TY - RPRT TI - EPPI-Centre Core Keywording Strategy CY - London, UK DA - 2001/// PY - 2001 M3 - Guideline tools for keywording and data extraction PB - EPPI-Centre UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - RPRT TI - EPPI-Centre Guidelines for extracting data and quality assessing primary studies in educational research CY - London, UK DA - 2003/// PY - 2003 M3 - Guideline tools for keywording and data extraction PB - EPPI-Centre UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - RPRT TI - Making Schools Inclusive: How change can happen CY - United Kingdom DA - 2008/// PY - 2008 PB - Save the Children UK UR - https://www.eenet.org.uk/resources/docs/Making%20schools%20inclusive%20SCUK.pdf ER - TY - GEN TI - PRISMA 2009 flow diagram DA - 2009/// PY - 2009 PB - PRISMA UR - http://www.prisma-statement.org/documents/PRISMA%202009%20flow%20diagram.doc ER - TY - GEN TI - Zanzibar Education Policy DA - 2006/// PY - 2006 PB - Ministry of Education and Vocational Training UR - https://www.moez.go.tz/docs/pwA4nrszmk_Zanzibar_Education_Policy.pdf ER - TY - JOUR TI - Monitoring basic skills acquisition through rapid learning assessments: A case study from Peru AU - Abadzi, Helen AU - Crouch, Luis AU - Echegaray, Marcela AU - Pasco, Consuelo AU - Sampe, Jessyca T2 - PROSPECTS DA - 2005/// PY - 2005 DO - 10.1007/s11125-005-1817-3 DP - Springer Link VL - 35 IS - 2 SP - 137 EP - 156 J2 - Prospects LA - en SN - 1573-9090 ST - Monitoring basic skills acquisition through rapid learning assessments UR - https://doi.org/10.1007/s11125-005-1817-3 Y2 - 2020/12/11/09:31:20 ER - TY - CHAP TI - Gender equity in the use of educational technology AU - Abbott, G. AU - Benvenue, L. AU - Damain, S. AU - Kramarae, C. AU - Jepkemboi, G. AU - Strawn, C. T2 - Handbook for achieving gender equity through education CY - New York DA - 2008/// PY - 2008 SP - 191 EP - 212 PB - Taylor & Francis ER - TY - RPRT TI - Bangladesh educational assessment: pre-primary and primary Madrasah education in Bangladesh AU - Abdalla, Amr AU - Raisuddin, A. N. M. AU - Hussein, Suieiman DA - 2004/08// PY - 2004 PB - Basic Education and Policy Support (BEPS) Activity, United States Agency for International Development UR - https://pdf.usaid.gov/pdf_docs/Pnadu440.pdf Y2 - 2021/10/25/17:00:35 ER - TY - RPRT TI - Opening Access to Knowledge in Southern African Universities AU - Abraham, L. AU - Burke, M. AU - Gray, E. AU - Rens, A. T2 - Study Series 2008 CY - Cape Town DA - 2008/// PY - 2008 PB - SARUA UR - https://www.sarua.org/files/publications/OpeningAccess/Opening_Access_Knowledge_2008.pdf Y2 - 2020/01/08/11:22:16 ER - TY - RPRT TI - Mongolia: Education Sector AU - ADB DA - 2008/08// PY - 2008 M3 - Rapid Sector Assessment PB - Asian Development Bank UR - https://www.oecd.org/countries/mongolia/42227981.pdf Y2 - 2020/07/14/19:38:00 ER - TY - JOUR TI - Identity and schooling: Some lessons for the economics of education AU - Akerlof, G.A. AU - Kranton, R.E. T2 - Journal of Economic Literature DA - 2002/// PY - 2002 DO - 10.1257/.40.4.1167 VL - XL IS - December 2002 SP - 1167 EP - 1201 UR - https://sites.duke.edu/rachelkranton/files/2016/12/identity-and-schooling-jel-akerlof-and-kranton.pdf ER - TY - BOOK TI - Access to Basic Education in Ghana: The Evidence and the Issues. Country Analytic Report. AU - Akyeampong, Kwame AU - Djangmah, Jerome AU - Oduro, Abena AU - Seidu, Alhassan AU - Hunt, Frances DA - 2007/// PY - 2007 DP - Google Scholar PB - ERIC ST - Access to Basic Education in Ghana ER - TY - RPRT TI - Open and distance learning (ODL) teacher education to support teacher development in Ghana: an evaluation report AU - Akyeampong, Kwame AU - Mensa, D AU - Abu-Yeboah DA - 2007/// PY - 2007 PB - Ghana Education Service ER - TY - JOUR TI - Exploring the backgrounds and shaping of beginning student teachers in Ghana: toward greater contextualisation of teacher education AU - Akyeampong, Kwame AU - Stephens, David T2 - International Journal of Educational Development T3 - Researching Teacher Education: The Multi Site Teacher Educations Project (MUSTER) AB - Teacher education programmes are often quite similar in their framework and content but often lack sufficient reflection on the personal background and the socio-political forces that shape teachers’ roles and identity within the systems in which they operate. This paper explores this issue by using Ghana as a case study and discusses implications for its teacher education programmes and policies. Key characteristics of beginning student teachers found were: weak qualifying grades in two fundamental school subjects, mathematics and English, a waiting period of 2–5 years prior to entering teachers’ college, and apparently sharp differentials in trainees’ socio-economic background as compared to typical Ghanaian communities. They come to training with rich and varied images of teachers, teaching and the profession, but, in addition, many beginning trainees also express little desire to teach at primary school level, mainly for reasons of status and insufficient fringe benefits. These factors, we argue, should be taken into more account in the design of college programmes and the development of teacher education policies. The paper concludes with a call to teacher education systems, especially in Africa, to look more closely at, and learn from, who comes for training, what they bring with them, and how they perceive themselves in relation to teaching, training and future aspirations. DA - 2002/04/01/ PY - 2002 DO - 10.1016/S0738-0593(01)00064-5 DP - ScienceDirect VL - 22 IS - 3 SP - 261 EP - 274 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Exploring the backgrounds and shaping of beginning student teachers in Ghana UR - http://www.sciencedirect.com/science/article/pii/S0738059301000645 Y2 - 2020/05/25/12:38:49 KW - Beginning student teachers KW - Ghana KW - Teacher education KW - Teacher identity KW - Teacher images ER - TY - THES TI - A Study on The Implementation of English Interactive Radio Instruction (IRI) in Selected Government Primary Schools in Addis Ababa AU - Alaro, Meseret AB - As its central objective, this study attempts to assess the implementation of English Interactive Radio Instruction (IRI) in selected government primary schools in Addis Ababa. In line with that, the researcher has framed specific questions that address issues related to classroom management, training given to the teachers, links among different stakeholders and the suitability and clarity of the program. Students and teachers of Grade Three from Biherawi Betemengist, Edget Besira , Karalo , Lafto and Salayish Primary Schools are participants of this study .To undertake the study descriptive research design is used . Accordingly, data that is pertinent to the study is collected using different tools such as questionnaire, observation, focus group discussion, interview and document analysis. The findings of the study reveal that the implementation of the program seems to face grave challenges. These mainly emanate from loose link among stakeholders, failure of supplying basic facilities needed to promote the fruitfulness of the program and failure to arrange suitable conditions for the broadcast. Moreover, based on the opinion of the participants, results of the study highlight that in some cases contents of the program is not suitable compared to the students language proficiency .It is also noticed from the findings of the study that classroom practice is not effectively carried out as per the very goal of the program. Despite that, both students and teachers forward positive comments about the utilization of the program for the teaching of English. Based on the findings recommendations for better service and suggestions for further studies are given. DA - 2007/08// PY - 2007 DP - etd.aau.edu.et LA - en M3 - Thesis PB - Addis Ababa University UR - http://etd.aau.edu.et/handle/123456789/2227 Y2 - 2020/09/29/16:34:05 ER - TY - JOUR TI - Information and communication technology (ICT) education in the city school, Pakistan - A success story in the large-scale introduction of the UK National Curriculum's ICT component in Pakistan AU - Ali, I. AU - Proctor, J. T2 - Aslib Proceedings AB - Purpose - In an age of information technology some developing countries are more vulnerable than others to international competition through failure to utilize fully the benefits of an ICT culture. The authors suggest that the strategies in response must include a radical review of attitudes and methods of delivery of ICT in schools and give as an example the recent experience of The City School, the nationwide schools' organisation in Pakistan with whom they are employed. Design/methodology/approach - The authors review the current position of ICT in schools in Pakistan and suggest as a model of development, for schools of a corresponding standing, that of The City School. They describe how The City School responded to ICT, ensuring that all its pupils would have access to the most modem of ICT courses. Discusses how the decision to implement a complete