explore aspects that motivate and promote learning in culturally responsive learning environments. This research contributes towards understanding how indigenous knowledge can be used to create a meaningful learning environment for learning object-oriented programming. The aim of research is to explore the effect of a culturally responsive learning environment for computing education in Ghana high school context. This research comprised teaching interventions that emphasized cultural significance and stimulation of Oware game as metaphors and related analogies to teach object oriented programming. The results indicated that a culturally responsive environment had a positive effect on high school students’ conceptual understanding of object-oriented programming concepts and attitudinal change to computing education.
Keywords: Oware game; computer achievement; computer attitude; indigenous knowledge; integrationist approach; object-oriented concepts; ⛔ No DOI found

Innovación y Sistemas Nacionales de Innovación en procesos de desarrollo - Arocena, R.; Sutz, J. (Repensando el desarrollo latinoamericano. Una discusión desde los sistemas de innovación, 2016)
Keywords: ⛔ No DOI found

Improving Secondary School Teacher Quality in Sub-Saharan Africa - Bainton, Dave; Barrett, Angeline Mbogo; Tikly, Leon (Bristol Working Papers in Education, 2016)
Keywords: C:sub-Saharan Africa

Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of 'Teaching at the Right Level' in India - Banerjee, Abhijit V.; Banerji, Rukmini; Berry, James; Kannan, Harini; Mukerji, Shobhini; Walton, Michael (National Bureau of Economic Research Working Paper No. 22746, 2016)

Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of “Teaching at the Right Level” in India - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukherji, Shobhini; Shotland, Marc; Walton, Michael (NBER Working Paper Series, 2016)
Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems.
Keywords: C:India; Education; India; ___working_potential_duplicate

Opening New Doors: Community Engagement in India - Batada, Ameena; Banerjee, Sashwati; Subramanian, Mathangi; Banerjee, Sashwati; Subramanian, Mathangi (The Sesame Effect: The Global Impact of the Longest Street in the World, 2016)

Gender bias is rife in textbooks - Benavot, A; Jere, C (2016)

How to plan and perform a qualitative study using content analysis - Bengtsson, Mariette (NursingPlus Open, 2016)

How can Mother Tongue-based MLE be carried out in classrooms where three or more local languages are represented as mother tongues? - Benson, Carol; Young, Catherine (Good Answers to Tough Questions in Mother Tongue-Based Multilingual Education, 2016)

Technology adoption in education: Usage, spillovers and student achievement - Bergman, Peter (2016)
Keywords: ⛔ No DOI found

Reducing parent-school information gaps and improving education outcomes: Evidence from high frequency text messaging in Chile - Berlinski, S; Busso, M; Dinkelman, T; Martinez, C (2016)
Keywords: ___working_potential_duplicate

SMS-based school parents communication technology - Berlinski, S.; Busso, M.; Dinkelman, Taryn; Martinez, C.A. (Department for International Development (DFID), 2016)
Authors test whether a program of sending student data to parents using high frequency text messaging improves education outcomes

School Characteristics and Teacher Turnover: Assessing the Role of Preferences and Opportunities - Bonhomme, Stéphane; Jolivet, Grégory; Leuven, Edwin (The Economic Journal, 2016)
Job characteristics can affect worker turnover through their effect on utility and through their effect on outside job opportunities. The aim of this study is to identify and estimate the roles of these two channels separately. Our method exploits information on job changes, and relies on an augmented sample selection correction. To illustrate our approach, we use an exhaustive register of Dutch primary school teachers and show a detailed picture of preferences for school characteristics. We also find that the dependence between current and outside job attributes can affect turnover and thus the allocation of teachers across schools.

Using Educational Games for Sign Language Learning - A SignWriting Learning Game: Case Study - Bouzid, Yosra; Khenissi, Mohamed Ali; Essalmi, Fathi; Jemni, Mohamed (Journal of Educational Technology & Society, 2016)
ABSTRACT Apart from being used as a means of entertainment, computer games have been adopted for a long time as a valuable tool for learning. Computer games can offer many learning benefits to students since they can consume their attention and increase their motivation and engagement which can then lead to stimulate learning. However, most of the research to date on educational computer games, in particular learning versions of existing computer games, focused only on learner with typical development. Rather less is known about designing educational games for learners with special needs. The current research presents the results of a pilot study. The principal aim of this pilot study is to examine the interest of learners with hearing impairments in using an educational game for learning the sign language notation system SignWriting. The results found indicated that, overall, the application is useful, enjoyable and easy to use: the game can stimulate the students' interest in learning such notations.
Keywords: ⛔ No DOI found

Systems theory of systems thinking: General and particular within modern science and technology education - Broks, Andris (Journal of Baltic Science Education, 2016)
Keywords: ⛔ No DOI found

Blended learning implementation in secondary education for girls: case study Tatweer project Saudi Arabia - Bukhari, Eman Gasim (International Journal of Academic Research and Reflection, 2016)
Blended learning (BL) has been the subject of much research recently, and the present research adds to this growing body of knowledge as the first substantial study on BL in secondary education for girls in Saudi Arabia. Based on field work comprising interviews and questionnaires this research reports the results of an exploratory, empirical case study of a large-scale programme (Tatweer project) for the introduction of blended learning into 25 traditional secondary girls' schools in Saudi Arabia. Adopting the interpretive research paradigm the objective of the study is to gain rich insight into blended learning guided by the effect of BL on female education. The study demonstrates a number of positive effects of BL on students' engagement and self-development, however, problems with the workloads of students and the failure of teachers to integrate face-to-face learning with e-learning are also observed. Throughout the research Sharpe et al.'s (2006) 8-dimensional framework of BL is applied in a new way to assess the implementation level of BL. This results in the recommendation to extend this framework with an ethical dimension. Further recommendations of the work are to actively seek feedback from key stakeholder groups during BL implementation, to use BL for teacher training in BL, and to measure performance indicators like students' workloads during the transition of traditional schools to BL.
Keywords: ⛔ No DOI found