change, or revolution, in teaching ICT was brought about in a relatively short time. It discusses the nature of the programme, how it was organised, the materials required and the outcomes of its implementation including its outstanding success with pupils and their parents. Findings - The authors chronicle the historical developments within The City School that brought about radical change within a comparatively short period and identify careful planning, training, and the motivation of stakeholders, i.e. pupils, teachers and parents, as key elements in its successful implementation. Originality/value - The authors suggest that The City School experience provides a model that may be emulated by schools elsewhere in both developing and industrially developed countries. DA - 2005/// PY - 2005 DO - 10.1108/00012530510589092 DP - Web of Science VL - 57 IS - 2 SP - 123 EP - 130 J2 - Aslib Proc. LA - English SN - 0001-253X KW - Pakistan KW - communication technologies KW - design and development KW - schools ER - TY - RPRT TI - Optimising learning and education in Africa: The language factor AU - Alidou, H. AU - Boly, A. AU - Brock-Utne, B. AU - Diallo, Y.S. AU - Heugh, K. AU - Wolff, H.E. CY - Paris DA - 2006/// PY - 2006 SP - 1 EP - 186 LA - English PB - ADEA, UIE, GTZ UR - https://uil.unesco.org/literacy/multilingual-research/optimising-learning-education-and-publishing-africa-language-factor ER - TY - JOUR TI - Assistive technology applied to education of students with visual impairment AU - Alves, Cássia Cristiane de Freitas AU - Monteiro, Gelse Beatriz Martins AU - Rabello, Suzana AU - Gasparetto, Maria Elisabete Rodrigues Freire AU - Carvalho, Keila Monteiro de T2 - Revista Panamericana de Salud Pública AB - OBJECTIVES: Verify the application of assistive technology, especially information technology in the education of blind and low-vision students from the perceptions of their teachers. METHODS: Descriptive survey study in public schools in three municipalities of the state of São Paulo, Brazil. The sample comprised 134 teachers. RESULTS: According to the teachers' opinions, there are differences in the specificities and applicability of assistive technology for blind and low-vision students, for whom specific computer programs are important. Information technology enhances reading and writing skills, as well as communication with the world on an equal basis, thereby improving quality of life and facilitating the learning process. The main reason for not using information technology is the lack of planning courses. The main requirements for the use of information technology in schools are enough computers for all students, advisers to help teachers, and pedagogical support. CONCLUSIONS: Assistive technology is applied to education of students with visual impairment; however, teachers indicate the need for infrastructure and pedagogical support. Information technology is an important tool in the inclusion process and can promote independence and autonomy of students with visual impairment. DA - 2009/// PY - 2009 DO - 10.1590/S1020-49892009000800007 DP - SciELO VL - 26 SP - 148 EP - 152 J2 - Rev Panam Salud Publica LA - en SN - 1020-4989, 1020-4989, 1680-5348 UR - https://scielosp.org/article/rpsp/2009.v26n2/148-152/en/ Y2 - 2021/03/16/14:03:08 KW - Assistive technology KW - Brazil KW - information technology KW - visually impaired persons ER - TY - JOUR TI - An Investigation of Provision of Quality Basic Education in Ghana: A Case Study of Selected Schools in the Central Region AU - Ampiah, Joseph T2 - Journal of International Cooperation in Education DA - 2008/// PY - 2008 VL - 11 IS - 3 KW - ⛔ No DOI found ER - TY - CONF TI - Designing for development: Understanding One Laptop Per Child in its historical context AU - Ananny, Mike AU - Winters, Niall T2 - 2007 International Conference on Information and Communication Technologies and Development AB - We argue that the One Laptop Per Child (OLPC) can be better understood by examining the general history of development communication and, specifically, through a historical debate between communication scholars Ithiel de Sola Pool and Herbert Schiller. Although originally conducted around broadcast media, the Pool-Schiller conversation identifies questions still relevant to contemporary information and communication for development (ICT4D) projects like the OLPC. Our analysis of their debate identifies five key questions we can apply to the OLPC or any given ICTD4D project: where does change happen? How does change happen? What obligations do designers and researchers have as change agents? What is the role of technology in change? What is the relationship between change, technology and international development? Equipped with this framework, we argue that one place to see OLPC's answers to these Pool-Schiller questions - and, thus, an understanding of OLPC development ideologies - can be found in a textual analysis of the OLPC software design guidelines. This preliminary analysis suggests that OLPC sees the child as the agent of change and the network as the mechanism of change. C1 - Bangalore, India C3 - 2007 International Conference on Information and Communication Technologies and Development DA - 2007/12// PY - 2007 DO - 10.1109/ICTD.2007.4937397 DP - IEEE Xplore SP - 1 EP - 12 ST - Designing for development UR - https://ieeexplore.ieee.org/document/4937397 KW - Broadcasting KW - Computer science education KW - Computer vision KW - Context KW - Educational technology KW - Guidelines KW - History KW - Information analysis KW - Materials science and technology KW - Pool-Schiller questions KW - Portable computers KW - one laptop per child KW - public domain software KW - software design KW - software development management KW - systems analysis KW - textual analysis ER - TY - JOUR TI - Assessment and Development of Executive Function (EF) During Childhood AU - Anderson, Peter T2 - Child Neuropsychology AB - This review paper outlines the issues associated with the assessment of executive function (EF) in children and adolescents, and describes the developmental profile of executive processes across childhood. At the outset, EF is defined, and cognitive and behavioral impairments associated with executive dysfunction (EDF) are described. A developmental model of EF is proposed incorporating four discrete but inter-related executive domains (attentional control, cognitive flexibility, goal setting, and information processing) which operate in an integrative manner to enable “executive control”. Characteristics that constitute traditional EF measures are discussed, as are the problems associated with test interpretation. The ecological validity of EF tests and neuropsychological assessment procedures are examined, and adjunct methods of measurement are presented to enable a more comprehensive and valid assessment of EF. Based on developmental and normative studies, the maturation of executive domains is mapped. Attentional control appears to emerge in infancy and develop rapidly in early childhood. In contrast, cognitive flexibility, goal setting, and information processing experience a critical period of development between 7 and 9 years of age, and are relatively mature by 12 years of age. A transitional period is thought to occur at the beginning of adolescence, and shortly after “executive control” is likely to emerge. In order to confirm our current understanding of EF development and further enhance our understanding of brain-behavior relationships, longitudinal studies incorporating structural and functional neuroimaging are required. DA - 2002/07/01/ PY - 2002 DO - 10.1076/chin.8.2.71.8724 DP - Taylor and Francis+NEJM VL - 8 IS - 2 SP - 71 EP - 82 SN - 0929-7049 UR - https://doi.org/10.1076/chin.8.2.71.8724 Y2 - 2019/12/09/16:45:15 ER - TY - RPRT TI - Pakistan - Learning and Educational Achievements in Punjab Schools (LEAPS): insights to inform the education policy debate AU - Andrabi, Tahir AU - Das, Jishnu AU - Khwaja, A. I. AU - Vishwanath, T. AU - Zajonc, Tristan AB - This report shares the findings of first round of the Learning and Educational Achievement in Punjab Schools (LEAPS) survey carried out in all the public and private schools offering primary level education in 112 villages of the province. This survey includes learning outcomes for 12,000 children in Class III in Urdu, English, and Mathematics together with detailed information on the beliefs and behavior of schools, teachers and parents. This large and independent exercise provides critical information on every aspect of the educational marketplace, including performance of all types of schools in select districts of the province. This report presents findings from the first round of the survey in 2003 along with trends for a few key outcomes between 2003 and 2007; a further report will incorporate all other information from the four rounds collected between 2003 and 2007. DA - 2008/// PY - 2008 LA - en PB - World Bank ST - Pakistan - Learning and Educational Achievements in Punjab Schools (LEAPS) UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/997531468090281061/Pakistan-Learning-and-Educational-Achievements-in-Punjab-Schools-LEAPS-insights-to-inform-the-education-policy-debate Y2 - 2021/02/13/15:50:15 ER - TY - BOOK TI - Mostly harmless econometrics: An empiricist's companion AU - Angrist, Joshua D. AU - Pischke, Jörn-Steffen DA - 2008/// PY - 2008 DP - Google Scholar PB - Princeton university press ST - Mostly harmless econometrics ER - TY - ELEC TI - Project overseas: Teachers helping teachers AU - Anonymous T2 - Alberta Teachers Association AB - Ghana: Celebrating 50 years of independence DA - 2007/// PY - 2007 LA - en-US UR - https://www.teachers.ab.ca/News%20Room/ata%20news/Volume%2042/Number%204/Project%20Overseas/Pages/Ghana%20Celebrating%2050%20years%20of%20independence.aspx Y2 - 2020/03/10/12:41:53 ER - TY - RPRT TI - Improving educational quality with interactive radio instruction : a toolkit for policymakers and planners AU - Anzalone, Stephen AU - Bosch, Andrea T2 - Africa Region Human Development Working Papers Series No.52 AB - This toolkit offers a timely compilation and analysis of recent experience of interactive radio instruction (IRI) in Africa and elsewhere. It explains the IRI concept. It guides the reader through the process of determining when IRI might be appropriate in a given context, and it describes the steps in setting up an IRI program. The authors emphasize the critical factors for success, including appropriate policy frameworks as well as planning for the necessary investment and sustainability. The report is organized as follows: Chapter 1 generally describes the IRI methodology and discusses the effectiveness, scale, and sustainability of the IRI approach. Chapter 2 then outlines steps for assessing the potential and appropriateness of IRI for improving educational quality in primary school classrooms in a given country, and chapter 3 leads the reader through a guided decision-making process for identifying the issues involved in applying the IRI methodology in particular country contexts. Two appendixes give summary data and illustrate, through brief vignettes, how IRI programs have worked in Sub-Saharan African countries. The Resources section contains further useful information, much of it available online. CY - Washington D.C. DA - 2005/03/01/ PY - 2005 DP - documents.worldbank.org SP - 1 EP - 140 LA - en M3 - Working Paper PB - The World Bank SN - 35742 ST - Improving educational quality with interactive radio instruction UR - http://documents.worldbank.org/curated/en/288791468035958279/Improving-educational-quality-with-interactive-radio-instruction-a-toolkit-for-policymakers-and-planners Y2 - 2020/05/13/11:00:35 KW - Commitment KW - ___working_potential_duplicate KW - broadcasting KW - cost ER - TY - JOUR TI - Teachers' and Pupils' Experiences of Integrated Education in Uganda AU - Arbeiter, Susanne AU - Hartley, Sally T2 - International Journal of Disability, Development and Education AB - Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach was chosen using individual interviews, focus group discussions with teachers, pupils and head teachers, and observations in classrooms. Three primary schools in different districts of Uganda were selected as research sites. For a number of reasons data collection from the pupils proved problematic but generally the ndings con rmed the information drawn from the review of literature. In addition to the high teacher–pupil ratio, there is an alarming lack of resources in the schools and an urgent need for teacher training to meet special needs in the classroom. Despite these dif cult conditions found in schools, many teachers had positive attitudes towards integrating children with disabilities, but only a few examples from the classroom observations showed good practice for meeting a diversity of needs. DA - 2002/03// PY - 2002 DO - 10.1080/10349120120115334 DP - DOI.org (Crossref) VL - 49 IS - 1 SP - 61 EP - 78 J2 - International Journal of Disability, Development and Education LA - en SN - 1034-912X, 1465-346X UR - http://www.tandfonline.com/doi/full/10.1080/10349120120115334 Y2 - 2020/05/16/16:33:00 ER - TY - JOUR TI - Looking at National Systems of Innovation from the South AU - Arocena, Rodrigo AU - Sutz, Judith T2 - Industry and Innovation DA - 2000/06// PY - 2000 DO - 10.1080/713670247 DP - CrossRef VL - 7 IS - 1 SP - 55 EP - 75 LA - en SN - 1366-2716, 1469-8390 UR - http://www.tandfonline.com/doi/full/10.1080/713670247 Y2 - 2017/10/25/12:56:53 ER - TY - BOOK TI - What the best college teachers do AU - Bain, Ken AB - What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. In stories both humorous and touching, Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential. DA - 2004/// PY - 2004 LA - en PB - Harvard University Press UR - https://www.google.co.uk/books/edition/What_the_Best_College_Teachers_Do/noPWDwAAQBAJ?hl=en&gbpv=0 Y2 - 2021/11/09/20:07:05 ER - TY - CHAP TI - Systems inquiry and its application in education AU - Banathy, Bela H. AU - Jenlink, Patrick M. T2 - Handbook of research for educational communications and technology DA - 2003/// PY - 2003 DP - Google Scholar SP - 37 EP - 58 PB - Routledge KW - ⛔ No DOI found ER - TY - JOUR TI - Self-efficacy beliefs as shapers of children's aspirations and career trajectories AU - Bandura, Albert AU - Barbaranelli, Claudio AU - Caprara, Gian Vittorio AU - Pastorelli, Concetta T2 - Child Development DA - 2001/01// PY - 2001 DO - 10.1111/1467-8624.00273 DP - DOI.org (Crossref) VL - 72 IS - 1 SP - 187 EP - 206 J2 - Child Development LA - en SN - 0009-3920, 1467-8624 UR - https://onlinelibrary.wiley.com/doi/10.1111/1467-8624.00273 Y2 - 2022/03/04/14:14:22 ER - TY - JOUR TI - Remedying education: Evidence from two randomized experiments in India AU - Banerjee, Abhijit V. AU - Cole, Shawn AU - Duflo, Esther AU - Linden, Leigh T2 - Quarterly Journal of Economics AB - Abstract. This paper presents the results of two randomized experiments conducted in schools in urban India. A remedial education program hired young women to DA - 2007/08/01/ PY - 2007 DO - 10.1162/qjec.122.3.1235 DP - academic.oup.com VL - 122 IS - 3 SP - 1235 EP - 1264 J2 - Q J Econ LA - en SN - 0033-5533 ST - Remedying Education UR - https://academic.oup.com/qje/article/122/3/1235/1879525 Y2 - 2020/07/18/15:06:59 KW - Quality: H KW - Relevance: M KW - ___working_potential_duplicate ER - TY - JOUR TI - Putting a band-aid on a corpse: Incentives for nurses in the Indian public health care system AU - Banerjee, Abhijit V. AU - Glennerster, Rachel AU - Duflo, Esther T2 - Journal of the European Economic Association AB - The public Indian health care system is plagued by high staff absence, low effort by providers, and limited use by potential beneficiaries who prefer private alternatives. This artice reports the results of an experiment carried out with a district administration and a nongovernmental organization (NGO). The presence of government nurses in government public health facilities (subcenters and aid-posts) was recorded by the NGO, and the government took steps to punish the worst delinquents. Initially, the monitoring system was extremely effective. This shows that nurses are responsive to financial incentives. But after a few months, the local health administration appears to have undermined the scheme from the inside by letting the nurses claim an increasing number of “exempt days.” Eighteen months after its inception, the program had become completely ineffective. DA - 2008/// PY - 2008 DO - 10.1162/JEEA.2008.6.2-3.487 DP - PubMed Central VL - 6 IS - 2-3 SP - 487 EP - 500 J2 - J Eur Econ Assoc SN - 1542-4766 ST - Putting a Band-Aid on a Corpse UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2826809/ Y2 - 2020/12/21/15:17:29 ER - TY - JOUR TI - The Use and Misuse of Computers in Education: Evidence from a Randomized Controlled Trial of a Language Arts Program AU - Barrera-Osorio, Felipe AU - Linden, Leigh L AB - This paper presents the evaluation of the program Computers for Education. The program aims to integrate computers, donated by the private sector, into the teaching of language in public schools. The authors conduct a two-year randomized evaluation of the program using a sample of 97 schools and 5,201 children. Overall, the program seems to have had little effect on students’ test scores and other outcomes. These results are consistent across grade levels, subjects, and gender. The main reason for these results seems to be the failure to incorporate the computers into the educational process. Although the program increased the number of computers in the treatment schools and provided training to the teachers on how to use the computers in their classrooms, surveys of both teachers and students suggest that teachers did not incorporate the computers into their curriculum. DA - 2009/03// PY - 2009 DP - Zotero SP - 41 LA - en ST - The Use and Misuse of Computers in Education UR - http://www.leighlinden.com/Barrera-Linden%20Computadores_2009-03-25.