Technology and education: Computers, software, and the internet - Bulman, George; Fairlie, Robert W. (Handbook of the Economics of Education, 2016)

The Politics of Evidence-Based Policy Making - Cairney, Paul (Palgrave Macmillan UK, 2016)
The Politics of Evidence Based Policymaking identifies how to work with policymakers to maximize the use of scientific evidence. Policymakers cannot consider all evidence relevant to policy problems. They use two shortcuts: ‘rational’ ways to gather enough evidence, and ‘irrational’ decision-making, drawing on emotions, beliefs, and habits. Most scientific studies focus on the former. They identify uncertainty when policymakers have incomplete evidence, and try to solve it by improving the supply of information. They do not respond to ambiguity, or the potential for policymakers to understand problems in very different ways. A good strategy requires advocates to be persuasive: forming coalitions with like-minded actors, and accompanying evidence with simple stories to exploit the emotional or ideological biases of policymakers.

The effects of school-based decision-making on educational outcomes in low-and middle-income contexts: a systematic review - Carr-Hill, Roy; Rolleston, Caine; Schendel, Rebecca (Campbell Systematic Reviews, 2016)
Keywords: ❓ Multiple DOI

The politics of performance in Punjab - Center for Public Impact (Centre For Public Impact (CPI), 2016)
All government leaders strive for improvements in public services. Systems differ, approaches fluctuate and funding streams vary, but theirs is a shared goal of achieving better services for their citizens. It's how they get re-elected - and how they make a difference.Take Shehbaz Sharif, for example. The chief ministe...

Handbook of the Psychology of Aging (Eighth Edition) - Charness, Neil; Boot, Walter R (Elsevier, 2016)
We review recent data and theory about technology adoption and acceptance by older adults, focusing on information and communications technology (ICT), digital gaming, and social networking sites. Representative data in developed countries indicate that older adult cohorts lag in ICT use, including Internet use, despite apparent benefits that some products may provide. The lag is particularly noticeable in digital gaming and social networking. Theories of technology acceptance and adoption suggest that this lag may be attributable to cost–benefit factors such as perceived usefulness and perceived ease of use. Other factors that may differentially affect older cohorts are concerns about privacy loss as well as cognitive, perceptual and psychomotor costs. The accelerating digital provision of services may disadvantage non-participating seniors. Those who design ICT products and their training and support packages could benefit from improved theories of ICT adoption and supporting tools to produce usable and useful products for seniors.

Relationship between Teacher - Educator Characteristics and the Integration of Information and Communication Technologies in Teaching and Learning in Teacher Education Institutions in Kenya - Chemwei, B.; Kiboss, J.; Njag, Kageni (undefined, 2016)
It is a government policy that all institutions of learning in Kenya, across the curricula embrace Information Communication Technology (ICT) as the world moves towards knowledge based economy. The evidence in literature reveals positive effects of information and communication technology in instruction. But teachers have a challenging task in integrating the tools of ICT in teaching especially those teacher educators not quite exposed to technology. This is because so many factors influence ICT integration. In this paper, we explore the the relationship between teacher-educators’ age, gender, level of education, and teaching experience and the integration level of ICTs in teaching in primary teacher training colleges in Kenya. The simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents who participated in the study. Data was collected using a questionnaire, an interview schedule and an observation schedule. The data collected was analyzed descriptively with the help of SPSS program version 17.0 for frequencies, means, standard deviation and percentages. The inferential statistics used to determine relationships among variables was the Pearson moment Correlation. Regression analysis was used to determine the best predictors of ICT integration among the independent variables. A p-value of less than 0.05 was interpreted as significant. Results indicated that there is a significant relationship between teacher-educators’ level of ICT integration in teaching and their age. However, the findings showed no relationships between teacher educators’ level of ICT integration in teaching and gender as well as their level of education. Teacher-educators’ years of teaching are insignificant in explaining teachereducators’ integration ICT in teaching. Based on the findings, we recommended that information and communication integration be made part of undergraduate training in universities in order to equip future teacher educators with ICT skills; planning for the implementation of ICT integration into teaching in teachers’ training programmes early would increase the pre-service teachers’ expertise and lead to an increase in the level of ICT integration during the earlier years of their careers. There is also need to hire young teacher-educators to the field, especially female teachers. This would also increase the representation of the female perspective toward the improvement of the level of ICT integration into teaching.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Evaluation of the Transformative Potential of Positive Gender Socialization in Education for Peace Building. - Chinen, Marjorie; Elmeski, Mohammed (2016 Society for Research on Educational Effectiveness Conference, 2016)
American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended.
Keywords: Comparative Analysis; ERIC, Resources in Education (RIE); Educational Practices; Elementary Education; Elementary School Teachers; Foreign Countries; Inservice Teacher Education; Intervention; Mixed Methods Research; Outcome Measures; Peace; Program Effectiveness; Randomized Controlled Trials; Sex Fairness; Socialization; Synchronous Communication; Teacher Attitudes; Teacher Characteristics; Telecommunications; Uganda; __:import:01; __:match:final; __:matched; __:study_id:2097972; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Evaluation of the transformative potential of positive gender socialization in education for peace building - Chinen, Marjorie; Elmeski, Mohammed (Society for Research on Educational Effectiveness, 2016)
American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended.
Keywords: Comparative Analysis; ERIC, Resources in Education (RIE); Educational Practices; Elementary Education; Elementary School Teachers; Foreign Countries; Inservice Teacher Education; Intervention; Mixed Methods Research; Outcome Measures; Peace; Program Effectiveness; Randomized Controlled Trials; Sex Fairness; Socialization; Synchronous Communication; Teacher Attitudes; Teacher Characteristics; Telecommunications; Uganda; __:import:01; __:match:final; __:matched; __:study_id:2097972; __finaldtb