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schools AU - Barrett, Angeline M. T2 - Comparative Education DA - 2007/05// PY - 2007 DO - 10.1080/03050060701362623 DP - DOI.org (Crossref) VL - 43 IS - 2 SP - 273 EP - 294 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 ST - Beyond the polarization of pedagogy UR - http://www.tandfonline.com/doi/abs/10.1080/03050060701362623 Y2 - 2020/05/22/13:22:18 ER - TY - JOUR TI - A systematic comparison of software dedicated to meta-analysis of causal studies AU - Bax, L. AU - Yu, L.-M. AU - Ikeda, N. T2 - BMC Medical Research Methodology DA - 2007/// PY - 2007 DO - 10.1186/1471-2288-7-40 VL - 7 IS - 1 SP - 1 EP - 9 LA - en ER - TY - BOOK TI - Alternative education: filling the gap in emergency and post-conflict situations AU - Baxter, Pamela AU - Bethke, Lynne T2 - Education in emergencies and reconstruction CY - Paris DA - 2009/// PY - 2009 SP - 194 LA - en PB - IIEP Publications, International Institute for Educational Planning, 7-9, rue Eugene-Delacroix, 75016 Paris, FRANCE SN - 978-92-803-1332-1 ST - Alternative education ER - TY - JOUR TI - Who's Wired and Who's Not: Children's Access to and Use of Computer Technology AU - Becker, Henry T2 - The Future of children / Center for the Future of Children, the David and Lucile Packard Foundation AB - As computer technology becomes increasingly prevalent throughout society, concerns have been raised about an emerging "digital divide" between those children who are benefitting and those who are being left behind. This article presents results from new analyses of national survey data describing children's differential access to computers in school and at home, and the varying conditions that affect how children experience computers. For example, responses from a nationwide survey of teachers suggest that, as of 1998, more than 75% of students had access to computers at school. In fact, those teaching lower-income students reported weekly use of computers more often than those teaching higher-income students. But the nature of children's experiences using computers in school varied greatly by subject and teacher objectives, and the data suggest that lower-income students use computers more often for repetitive practice, whereas higher-income students use computers more often for more sophisticated, intellectually complex applications. Differences between low-income and high-income children's access to home computers were far less subtle. Survey data indicate that only about 22% of children in families with annual incomes of less than $20,000 had access to a home computer, compared to 91% of those in families with annual incomes of more than $75,000. And among children with access, those in low-income families were reported to use the computer less than those in high-income families, perhaps because most low-income families with computers lacked a connection to the Internet. The two most predictive factors of children's use of home computers were the child's age and the computer's capabilities. The author concludes that home access to computers will be a continued area of inequality in American society, and that schools must play a critical role in ensuring equal opportunity for less-advantaged children to access the benefits of the more intellectually powerful uses of computer technology. DA - 2000/09/01/ PY - 2000 DO - 10.2307/1602689 DP - ResearchGate VL - 10 SP - 44 EP - 75 J2 - The Future of children / Center for the Future of Children, the David and Lucile Packard Foundation ST - Who's Wired and Who's Not ER - TY - JOUR TI - Language Is a Complex Adaptive System: Position Paper AU - Beckner, Clay AU - Blythe, Richard AU - Bybee, Joan AU - Christiansen, Morten H. AU - Croft, William AU - Ellis, Nick C. AU - Holland, John AU - Ke, Jinyun AU - Larsen-Freeman, Diane AU - Schoenemann, Tom T2 - Language Learning DA - 2009/12// PY - 2009 DO - 10.1111/j.1467-9922.2009.00533.x DP - DOI.org (Crossref) VL - 59 SP - 1 EP - 26 LA - en SN - 00238333, 14679922 ST - Language Is a Complex Adaptive System UR - http://doi.wiley.com/10.1111/j.1467-9922.2009.00533.x Y2 - 2021/01/06/13:01:09 ER - TY - RPRT TI - A review of the research literature on barriers to the uptake of ICT by teachers AU - Becta DA - 2004/// PY - 2004 DP - Zotero LA - en UR - https://dera.ioe.ac.uk//1603/ ER - TY - BOOK TI - Rapid Assessment Process: An Introduction AU - Beebe, James AB - A newer edition of this book is available at the following address: https: //rowman.com/ISBN/9780759123212 Rapid Assessment Process (RAP) has gone under many names but invariably uses the techniques of fieldwork and ethnography in a telescoped manner to provide solid, field-based research findings for use by policymakers and program planners. It uses an emic perspective, a team of researchers, triangulation of research findings, and iterative process to produce high-quality research in a fraction of the time taken by traditional ethnography. Long used for third world projects, RAP is now being used to inform policy in many different settings. This volume is the first introduction to this group of methods, explaining to researchers and to students how to do RAP research well. The author, an international development professional who has been doing RAP studies for over two decades, clearly outlines the process, promise and pitfalls of RAP in this brief volume. Included are many examples of successful RAP studies and clear guidance to readers on how to embark on their own RAP research DA - 2001/// PY - 2001 DP - Google Books SP - 232 LA - en PB - Rowman Altamira SN - 978-0-7591-0012-1 ST - Rapid Assessment Process KW - Social Science / Anthropology / General KW - Social Science / Methodology KW - Social Science / Research ER - TY - RPRT TI - The growth of national learning assessments in the world, 1995–2006 AU - Benavot, A. AU - Tanner, E. DA - 2007/// PY - 2007 PB - In: Education for All by 2015: will we make it? EFA global monitoring report 2008.Paris: UNESCO, pp. 1–17. ER - TY - RPRT TI - Teacher Motivation in Sub-Saharan Africa and South Asia AU - Bennell, Paul AU - Akyeampong, Kwame T2 - Department for International Development: Educational Papers AB - This is one of a series of Education Papers issued by the Central Research Department of the Department For International Development. Each paper represents a study or piece of commissioned research on some aspect of education and training in developing countries. Most of the studies were undertaken in order to provide informed judgements from which policy decisions could be drawn, but in each case it has become apparent that the material produced would be of interest to a wider audience, particularly those whose work focuses on developing countries.This report synthesises the main findings and recommendations of an international research project on teacher motivation and incentives in sub-Sahara Africa and South Asia. The study has addressed the following four main questions: • To what extent is there a problem of poor motivation among teachers in sub-Saharan Africa and South Asia? Does this amount to a ‘crisis’, as has been suggested by some observers? • If so, what are the main reasons for poor teacher motivation? • How do poor motivation and incentives affect teacher performance and the overall effectiveness of national education systems? • What should be done to ensure that teachers are adequately motivated? DA - 2007/// PY - 2007 DP - Zotero SP - 114 LA - en PB - DFID UR - https://assets.publishing.service.gov.uk/media/57a08be640f0b652dd000f9a/ResearchingtheIssuesNo71.pdf KW - C:sub-Saharan Africa and South Asia KW - ⛔ No DOI found ER - TY - RPRT TI - Absenteeism, transfers and patronage: the political economy of labor markets in India AU - Béteille, Tara CY - Stanford, California DA - 2009/// PY - 2009 PB - School of Education, University of Stanford UR - https://searchworks.stanford.edu/view/8496945 ER - TY - RPRT TI - Alternative education: filling the gap in emergency and post-conflict situations AU - Bethke, Lynne DA - 2009/// PY - 2009 UR - https://unesdoc.unesco.org/ark:/48223/pf0000184938/PDF/184938eng.pdf.multi Y2 - 2022/08/25/20:02:16 ER - TY - RPRT TI - Teacher Education at a Distance: Impact on Development in the Community AU - Binns, Felicity AU - Wrightson, Tony DA - 2006/// PY - 2006 DP - Zotero SP - 74 LA - en PB - DFID KW - C:Low- and middle-income countries KW - ⛔ No DOI found ER - TY - RPRT TI - Promoting resilience: developing capacity within education systems affected by conflict AU - Bird, Lyndsay DA - 2009/// PY - 2009 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000191302/PDF/191302eng.pdf.multi ER - TY - BOOK TI - Abolishing School Fees in Africa: Lessons Learned in Ethiopia, Ghana, Kenya and Mozambique A3 - Birger, Fredriksen A3 - Craissati, Di DA - 2009/04/10/ PY - 2009 DP - DOI.org (Crossref) LA - en PB - The World Bank SN - 978-0-8213-7540-2 978-0-8213-7541-9 ST - Abolishing School Fees in Africa UR - http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-7540-2 Y2 - 2023/07/21/15:35:38 ER - TY - JOUR TI - Individual Differences in Cognitive Planning