Poverty and violence in Korail slum in Dhaka - Choudhoury, Zahid ul Arefin; Durrat, Fahima; Hussain, Maria; Alam, Mohammad Shaheenur; Andersen, Morten Koch (University of Dhaka Department of Peace and Conflict Studies, DIGNITY and University of Edinburgh Anthropology Department, 2016)

Open Data Readiness Assessment: Prepared for the Government of Sierra Leone - Chrzanowski, Pierre; Holm, Jeanne; Manley, Laura; Dodds, Elizabeth; Baker, Rob (World Bank Group; Open Aid Partnership, 2016)

The evaluation of "technological pedagogical content knowledge based argumentation practices" training for science teachers - Çoban, Gül Ünal; Akpinar, Ercan; Baran, Bahar; Saglam, Merve Kocagül; Özcan, Erkan; Kahyaoglu, Yasemin (Egitim ve Bilim, 2016)
In science education, creating learning environments supported with technology and students' use of theory-evidence coordination when expressing their ideas is emphasized regarding the development of students' scientific reasoning, critical thinking, decision making skills, and etc. In this process, great responsibilities are fallen to teachers as planner and designer of a learning environment. In this study, it is aimed to assess the training which aims the development of science teachers' technological pedagogical content knowledge (TPACK) through argumentation practices. In this context; this study evaluated the science teachers' argumentation skills, self-efficacy perceptions towards TPACK and the teachers' views about the training. 37 science teachers working at different cities in Turkey participated in the one group pre-test post-test experimental training study, which was lasted 54 hours during a week. The training is composed of both hand and minds on argumentation practices based on TPACK. The participants joined different activities such as collaborative group works, drama, modeling, thematic games, art activities, problem-based learning, field trips, observation and workshops. In the study, Argumentation Test, TPACK Self-Efficacy Belief Scale were used as data collection tools. At the end of the training written views of science teachers towards activities were taken. In the light of the findings, this training was effective on the participants' self-efficacy levels towards technological pedagogical content knowledge. Moreover, this training resulted in a positive change in the participants' views about how a statement could be accepted as an argument. However, the increase in scores of argumentation skills was not significant. Additionally almost all of the participants stated that they found the activities useful and can use in their classes. By considering these results, some suggestions were given.
Keywords: Argumentation; Education; Professional development; Science teachers; Technological pedagogical content knowledge; __:import:01; __:match:final; __:matched; __:study_id:2097466; __finaldtb

Process Evaluation Report 2016: Evaluation Services Provider for the Pakistan Innovation Fund Phase II - Coffey International (2016)

SmartIT: Total Cost of Ownership Assessment - Consortium for School Networking (2016)

System-level assessment and educational policy | Unesco IIEP Learning Portal - Cresswell, John (Australian Council for Educational Research, 2016)

Design-Based Research and Design-Based Implementation Research | InformalScience.org - Crowley, Kevin (2016)

Los actores educativos frente al uso de la lengua materna en un centro escolar indígena de Chiapas - Cruz Pérez, Oscar; García Lara, Germán Alejandro; Ocaña Zúñiga, Jesús; Pérez Jiménez, Carlos Eduardo (RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 2016)

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

Collective action and the deployment of teachers in Niger - Cummings, Clare; Noura, Idi Mahamadou Mamane (2016)

Knowledge inequalities: A marginal view of the digital landscape. Keynote presentation. - Czerniewicz, Laura (Open Repositories Conference 2016, 2016)
Keynote presentation at Open Repositories Conference 2016 Dublin Ireland 14

Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? | INEE - Dahya (2016)
Conflict and crisis are among the biggest obstacles to ensuring inclusive and quality education for all (Sustainable Development Goal 4). The use of information and communication technology (ICT) has the potential to support, enhance, and enable education for the most marginalized, affected by war, natural disasters, and the rapid spread of disease. Across these different contexts, tools like radio, mobile phones, mobile projectors, e-readers and tablets, laptops and computers can facilitate teaching and learning in a range of different ways. The term “mobility” with regard to learning is highly relevant in this landscape: it recognizes that learning should not stop as people move, and that people on the move are focused on continuing their education. This landscape aims to identify major trends, patterns, and lessons learned about the use of mobile technologies in crisis and conflict settings, and also to define gaps in our existing knowledge base.
Keywords: GENERAL - to be categorised; RER theme_pedagogies and modalities; RER theme_supporting educators

Education in Conflict and Crisis: How Can Technology Make a Difference? A Landscape Review - Dahya, Negin (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, 2016)

Effective Teacher Professional Development - Darling-Hammond, Linda; Hyler, Maria E; Gardner, Madelyn (Learning Policy Institute, 2016)
Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to succeed in the 21st century. However, many teacher professional development initiatives appear ineffective in supporting changes in teacher practices and student learning. To identify the features of effective professional development, this paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. It identifies features of these approaches and offers descriptions of these models to inform those seeking to understand how to foster successful strategies.
Keywords: C:United States / International; ___working_potential_duplicate; important; ⛔ No DOI found

South African textbook asks pupils how victim's behaviour led to rape - Davies, Rob (The Guardian, 2016)

Business Case: Support to Lebanon’s Reaching All Children with Education plan (RACE II): reaching Lebanese and refugee children aged 3-18 with formal education - DFID (DFID, 2016)

Realizing capabilities in Ethiopia: maximizing early childhood investment for impact and equity - Dowd, Amy Jo; Borisova, Ivelina; Amente, Ali; Yenew, Alene (Journal of Human Development and Capabilities, 2016)

Refugee education: The crossroads of globalization - Dryden-Peterson, Sarah (Educational Researcher, 2016)
In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that educ...
Keywords: AA - to delete; Edtech hub/ refugees education

Educational Research for Social Change And the Need for New Methodologies - du Plessis, Andre (Educational Research for Social Change (ERSC), 2016)
Keywords: ⛔ No DOI found

Under what conditions do inspection, monitoring and assessment improve system efficiency, service delivery and learning outcomes? Systematic Review - Eddy-Spicer, David; Ehren, Melanie; Bangpan, Mukdarut; Khatwa, Meena; Perrone, Frank (UCL Institute of Education, 2016)
This review is on the poorest and most marginalised. It is a realist synthesis of school accountability in low- and middle-income countries

Theory of Technical Systems: Educational Tool for Engineering - Eder, Wolfgang Ernst (Universal Journal of Educational Research, 2016)
Hubka's theory of technical systems (TTS) is briefly outlined. It describes commonalities in all engineering devices, whatever their physical principles of action. This theory is based on a general transformation system (TrfS), which can be used to show engineering in the contexts of society, economics and historic developments. The life cycle of technical systems consists of seven major TrfS, each consisting of further product-specific TrfS. From this TTS, Hubka derived a methodology as voluntary guide to systematic design engineering, for application when an intuitive approach based on experience proves to be ineffective. This approach to engineering design is distinct from more artistic designing. The methodology applies to novel design problems, and to re-design. Some educational aspects are developed to show the range of knowledge needed for engineering designing. Operators of a TrfS are also TrfS--illustrated by observing the management systems in the TS-life cycle. Connections to the general economy, and its financial consequences, are shown on TS-life cycle LC4 with its supply chain, and on LC6 and LC6A, with the need to service the operating product, and to establish supply and distribution chains. Transformation systems are hierarchical, each TrfS is a sub-system to a more complex system--each sub-system can be viewed as a TrfS, leading to a repeating use of the same design methodology for sub-systems. Invention and innovation in TrfS can be shown (historically) to alter the state of society, beneficially and adversely. A comparison with a different methodology is mentioned.
Keywords: Comparative Analysis; Design; Engineering Education; Engineering Technology; Management Systems; Methods; Problem Solving; Systems Approach; Theories

Ekitabu - Ekitabu (youtube, 2016)

Lessons learned from-introducing value-added performance measures in Uganda - Elks, Phil (HEART, 2016)

The impact of assessment results on education policy and practice in East Africa - Elks, Phil (2016)

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews - Evans, David K.; Popova, Anna (The World Bank Research Observer, 2016)
Keywords: C:Low- and middle-income countries; ___working_potential_duplicate

Effect of Mathematics Game-based Instructional Techniques on Students’ Achievements and Interest in Algebra at Basic Education Level - Ezeugwu, Justin JO; Onuorah, J. C.; Asogwa, Uchenna D.; Ukoha, Ikemsinachi Prince (Global Journal of Pure and Applied Mathematics, 2016)
Keywords: ⛔ No DOI found

Networks and Power: Why Networks are Hierarchical Not Flat and What Can Be Done About It - Faul, Moira V. (Global Policy, 2016)
Many scholars, policy makers and practitioners associate new, networked forms of collaboration and governance with positive attributes such as speed, flexibility, adaptability and ‘flatness’. This article contrasts the assumptions that networks essentially moderate external asymmetries of power with the network theoretical view that networks may amplify existing hierarchies. The case study network explored supports the network theoretical view that existing power relations may be increased when a multistakeholder partnership network is established. The use of Social Network Analysis facilitates the comparison of the structures and relationships into which global policy actors are organised (the formal network) with the relationships and relational structures into which they choose to organise themselves (informal network). In the conclusions, I introduce the practice of network rewiring that could overcome the network mechanisms that amplify existing power relations. Further research is required that adds more case study evidence in order to raise (and begin to answer) questions that will give a wider view of the social structuring of power in partnership networks in international development, such as those referred to in the recently-adopted Sustainable Development Goals (SDGs).

Liberia Teacher Training Program II (LTTP II) - FHI360 (2016)
FHI 360’s Liberia Teacher Training Program II (LTTP II) builds on work conducted under LTTP I to address Liberia’s critical shortages of qualified teachers and institutional capacity to produce new teachers.