on the Tower of Hanoi Task: Neuropsychological Maturity or Measurement Error? AU - Bishop, D. V. M. AU - Aamodt-Leeper, G. AU - Creswell, C. AU - McGurk, R. AU - Skuse, D. H. T2 - The Journal of Child Psychology and Psychiatry and Allied Disciplines AB - The Tower of Hanoi (ToH) task was given to 238 children aged from 7 to 15 years, and 20 adults. Individual variation within an age band was substantial. ToH score did not correlate significantly with Verbal IQ, nor with ability to inhibit a prepotent response. We readministered the ToH to 45 children after 30 to 40 days. The test-retest correlation of ·5 is low in relation to accepted psychometric standards, though at least as high as reliability of the related Tower of London (ToL) in adults. The reasons for low reliability remain unclear; task novelty did not seem to be involved, as children did not improve on retest. We conclude that it is not safe to use this test to index integrity or maturation of underlying neurological systems in children. We compared our results with three published studies using the ToL with children, and found similar levels of performance on problems involving the same number of moves. Another study using automated ToL obtained much poorer scores, suggesting that computerised presentation may impair children's performance. DA - 2001/05// PY - 2001 DO - 10.1017/s0021963001007247 DP - Cambridge Core VL - 42 IS - 4 SP - 551 EP - 556 LA - en SN - 1469-7610, 0021-9630 ST - Individual Differences in Cognitive Planning on the Tower of Hanoi Task UR - https://www.cambridge.org/core/journals/journal-of-child-psychology-and-psychiatry-and-allied-disciplines/article/individual-differences-in-cognitive-planning-on-the-tower-of-hanoi-task-neuropsychological-maturity-or-measurement-error/F54ECC24F3DA295A394253FB1CB3FDB5 Y2 - 2019/12/10/12:29:04 KW - Assessment KW - executive function KW - psychometrics ER - TY - JOUR TI - Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools AU - Blumenfeld, Phyllis AU - Fishman, Barry J. AU - Krajcik, Joseph AU - Marx, Ronald W. AU - Soloway, Elliot T2 - Educational psychologist DA - 2000/// PY - 2000 DO - 10.1207/S15326985EP3503_2 DP - Google Scholar VL - 35 IS - 3 SP - 149 EP - 164 ST - Creating usable innovations in systemic reform ER - TY - JOUR TI - Distance Learning for Teacher Training in Brazil AU - Bof, Alvana T2 - International Review of Research in Open and Distance Learning DA - 2004/// PY - 2004 DO - 10.19173/irrodl.v5i1.172 VL - 5 IS - 1 LA - EN KW - C:Brazil ER - TY - JOUR TI - Exploring Blended Learning for Science Teacher Professional Development in an African Context AU - Boitshwarelo, Bopelo T2 - The International Review of Research in Open and Distributed Learning AB - This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education. DA - 2009/09/23/ PY - 2009 DO - 10.19173/irrodl.v10i4.687 DP - DOI.org (Crossref) VL - 10 IS - 4 SP - 1 EP - 19 J2 - IRRODL LA - en SN - 1492-3831 UR - http://www.irrodl.org/index.php/irrodl/article/view/687 Y2 - 2020/05/16/17:10:53 KW - C:Botswana KW - ICTs KW - Pedagogy KW - Professional Development KW - Teacher Training KW - ___working_potential_duplicate ER - TY - JOUR TI - Assistive technology in developing countries: national and international responsibilities to implement the Convention on the Rights of Persons with Disabilities AU - Borg, Johan AU - Lindström, Anna AU - Larsson, Stig T2 - The Lancet AB - In developing countries, disability is often associated with poverty caused by reduced participation in education, work, and community life.1–4 Education and employment contributes to reduction of poverty, improvement of health, and increased participation in society.2,5,6 According to findings from studies in high-income countries, assistive technology can have a positive socioeconomic effect on the lives of people with disabilities by improving access to education and increasing achievement.7,8 The use of assistive technology is a successful strategy to help participation in work,9,10 and maintenance of health. DA - 2009/11/28/ PY - 2009 DO - 10.1016/S0140-6736(09)61872-9 DP - www.thelancet.com VL - 374 IS - 9704 SP - 1863 EP - 1865 J2 - The Lancet LA - English SN - 0140-6736, 1474-547X ST - Assistive technology in developing countries UR - https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(09)61872-9/abstract Y2 - 2020/04/03/20:28:05 ER - TY - JOUR TI - Network Analysis in the Social Sciences AU - Borgatti, Stephen AU - Mehra, Ajay AU - Brass, Daniel AU - Labianca, Giuseppe T2 - Science (New York, N.Y.) AB - Over the past decade, there has been an explosion of interest in network research across the physical and social sciences. For social scientists, the theory of networks has been a gold mine, yielding explanations for social phenomena in a wide variety of disciplines from psychology to economics. Here, we review the kinds of things that social scientists have tried to explain using social network analysis and provide a nutshell description of the basic assumptions, goals, and explanatory mechanisms prevalent in the field. We hope to contribute to a dialogue among researchers from across the physical and social sciences who share a common interest in understanding the antecedents and consequences of network phenomena. DA - 2009/03/01/ PY - 2009 DO - 10.1126/science.1165821 DP - ResearchGate VL - 323 IS - 5916 SP - 892 EP - 5 J2 - Science (New York, N.Y.) LA - en SN - 0036-8075, 1095-9203 UR - https://www.sciencemag.org/lookup/doi/10.1126/science.1165821 ER - TY - JOUR TI - Video as a tool for fostering productive discussions in mathematics professional development AU - Borko, Hilda AU - Jacobs, Jennifer AU - Eiteljorg, Eric AU - Pittman, Mary Ellen T2 - Teaching and Teacher Education AB - This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period. DA - 2008/02/01/ PY - 2008 DO - 10.1016/j.tate.2006.11.012 DP - ScienceDirect VL - 24 IS - 2 SP - 417 EP - 436 J2 - Teaching and Teacher Education LA - en SN - 0742-051X UR - http://www.sciencedirect.com/science/article/pii/S0742051X0600179X Y2 - 2020/08/05/12:15:25 KW - C:United States KW - Mathematics education KW - Mathematics teachers KW - Professional development KW - Teacher learning KW - Video ER - TY - CHAP TI - Sustainability and interactive radio instruction: why some projects last AU - Bosch, Andrea T2 - Adapting Technology for School Improvement A Global Perspective A2 - United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning A2 - Chapman, David W A2 - Mahlck, Lars O A2 - United Nations Educational Scientific, and Cultural Organization A2 - International Institue for Educational Planning AB - This book presents a compilation of articles based on the premise that the move to advanced technology use in primary and secondary schools offers great hope for improving the access, quality, and efficiency of basic education. The aim of the book is to identify and examine how information technologies can be, and are being, used to strengthen the quality of primary and secondary education. The articles take a global focus, drawing on examples from a wide range of countries. The book analyzes the challenges that teachers and educational planners face as they make this move, and shares how those challenges are being met in some of the countries now engaged in this effort. Several major themes are explored: the role of technology in school improvement, top-down versus bottom-up approaches, interactive radio instruction in schools, computers in the classroom, technology in teacher education, and adopting and implementing technology. The conclusions of the book examine strategies such as the cross-national sharing of curriculum development and instructional materials, and the training and support of teachers and administrators. The need for new partnerships, such as public-private and central-local, to make continued developments in technology sustainable, are also examined. The book divides into 14 chapters: (1) The Role of Technology in School Improvement (David W. Chapman, Amy Garrett, and Lars O. Mahlck); (2) Are New Technologies Better Technologies? For Whom? (Claudio de Moura Castro); (3) International Uses of Education Technology Threats and Opportunities (Stephen P. Heyneman and Katherine Taylor Haynes); (4) Using Instructional Technology as a Bridge to the Future: Palau's Story (Gregory C. Sales and Masa-Aki N. Emesiochl); (5) The Introduction of Computers in Secondary Schools in Jamaica: A Case of Bottom-Up Reform (Errol Miller); (6) Distance Education in Ethiopia (Teshome Nekatibeb and Thomas Tilson); (7) Sustainability and Interactive Radio Instruction: Why Some Projects Last (Andrea Bosch); (8) Is Constructivism Universal? In Search of Meaningful Technology in Morocco and Namibia (Jeffrey Coupe, Jeffrey Goveia, Houcine El Haichour, and Alfred Ilukena); (9) Technology and Educational Change at the Local Level: The Case of the Campana Schools Network in Argentina (Cecilia Braslavsky and Laura Fumagalli); (10) The Pedagogical Uses of Web-Based Chat: The Brazilian Experience (Vera Atsuko