How Listening Drives Improvement in Vocabulary and Reading Comprehension - Flynn, Kylie; Matlen, Bryan; Atienza, Sara; Schneider, Steven (WestEd, 2016)

Literacy Boost in Rwanda: Impact Evaluation of a 2-year Randomized Control Trial. - Friedlander, E; Goldenberg, C (Stanford University, 2016)

Digital Library Appropriation in the Context of SubSaharan Countries: The Case of eGranary Digital Library Implementation - Gafinowitz, Nicci CL (2016)

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

General Data Protection Regulation (GDPR) – Official Legal Text - GDPR (General Data Protection Regulation (GDPR), 2016)
General Data Protection Regulation (EU GDPR) – The official PDF of the Regulation (EU) 2016/679, its recitals & key issues as a neatly arranged website.

Reimagining accountability in K–12 education - Gill, Brian P.; Lerner, Jennifer S.; Meosky, Paul (Behavioral Science & Policy, 2016)
Since the passage of the No Child Left Behind Act (NCLB) in 2002, American policymakers have relied primarily on outcome-based accountability in the form of high-stakes testing to improve public school performance. With NCLB supplanted in 2015 by the Every Student Succeeds Act—which gives states far greater discretion in the design of accountability systems—the time is ripe for policymakers to consider extensive behavioral science literature that shows outcome-based accountability is only one of multiple forms of accountability, each invoking distinct motivational mechanisms. We review rule-based, market-based, and professional accountability alongside outcome-based accountability, using evidence from the laboratory and the field to describe how each can produce favorable or unfavorable effects. We conclude that policymakers should (a) make greater use of professional accountability, which has historically been underutilized in education; (b) use transparency to promote professional accountability; and (c) use multiple, complementary forms of accountability, creating a complete system that encourages and supports the continuous improvement of educational practice.
Keywords: ___working_potential_duplicate

TEGA - Girl Effect (2016)

Improving education outcomes in developing countries: Evidence, knowledge gaps, and policy implications - Glewwe, Paul; Muralidharan, Karthik (Handbook of the Economics of Education, 2016)

Education for people and planet: creating sustainable futures for all - Global Education Monitoring Report Team (2016)
Keywords: ___working_potential_duplicate; _r:AddedByZotZen

Influence of mobile learning training on pre-service social studies teachers' technology and mobile phone self-efficacies - Gloria, Adedoja; Oluwadara, Abimbade (Journal of Education and Practice, 2016)
Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.
Keywords: Age Differences; ERIC, Current Index to Journals in Education (CIJE); Electronic Learning; Foreign Countries; Higher Education; Instructional Effectiveness; Likert Scales; Nigeria; Postsecondary Education; Predictor Variables; Preservice Teachers; Pretests Posttests; Questionnaires; Self Efficacy; Social Studies; Student Teacher Attitudes; Technological Literacy; Technology Education; __:import:01; __:match:final; __:matched; __:study_id:2096188; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing - Goker, Hanife; Ozaydin, Latife; Tekedere, Hakan (EURASIA Journal of Mathematics, Science & Technology Education, 2016)
Early intervention and early education have a special place in educating the children with Impaired Hearing (IH). The advancements in information and communication technologies have led to adopting the view that such technologies could be applied in the educational process of the children with IH. Besides, the positive results acquired in the studies conducted in the light of this review have brought up the fact that proper technology-based educational environments should be provided and popularized for the young children with IH. In this study, educational software has been developed for the purpose of teaching emotions and opposite concepts to young children with IH. With this software, videos with topic descriptions, games reinforcing funny and topic-based learning, questions and audio-visual feedbacks have been used. The effectiveness of this software in concept education along with its usability by children has been examined; and in addition, the subjective viewpoints of the teachers of students with IH on this software have been consulted as well.

National Education Policy - Government of the Republic of Malawi (2016)

How change happens - Green, D. (Oxford University Press, 2016)

Payment by Results hasn’t produced much in the way of results, but aid donors are doing it anyway. Why? – FP2P - Green, Duncan (2016)

Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers - Hanemann, Ulrike; Scarpino, Cassandra (UNESCO Institute for Lifelong Learning, 2016)
The UNESCO Institute for Lifelong Learning (UIL) has published a second edition of "Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers." This compilation of case studies from all world regions presents promising literacy and numeracy programmes that use information and communication technologies (ICTs) in their access and outreach strategies. The twenty-six case studies illustrate how ICTs such as radio, TV, mobile phones, tablets and computers can be used as media of instruction, can supplement face-to-face teaching, and can help to develop and strengthen youth and adult literacy, language and numeracy skills. The case studies featured in this publication can also be found in the UNESCO Effective Literacy and Numeracy Practices Database (LitBase). [For the 1st Edition: "Harnessing the Potential of ICTs for Literacy Teaching and Learning: Effective Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets, and Computers," see ED560504.]
Keywords: Adult Literacy; Case Studies; Distance Education; Educational Technology; Foreign Countries; Handheld Devices; Instructional Materials; Literacy Education; Mathematics Education; Numeracy; Program Content; Program Effectiveness; Radio; Teaching Methods; Technology Integration; Technology Uses in Education; Telecommunications; Television; Videoconferencing

Motivation in online education - Hartnett, Maggie (Springer, 2016)

Perspectives on technology, resources and learning: Productive classroom practices, effective teacher professional development - Haßler, Björn; Major, L.; Warwick, P.; Watson, S.; Hennessy, S.; Nicholl, B. (University of Cambridge, 2016)
Keywords: dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

Tablet use in schools: a critical review of the evidence for learning outcomes - Haßler, Björn; Major, Louis; Hennessy, Sara (Journal of Computer Assisted Learning, 2016)
Keywords: Android; Author:Haßler; dode_eth-src-dode; dode_eth-trf2-dode; iPad; learning outcomes; school; systematic reviews; tablets

Living labs and knowledge creation in developing countries: Living labs as a tool for socio-economic resilience in Tanzania - Hooli, Lauri; Jauhiainen, Jussi S.; Lähde, Kristiina (African Journal of Science, Technology, Innovation and Development, 2016)
Living Labs (LL) are platforms to increase innovation through the interaction of various actors. LLs are based on an open innovation process, community involvement, co-creation of products, and services or societal innovations together with users. Bottom-up approaches, such as LLs, are needed to support innovation processes in local communities. Developing countries expect that innovation systems with LLs will contribute positively to socio-economic resilience and poverty alleviation. However, only few studies exist about LLs in developing countries. This article studies LLs in Tanzania, with regard to their knowledge creation processes and contribution to socio-economic resilience of local communities. In Tanzania, LLs create new entrepreneurial skills and opportunities for people with limited formal education. The participants in LLs discuss and define local challenges in groups and find solutions through co-creation. They combine local knowledge and practices with external ones, the latter found mostly through learning to use the Internet. Direct networking between LLs in Tanzania helps to share experiences and best practices. External funding and know-how transfer support LLs, but the commitment of their key person(s) is crucial.
Keywords: 030; 031; 035; Living Lab; O00; O55; Tanzania; developing countries; innovation system; knowledge creation

Having a go: Looking at teachers’ experience of risk-taking in technology integration - Howard, Sarah K.; Gigliotti, Amanda (Education and Information Technologies, 2016)

Seeing the system: Dynamics and complexity of technology integration in secondary schools - Howard, Sarah K.; Thompson, Kate (Education and Information Technologies, 2016)

What is the Matthew Effect on Khan Academy in India? - ICTworks (2016)

The Effect of Teachers' Professional Development in Video Technology on Mathematics and the English Language Learning of Preschoolers in a Rural Primary School in Pakistan. - Ikram, Hamid (2016)
The purpose of this mixed methods study was to examine the effect of teachers' professional development in video technology (PBS & Sesame Street videos) on mathematics and the English language learning among nursery students in the rural area of Pakistan where it was impossible for students to experience watching videos for learning purposes. This study showed teachers' motivation and frustration, before and after professional development, toward the use of video technology in the classroom. Also, this study showed the effect of learning videos assisted with games, coloring activities, and portfolios on student's English and mathematics' learning. The demographics of gender, socioeconomic status of the students, parents' education and occupation, learning resources at home for children, and the use of technology and media at home were contrasted to examine how they affect students learning of mathematics and English. The participants of the study were 80 nursery students and two English and math teachers in a rural primary school of Punjab province in Pakistan. Data were collected through a semi-structured interview protocol, biographical survey, and English and math tests. The demographic characteristics of the participants revealed that there were 55 percent female students and 45 percent male students ranging in age from 4 to 6 years. The demographics also revealed that 81 percent of the students belonged to households that had not more than $100 income per month. The findings supported that a majority of the students belonged to low socioeconomic status (SES), and fathers were the main source of household income. The findings showed that fathers' level of education was higher than that of the mothers' level of education. The effective delivery of the content with videos and students' engagement motivated teachers. The use of videos remarkably enhanced students' learning of math numbers and English alphabet in experimental classrooms. However, the lack of funds and technology training was the biggest frustration for teachers. The findings from this research contributed to the literature about teachers' professional development and use of learning media. The findings also identified the reasons behind teachers' frustration and motivation to bring technology in the classroom. Consequently, these study findings informed administrators, teachers, and parents to improve existing teaching and learning practices at early education level in Pakistan. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Keywords: Educational Media; Educational Technology; Elementary School Teachers; English Language Learners; Foreign Countries; Mathematics Education; Mathematics Instruction; Mixed Methods Research; Pakistan; Preschool Children; Professional Development; Rural Schools; Second Language Learning; Semi Structured Interviews; Surveys; Technology Uses in Education; Video Technology

Final Evaluation of the Project: Increasing Access, Retention and Performance in Primary Education: Implemented by Child to Child & the Pikin-To-Pikin Movement Kailahun District, Sierra Leone, 2011-2016 - Institute for Development (2016)

Safe Healing and Learning Spaces Toolkit - International Rescue Committee (IRC) (2016)

Digital Citizenship in Pakistan - Jeffrey, Roger; Oberlander, Jon; MacDonald, Stuart; Bhatti, Feyza (British Council, 2016)

Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help? - Jeong, Heisawn; Hmelo-Silver, Cindy E. (Educational Psychologist, 2016)

MOOCs Feasibility Study: Demand among Teachers in Rural Ghana. - Johnston, Jamie (Society for Research on Educational Effectiveness, 2016)
Keywords: ⛔ No DOI found

Factors affecting teachers’ continuation of technology use in teaching - Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke (Education and Information Technologies, 2016)
This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to be affected by the professional development program and by personal, institutional, and technological factors. Twelve teachers and three school leaders participated in the study. Data was collected through interviews. Findings showed that the continuation of technology use differed for the teachers involved in the professional development program. While all teachers reported to have gained knowledge and skills through the professional development program and were positive about technology use in education, only some teachers continued the use of technology. The data revealed that despite the challenges that all teachers in the sample encountered when using technology in their teaching (such as large classrooms, problems with electricity supply, lack of time and lack of technology tools), the encouragement of school management was a critical factor in teachers’ continuation of technology use. Implications of the findings are discussed.

Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania - Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke (Education and Information Technologies, 2016)
This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers’ technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers’ experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers’ technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching.
Keywords: CAREER development; CHEMISTRY education; Computer Software; Computers--Information Science And Information Theory; Cooperation; EDUCATIONAL technology; ERIC, Current Index to Journals in Education (CIJE); Educational technology; Focus Groups; Foreign Countries; In-service science teachers; Interviews; Lesson design in teams; Lesson plans; MICROSOFT PowerPoint (Computer software); Observation; PROFESSIONAL education; Professional Development; Professional development; Questionnaires; Reflection; SCIENCE teachers; SECONDARY schools; Science Instruction; Science Teachers; Science teachers; Secondary Education; Secondary Schools; Secondary school teachers; TPACK; Tanzania; Teaching Methods; Teamwork; Technology Integration; Technology Uses in Education; Technology integration knowledge and skills; Visual Aids; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Open systems; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2096124; __finaldtb

Ghana mulls over mobile phone ban in schools - Kaldezi, I (2016)
Ghana’s education service has started a campaign to ban the use of mobile phones in primary and secondary schools. The move, according to the educationists, will enable students to concentrate more on their studies.

How does professional development improve teaching? - Kennedy, Mary M. (Review of Educational Research, 2016)
Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.

Advancing learning in formal and informal settings via mobile app technology: where to from here, and how? - Khaddage, Ferial; Muller, Wolfgang; Flintoff, Kim (Educational Technology & Society, 2016)
Keywords: ⛔ No DOI found

Value chain, stakeholders analysis and technology: A holistic and integrated approach for determining the cumulative added value of education - Khudair, Saud Abdullah Ben; Abdalla, Abdalla Khidir (International Journal of Educational Administration and Policy Studies, 2016)
Keywords: ⚠️ Invalid DOI

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

Les langues maternelles africaines et/ou ivoiriennes ont-elles des limitespédagogiques ou d’apprentissage–enseignement? - Koffi, Konan Thomas (ANADISS, 2016)
Keywords: ⛔ No DOI found

EDUCATE! Riding the reform wave to scale up youth entrepreneurship in Uganda - Kwauk, Christina; Perlman Robinson, Jenny (2016)
Keywords: Scaling; youth entrepreneurship

Permission granted: The economic value of data assets under alternative policy regimes | Price Discrimination | Demand - Lateral Economics (2016)
A Lateral Economics report for the Open Data Institute - March 2016
Keywords: _C:Australia AUS; _C:New Zealand NZL; _C:Norway NOR; _C:Spain ESP; _C:Sweden SWE; _C:United Kingdom GBR; __C:scheme:1

Assessment for Learning: Meeting the Challenge of Implementation - Laveault, D; Allal, L (Springer, 2016)

The hidden costs of reward: new perspectives on the psychology of human motivation - Lepper, Mark L.; Green, David (Psychology revivals, 2016)

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

ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region - Lewis, Kent; Thacker, Simon (World Bank, 2016)
More than 10 million school-age children have been forced out of school in the Middle East and North Africa (MENA) due to armed conflict in Syria, Iraq, Yemen, Libya and other countries. Most are displaced internally but others have fled across borders to seek refuge. As governments and international agencies struggle to ensure these children a safe learning environment and a good quality education, many look to information and communications technology (ICT) to provide at least part of the solution. The use of smartphones and other mobile devices, ubiquitous even among impoverished refugees, can provide a platform that educators can leverage to reach marginalized children and youth. This paper aims to inform discussion on the role information and communications technology (ICT) can play in the educational response to the refugee crisis in the MENA. It provides a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation and what more might be done. The purpose of this note is to provide a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation, and what more might be done. This is in no way a comprehensive assessment but rather an attempt to promote dialogue and inform programs.
Keywords: Google Scholar/ "education technology" refugees; RER theme_pedagogies and modalities

语言活力复兴: 云南丽江四所小学纳西语教育现状调查研究 [Language Revitalization: Language Revitalization: A Study on Naxi Language Education in Four Primary Schools in Lijiang] - Li, Hongyao (Yunnan Normal University, 2016)

Using technology and mentorship to improve teacher pedagogy and educational opportunities in rural Nicaragua - Lindenberg, Anni; Henderson, Kathryn I.; Durán, Leah (Global Education Review, 2016)
This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin America face serious obstacles to improve classroom instruction and pedagogy, including lack of resources and overcrowding. Research suggests an over-reliance on input-output models in which inputs (e.g. teacher salaries, textbooks, technology, computer labs, numbers of classrooms, etc.) are expected to produce particular outputs (student retention, lowering drop-out rates, increasing graduation rates, etc.); however, studies show that regardless of the resources, much depends on effective use of resources for successful teaching and learning (O'Sullivan, 2006; L. S. Shulman, 1987). While input/output models provide insights into an educational systems economic efficiency, they do not offer insight into what actually transpires inside of a classroom (O'Sullivan, 2006). Much depends on effective training and use of these very resources. Though systemic issues in the Nicaraguan educational system produced numerous obstacles for the eleven participating 3rd and 6th grade teachers, the educational intervention model supported teachers' ability to be innovative and grow their practice in four ways: a) increased pedagogical knowledge; b) opportunities to collaborate and support one another as a community of teachers; c) flexibility in adaptation of the intervention model to their specific classroom context; and d) use of videos as supportive resources for content knowledge.
Keywords: Barriers; ERIC, Current Index to Journals in Education (CIJE); Early Childhood Education; Educational Change; Educational Opportunities; Elementary Education; Elementary School Students; Elementary School Teachers; Ethnography; Foreign Countries; Grade 3; Grade 6; Instructional Effectiveness; Instructional Innovation; Intermediate Grades; Intervention; Mathematics; Mathematics Instruction; Mentors; Middle Schools; Nicaragua; Observation; Pedagogical Content Knowledge; Poverty; Primary Education; Rural Areas; Semi Structured Interviews; Teacher Education; Teaching Methods; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096190; __finaldtb; ⛔ No DOI found