Suguri, Maria de Lourdes Matos, Noara M. de Resende e Castro, Rosal va Ieda V. Guimaraes de Castro, Lurdes Marilene da Silva Jung, and Eric Rusten); (11) Utilizing Technology in a Rural Teacher Certification Programme in Iceland (Ingolfur Asgeir Johannesson and Anna Thora Baldursdottir); (12) Integrating Technology into Education: The Czech Approach (Bozena Mannova); (13) The School Online Initiative in German Schools: Empirical Results and Recommendations to Improve School Development (Renate Schulz-Zander); and (14) Effective Use of Technology to Improve Education: Lessons for Planners (Lars O. Mahlck and David W. Chapman). This book is intended for educational policymakers, administrators, planners, and curriculum development specialists concerned with how technology can be used to extend access and raise the quality of education in their countries. It is also intended for international organizations, development assistance agencies and NGOs that are often most responsible for advocating the use of technology as a solution to education problems in low and middle-income countries. (Individual chapters contain references.). CY - Place of publication not identified DA - 2004/// PY - 2004 DP - Open WorldCat SP - 149 EP - 173 LA - English PB - Distributed by ERIC Clearinghouse SN - 978-92-803-1255-3 UR - https://www.researchgate.net/profile/Mohammed_Al-Nofli/post/What_changes_in_education_policy_related_to_technology_do_you_think_are_necessary_to_fully_embrace_its_potential_for_learning/attachment/59d61f3679197b807797da72/AS:283633035300864@1444634793269/download/Adapting+technology+for+school+improvement.pdf#page=149 KW - Commitment KW - Cost KW - content ER - TY - RPRT TI - Interactive Radio Instruction: An Update from the Field AU - Bosch, Andrea AU - Rhodes, Rebecca AU - Kariuki, Sera AB - Interactive radio instruction (IRI), a methodology developed to turn a typically one-way technology into a tool for active learning in and outside the classroom, continues to be an attractive educational strategy in developing countries after almost 30 years. The original model for IRI math, created in Nicaragua by a team from Stanford University in the early 1970s, sought to combine the low cost and high reach of the radio medium and a clear understanding of how people learn. Since that time, 20 countries around the world have developed IRI programs for a variety of subjects, audiences, and learning environments, many of which have been sustained for up to 10 years and counting. The methodology has been expanded and adapted to include different levels of math, science, health, English, Spanish and Portuguese, environmental education, early childhood development, and adult basic education for learners of all ages. In each case, the series has been designed specifically by local specialists to be engaging and to meet learning objectives in that country. After three decades, interest in IRI does not seem to be waning. (See the Annex at the end of this chapter for a list of IRI projects and their current status.) This chapter updates earlier information about interactive radio instruction over the past five years, and introduces two cases where IRI has had an impact in Africa in two ways not captured in the past.1 In Guinea, IRI has gone to scale on an unprecedented level in West Africa to reach students and teachers on a national level. The Guinean IRI series is integrated with teacher development initiatives and is used in almost all primary schools across the nation, with 880,000 students. In Zambia, a new IRI series is being developed that reaches out to students who otherwise would be without schools, and have become increasingly vulnerable due to poverty and the HIV/AIDs. This example shows how IRI can be used effectively to overcome obstacles of access in Africa and to increase the chances that students can receive an education. These examples show how IRI retains its core elements, yet continues to evolve to meet new educational and social challenges. DA - 2002/// PY - 2002 PB - Education Development Center UR - https://www.eccnetwork.net/sites/default/files/media/file/09.pdf ER - TY - JOUR TI - Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students AU - Boyd, Donald AU - Lankford, Hamilton AU - Loeb, Susanna AU - Wyckoff, James T2 - American Economic Review DA - 2005/05// PY - 2005 DO - 10.1257/000282805774669628 DP - www.aeaweb.org VL - 95 IS - 2 SP - 166 EP - 171 LA - en SN - 0002-8282 UR - https://www.aeaweb.org/articles?id=10.1257/000282805774669628 Y2 - 2022/05/16/10:58:20 KW - Analysis of Education KW - Public Sector Labor Markets ER - TY - JOUR TI - Using thematic analysis in psychology AU - Braun, Virginia AU - Clarke, Victoria T2 - Qualitative Research in Psychology AB - Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology. DA - 2006/01// PY - 2006 DO - 10.1191/1478088706qp063oa VL - 3 IS - 2 SP - 77 EP - 101 KW - epistemology KW - flexibility KW - patterns KW - qualitative psychology KW - thematic analysis ER - TY - JOUR TI - Using meta ethnography to synthesise qualitative research: A worked example AU - Britten, Nicky AU - Campbell, Rona AU - Pope, Catherine AU - Donovan, Jenny AU - Morgan, Myfanwy AU - Pill, Roisin T2 - Journal of Health Services Research and Policy AB - Objectives: To demonstrate the benefits of applying meta ethnography to the synthesis of qualitative research, by means of a worked example. Methods:. Four papers about lay meanings of medicines were arbitrarily chosen. Noblit and Hare's seven-step process for conducting a meta ethnography was employed: getting started; deciding what is relevant to the initial interest; reading the studies; determining how the studies are related; translating the studies into one another; synthesising translations; and expressing the synthesis. Results: Six key concepts were identified: adherence/compliance; self-regulation; aversion; alternative coping strategies; sanctions; and selective disclosure. Four second-order interpretations (derived from the chosen papers) were identified, on the basis of which four third-order interpretations (based on the key concepts and second-order interpretations) were constructed. These were all linked together in a line of argument that accounts for patients' medicine-taking behaviour and communication with health professionals in different settings. Third-order interpretations were developed which were not only consistent with the original results but also extended beyond them. Conclusions: It is possible to use meta ethnography to synthesise the results of qualitative research. The worked example has produced middle-range theories in the form of hypotheses that could be tested by other researchers. © The Royal Society of Medicine Press Ltd 2002. DA - 2002/// PY - 2002 DO - 10.1258/135581902320432732 VL - 7 IS - 4 SP - 209 EP - 215 ER - TY - BOOK TI - Exploring formative assessment AU - Brookhart, Susan M. AB - About the PLC series: Welcome to an adventure! If you are a teacher who is interested in developing a professional learning community to develop your classroom repertoire and increase your students achievement and motivation, you are in for a treat. A professional learning community (PLC) is a small group of teachers or administrators that meets regularly and works between meetings to accomplish shared goals. PLCs are vehicles for connecting teacher practice and student outcomes, improving both. About this book: Exploring Formative Assessment is your guide to creating a PLC to help further your understanding of how to use formative assessment in your school or classroom. You ll find everything you need to organize and run your PLC, including agendas, handouts, worksheets, and the background reading for each of seven sessions. You ll get the chance to try out new techniques and to collaborate with your colleagues as you deepen your understanding of formative assessment. DA - 2009/// PY - 2009 DP - Google Books SP - 83 LA - en PB - ASCD SN - 978-1-4166-0826-4 UR - https://books.google.co.uk/books/about/Exploring_Formative_Assessment.html?id=Jsc6PgAACAAJ&redir_esc=y KW - Education / Professional Development KW - Education / Testing & Measurement ER - TY - JOUR TI - Stakeholder analysis: a review AU - Brugha, Ruairi AU - Varvarovszky, Zsuzsa T2 - Health Policy and Planning DA - 2000/09/01/ PY - 2000 DO - 10.1093/heapol/15.3.239 DP - DOI.org (Crossref) VL - 15 IS - 3 SP - 239 EP - 246 LA - en SN - 14602237 ST - Stakeholder analysis UR - https://academic.oup.com/heapol/article-lookup/doi/10.1093/heapol/15.3.239 Y2 - 2020/12/01/06:50:57 ER - TY - JOUR TI - Paradigm Peace and the Implications for Quality AU - Bryman, Alan T2 - International Journal of Social Research Methodology AB - In this article it is shown that the paradigm wars that raged concerning the incompatibility of quantitative and qualitative research have largely subsided. In the process, discussions of epistemological and ontological issues have become less prominent. The peace that has broken out has proved to be more favourable to research combining quantitative and qualitative research than was the case during the paradigm wars. Drawing on interviews with social researchers who employ a mixed‐methods approach and on the literature, it is shown that a spirit of pragmatism with regard to combining quantitative and qualitative research prevails which encourages researchers to consider using mixed‐methods research when the research question is suited to it. However, the issue of which quality criteria should be employed in investigations combining quantitative and qualitative research has not been given a great deal of consideration. The author argues for a contingency approach, in which issues to do with quality are decided in relation to the nature of the study. DA - 2006/04/01/ PY - 2006 DO - 10.1080/13645570600595280 DP - Taylor and Francis+NEJM VL - 9 IS - 2 SP - 111 EP - 126 SN - 1364-5579 UR - https://doi.org/10.1080/13645570600595280 Y2 - 2019/11/05/12:19:16 ER - TY - RPRT TI - Mother tongue matters: local language as a key to effective learning AU - Bühmann, Dörthe AU - Trudell, Barbara DA - 2008/// PY - 2008 UR - https://unesdoc.unesco.org/ark:/48223/pf0000161121/PDF/161121eng.pdf.multi Y2 - 2023/02/10/11:57:50 ER - TY - BOOK TI - Empowerment of Women through Distance Education in Pakistan AU - Bukhsh, Qadir AB - The present study was undertaken to highlight the gender disparities of Pakistan as well as at regional and international level. The study, measured the comparative outcome of formal and non-formal system of education in Pakistan. To achieve the desired goal, documentary analysis was considered appropriate. The number of schools and enrollment during the years 2001 to 2004 of the formal system for primary, middle and high level was considered and enrollment during the year 198-1999 and 2004 for Secondary School Certificate to Ph.D level of non-formal system was considered. Data was analyzed in term of percentage and average. It was found that enrollment of female is less than male in formal system while enrollment of female is higher than male in non-formal system of education in Pakistan. (Contains 16 tables.) DA - 2007/10// PY - 2007 DP - ERIC VL - 8 LA - en UR - https://eric.ed.gov/?id=ED499353 Y2 - 2020/12/01/16:45:44 KW - Access to Education KW - Computer Uses in Education KW - Distance Education KW - Elementary Secondary Education KW - Empowerment KW - Enrollment Trends KW - Females KW - Foreign Countries KW - Gender Differences KW - Nonformal Education KW - Postsecondary Education KW - Womens Education ER - TY - JOUR TI - Scopus database: A review AU - Burnham, Judy F. T2 - National Library of Medicine AB - The Scopus database provides access to STM journal articles and the references included in those articles, allowing the searcher to search both forward and backward in time. The database can be used for collection development as well as for research. This review provides information on the key points of the database and compares it to Web of Science. Neither database is inclusive, but complements each other. If a library can only afford one, choice must be based in institutional needs. DA - 2006/03// PY - 2006 DO - 10.1186/1742-5581-3-1 VL - 3 LA - English ER - TY - JOUR TI - Improving teaching quality in Guinea with interactive radio instruction AU - Burns, Mary AB - Guinea's Sous le Fromager project is an excellent example of radio as an effective delivery system for enhancing teachers’ basic content skills and for helping teachers with little or no instructional skills acquire those skills. DA - 2006/02// PY - 2006 DP - Zotero VL - Working paper IS - 2 SP - 15 LA - en UR - https://www.infodev.org/infodev-files/resource/InfodevDocuments_500.pdf ER - TY - BOOK TI - Brokerage and closure: An introduction to social capital AU - Burt, Ronald S. DA - 2005/// PY - 2005 DP - Google Scholar PB - Oxford university press ST - Brokerage and closure ER - TY - JOUR TI - Collaboration and self-regulation in teachers’ professional development AU - Butler, Deborah L AU - Lauscher, Helen Novak AU - Jarvis-Selinger, Sandra AU - Beckingham, Beverly T2 - Teaching and Teacher Education DA - 2004/07// PY - 2004 DO - 10.1016/j.tate.2004.04.003 DP - DOI.org (Crossref) VL - 20 IS - 5 SP - 435 EP - 455 J2 - Teaching and Teacher Education LA - en SN - 0742051X UR - https://linkinghub.elsevier.com/retrieve/pii/S0742051X04000526 Y2 - 2020/06/30/08:49:47 ER - TY - BOOK TI - Knowledge to policy: making the most of development research AU - Carden, F. CN - HD77 .C37 2009 CY - Los Angeles : Ottawa DA - 2009/// PY - 2009 DP - Library of Congress ISBN SP - 218 LA - en PB - SAGE ; International Development Research Centre SN - 978-81-7829-930-3 ST - Knowledge to policy UR - https://www.idrc.ca/en/book/knowledge-policy-making-most-development-research KW - Economic development KW - Economic policy KW - Evaluation KW - Research Evaluation ER - TY - BOOK TI - Teacher Empowerment Through Curriculum Development: Theory Into Practice AU - Carl, Arend E. AB - Treating curriculum studies as an educational field in its own right, this critical resource gives teachers the power to control the focus and direction their classes take by revealing the variety of benefits gained from rigorous curriculum planning. Stressing the importance of a teacher’s own involvement in the creation of curriculum, the guide shows teachers how to deal with the constant changes they face. For educators looking to contribute responsibly and dynamically to the content of their classes, this valuable and updated tool reveals new techniques that will empower educators and the significance behind involved curriculum development. DA - 2009/// PY - 2009 DP - Google Books SP - 260 LA - en PB - Juta and Company Ltd SN - 978-0-7021-7751-4 ST - Teacher Empowerment Through Curriculum Development UR - https://books.google.co.th/books/about/Teacher_Empowerment_Through_Curriculum_D.html?id=KHck3QIyu0kC&redir_esc=y KW - Education / Curricula KW - Education / Professional Development ER - TY - JOUR TI - Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability AU - Carlson, Stephanie M AU - Moses, Louis J AU - Claxton, Laura J T2 - Journal of Experimental Child Psychology AB - This research examined the relative contributions of two aspects of executive function—inhibitory control and planning ability—to theory of mind in 49 3- and 4-year-olds. Children were given two standard theory of mind measures (Appearance–Reality and False Belief), three inhibitory control tasks (Bear/Dragon, Whisper, and Gift Delay), three planning tasks (Tower of Hanoi, Truck Loading, and Kitten Delivery), and a receptive vocabulary test (Peabody Picture Vocabulary Test [PPVT-3]). Multiple regression analyses indicated that two inhibition tasks (Bear/Dragon and Whisper) were significantly related to theory of mind after accounting for age, receptive vocabulary, and planning. In contrast, the planning tasks did not share unique variance with theory of mind. These results increase our understanding of the specific nature of executive function–theory of mind relations during early childhood. DA - 2004/04/01/ PY - 2004 DO - 10.1016/j.jecp.2004.01.002 DP - ScienceDirect VL - 87 IS - 4 SP - 299 EP - 319 J2 - Journal of Experimental Child Psychology LA - en SN - 0022-0965 ST - Individual differences in executive functioning and theory of mind UR - http://www.sciencedirect.com/science/article/pii/S0022096504000116 Y2 - 2019/11/04/15:45:43 KW - Executive function KW - Inhibition KW - Planning KW - Theory of mind ER - TY - RPRT TI - Education Management Information Systems (EMIS) in Latin America and the Caribbean: lessons and challenges AU - Cassidy, T CY - Washington, D.C. DA - 2006/// PY - 2006 PB - Inter-American Development Bank UR - https://publications.iadb.org/en/publication/education-management-information-systems-emis-latin-america-and-caribbean-lessons-and Y2 - 2021/08/03/16:15:30 KW - ⛔ No DOI found ER - TY - JOUR TI - Langue et éducation en Afrique: enseigner à lire et écrire en langue maternelle AU - Chatry-Komarek, Marie T2 - Langue et éducation en Afrique DA - 2005/// PY - 2005 DP - Google Scholar SP - 1 EP - 232 ST - Langue et éducation en Afrique KW - ⛔ No DOI found ER - TY - CHAP TI - Sampling issues in design, conduct, and interpretation of international comparative studies of school achievement AU - Chromy, J.R. T2 - In A.C. Porter, & A. Gamoran (Eds.), Methodological advances in cross-national surveys of educational achievement (pps. 80- 116). DA - 2002/// PY - 2002 ER - TY - JOUR TI - Design for scalability: A case study of the River City curriculum AU - Clarke, Jody AU - Dede, Chris T2 - Journal of Science Education and Technology DA - 2009/// PY - 2009 DO - 10.1007/s10956-009-9156-4 DP - Google Scholar VL - 18 IS - 4 SP - 353 EP - 365 ST - Design for scalability ER - TY - JOUR TI - Culture and Classroom Reform: The case of the District Primary Education Project, India AU - Clarke, Prema T2 - Comparative Education AB - Reform in teaching and learning forms one of the basic dimensions of educational reform. This study explores the impact of the reform process on