The Impacts of Introducing Accountability: Evidence from a Randomized Field Trial in Vocational Schools in China - Loyalka, Prashant; Li, Guirong; Yi, Hongmei; Johnson, Natalie; Shi, Henry (2016 Society for Research on Educational Effectiveness Conference, 2016)
Keywords: ⛔ No DOI found

National Education Policy - Malawi Ministry of Education (2016)

National Education Policy - Malawi Ministry of Education (2016)

Assessing the use of technology and Khan Academy to improve educational outcomes in Sacatepéquez, Guatemala - MANAUS Consulting (2016)

Evaluation Report: Assessing the use of technology and Khan Academy to improve educational outcomes in Sacatepéquez, Guatemala - MANUS Consulting (2016)

Health and health-related indicators in slum, rural, and urban communities: a comparative analysis - Mberu, Blessing U.; Haregu, Tilahun Nigatu; Kyobutungi, Catherine; Ezeh, Alex C. (Global Health Action, 2016)

‘Access to learning’ and ‘learning to access’: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory - McLinden, Michael; Douglas, Graeme; Cobb, Rory; Hewett, Rachel; Ravenscroft, John (British Journal of Visual Impairment, 2016)
The move towards greater inclusive practice in recent years has resulted in significant changes in curriculum design, delivery and support for children and young people with vision impairments, including increasing placement in settings not designated for pupils with vision impairments. Within these settings, pupils will participate in most curriculum areas alongside their sighted peers with support provided by a range of practitioners including a specialist teacher of children and young people with vision impairments. This article is concerned with analysing the distinctive function and role of the specialist teacher across settings in helping to facilitate an appropriate balance of curriculum ‘access’. Drawing upon recent work in this area, a dual model of access is presented as a means of illustrating the specialist teacher’s role in (1) ensuring that the child’s environment is structured to promote learning throughout their education (‘access to learning’) and (2) supporting the child to learn distinctive skills in order to afford more independent learning (‘learning to access’). While it can be challenging for specialist teachers to find the balance between these two roles, its importance is highlighted in literature which associates independence skills with positive employment outcomes. An ecological systems theory is used as a lens through which to conceptualise and navigate the issues teachers negotiate in facilitating an appropriate curriculum balance. We illustrate the multi-faceted role of the specialist teacher in providing support ‘within’ and ‘between’ the different ‘systems’ within this theoretical framework with a particular focus on the professional ‘standards’ that are used in England and Scotland, respectively. The article is original in being the first to examine the role of the specialist teacher of children and young people with vision impairments through such an analysis. In providing a theoretical framework and related vocabulary illustrated with examples from practice, it therefore has significance for educators and researchers concerned with facilitating curriculum access across national contexts and educational settings in order to reduce future barriers to learning and participation.
Keywords: Curriculum access; ecological systems theory; specialist teacher; vision impairments

Universal Design for Learning: Theory and Practice - Meyer, A; Rose, D; Gordon, D (Center for Applied Special Technology., 2016)

ICT Development Strategy for Education (Draft) - Ministry of Education and Sports (Laos) (2016)

Digital Learning Programme - Ministry of Education, Kenya (2016)

Home - Ministry of Education, Kenya (2016)

Getting to Best Education Sector Plan 2017-2021 - Ministry of Education (Liberia) (2016)

National Policy for Information and Communications Technology - Ministry of ICT, Postal and Courier Services (Zimbabwe) (2016)

Prevention of Electronic Crime Bill - Ministry of Information Technology (2016)

The Jordan Response Plan For the Syria Crisis 2017-2019 - Ministry of Planning and International Cooperation, Jordan (2016)

Education Sector Strategic Plan (2016-2020) - Ministry of Primary and Secondary Education (Zimbabwe) (2016)

Daring Progress: Telecommunications Public Policy 2014-2015 - Ministry Of Telecommunications (Lebanon) (2016)

Implementation Strategy 2016/17-2020/21 for the National ICT Policy - Ministry of Works, Transport and Communication (2016)

National Information and Communications Technology policy - Ministry of Works, Transport and Communication (The United Republic of Tanzania, 2016)

National information and communications technology policy 2016 - Ministry of Works, Transport and Communication (2016)

Impact of non-financial reward strategies on teachers’ performance: A study of secondary schools in Nyamira County, Kenya - Mochengo, Sylvester Nyageo; Atambo, Wallace; Abuga, Mogwambo Vitalis (European Journal of Business and Management, 2016)
Keywords: ⛔ No DOI found

Teacher Learning Circles: A Locally Owned Complement to Coaching - Mohr, Emet; Morency Notario, Paige (2016)