teacher thinking and classroom practice in the multi-donor supported District Primary Education Project in Karnataka, India. Using both qualitative and quantitative methodologies, a variety of aspects dealing with teaching and learning are examined in order to understand the extent to which changes are taking place in the classroom. The study analyses the impact of four cultural constructs, which frame teaching and learning in India: holism as a shared worldview that encourages openness to regulation; the hierarchical structure as a regulative social framework; knowledge as discovered and attested collectively; and the ‘sense of duty’ that defines the role of the teacher (and student). The conclusion of the study is that while there are observable changes in the classroom in the use of instructional aids and activities during instruction, the essential characteristics of traditional practice, namely rote and repetition has not changed. Both teachers’ openness and resistance to reform are portrayed as embedded in the cultural construction of teaching and learning. DA - 2003/02// PY - 2003 DO - 10.1080/03050060302562 DP - DOI.org (Crossref) VL - 39 IS - 1 SP - 27 EP - 44 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 ST - Culture and Classroom Reform UR - http://www.tandfonline.com/doi/abs/10.1080/03050060302562 Y2 - 2020/05/16/16:12:49 ER - TY - JOUR TI - Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change AU - Coburn, Cynthia E. T2 - Educational Researcher DA - 2003/08// PY - 2003 DO - 10.3102/0013189X032006003 DP - DOI.org (Crossref) VL - 32 IS - 6 SP - 3 EP - 12 J2 - Educational Researcher LA - en SN - 0013-189X, 1935-102X ST - Rethinking Scale UR - http://journals.sagepub.com/doi/10.3102/0013189X032006003 Y2 - 2020/12/23/10:10:56 ER - TY - JOUR TI - Student learning motivation and psychological hardiness: interactive effects on students' reactions to a management class AU - Cole, Michael S. AU - Feild, Hubert S. AU - Harris, Stanley G. T2 - Academy of Management Learning & Education AB - We propose here that simultaneously considering the combined effects of students' learning motivation and psychological hardiness can increase understanding of the learning experience and its impact on important learning outcomes. Specifically, we hypothesized that the relationship between learning motivation and learning outcomes would be moderated by individuals' psychological hardiness. We collected data in two studies. The first established the psychometric properties of a newly developed scale, the second tested related research hypotheses. After controlling for socially desirable responding and dispositional learning orientations, our hypothesized interaction between participants' initial motivation to learn and their psychological hardiness explained differences in participants' postlearning motivation, depressive symptomatology, and reactions to their classroom experience assessed 2 months later. The study's findings have particular relevance for anyone who has ever taught or been involved in teaching. At times, for example, students can feel overwhelmed by the numerous responsibilities associated with being a college student. As a result, some will suffer a loss in motivation to perform and, even worse, a few will experience a severe state of depressed mood. Consequently, in this study we address these concerns and offer specific recommendations that could be implemented by universities and instructors to circumvent these detrimental outcomes. DA - 2004/03// PY - 2004 DO - 10.5465/amle.2004.12436819 VL - 3 IS - 1 SP - 64 EP - 85 SN - 1537-260X ST - Student learning motivation and psychological hardiness UR - https://journals.aom.org/doi/10.5465/amle.2004.12436819 Y2 - 2022/05/09/00:00:00 KW - EDUCATION KW - LEARNING KW - MOTIVATION (Psychology) KW - PSYCHOMETRICS KW - STUDENTS KW - UNIVERSITIES & colleges ER - TY - CHAP TI - Cognitive psychology AU - Colman, Andrew M. T2 - A Dictionary of Psychology AB - The branch of psychology concerned with all forms of cognition, including attention, perception, learning (1, DA - 2009/01/01/ PY - 2009 DP - www.oxfordreference.com LA - en PB - Oxford University Press SN - 978-0-19-953406-7 UR - https://www.oxfordreference.com/view/10.1093/acref/9780199534067.001.0001/acref-9780199534067-e-1617 Y2 - 2019/12/05/19:10:01 ER - TY - JOUR TI - Using learning design as a framework for supporting the design and reuse of OER AU - Conole, Gráinne AU - Weller, Martin T2 - Journal of Interactive Media in Education AB - The paper will argue that adopting a learning design methodology may provide a vehicle for enabling better design and reuse of Open Educational Resources (OERs). It will describe a learning design methodology, which is being developed and implemented at the Open University in the UK. The aim is to develop a 'pick and mix' learning design toolbox of different resources and tools to help designers/teachers make informed decisions about creating new or adapting existing learning activities. The methodology is applicable for designers/teachers designing in a traditional context – such as creation of materials as part of a formal curriculum, but also has value for those wanting to create OERs or adapt and repurpose existing OERs. With the increasing range of OERs now available through initiatives as part of the Open Courseware movement, we believe that methodologies, such as the one we describe in this paper, which can help guide reuse and adaptation will become increasingly important and arguably are an important aspect of ensuring longer term sustainability and uptake of OERs. Our approach adopts an empirically based approach to understanding and representing the design process. This includes a range of evaluation studies (capturing of case studies, interviews with designers/teachers, in-depth course evaluation and focus groups/workshops), which are helping to develop our understanding of how designers/teachers go about creating new learning activities. Alongside this we are collating an extensive set of tools and resources to support the design process, as well as developing a new Learning Design tool that helps teachers articulate and represent their design ideas. The paper will describe how we have adapted a mind mapping and argumentation tool, Compendium, for this purpose and how it is being used to help designers and teachers create and share learning activities. It will consider how initial evaluation of the use of the tool for learning design has been positive; users report that the tool is easy to use and helps them organise and articulate their learning designs. Importantly the tool also enables them to share and discuss their thinking about the design process. However it is also clear that visualising the design process is only one aspect of design, which is complex and multi-faceted. Editors: Alexandra Okada (Open University, UK). Reviewers: Teresa Conolly (Open University, UK), Rose Luckin (Institute of Education, UK), and Alexandra Okada (Open University, UK) DA - 2008/05/09/ PY - 2008 DO - 10.5334/2008-5 DP - jime.open.ac.uk VL - 2008 IS - 1 SP - Art. EP - 5 LA - en SN - 1365-893X UR - http://jime.open.ac.uk/articles/10.5334/2008-5/ AN - Adult readers Y2 - 2019/11/25/17:50:25 KW - IMS learning design KW - Learning Design KW - e-learning KW - mind mapping ER - TY - JOUR TI - Refuerzo escolar para niños pobres: ¿funciona? AU - Contreras, Dante AU - Herrera, Rodrigo T2 - El trimestre económico DA - 2007/03// PY - 2007 DO - 10.20430/ete.v74i293.360 DP - www.scielo.org.mx VL - 74 IS - 293 SP - 123 EP - 159 SN - 2448-718X ST - http UR - http://www.scielo.org.mx/scielo.php?script=sci_abstract&pid=S2448-718X2007000100123&lng=es&nrm=iso&tlng=es Y2 - 2021/08/13/20:39:50 ER - TY - RPRT TI - What do specialists do in CPD programmes for which there is evidence of positive outcomes for pupils and teachers? AU - Cordingley, Philippa AU - Bell, Miranda AU - Isham, Colin AU - Evans, Donald AU - Firth, Antonia T2 - Research Evidence in Education Library AB - What do we want to know? This review aims to explore and describe the role of the specialist in CPD programmes that provide evidence of positive outcomes for pupils as well as teachers within a broad range of indicators, including (for pupils) achievement, attainment, motivation and attitudes; and (for teachers) behaviours, knowledge, understanding and a range of affective outcomes, such as beliefs, attitudes and motivation. Who wants to know and why? The issue of how best to support teachers in their CPD is of interest to teachers, professional associations and agencies responsible for the quality and provision of teacher training. What did we find? • We only found studies where the ‘results’ indicated a positive impact of CPD. Most of the ‘evaluations’ were designed and conducted by the specialists themselves using research approaches with limited capacity to control for the potential biases arising from such a situation. • Pupil impact data was reported in the areas of learning and achievement, and affective development, including attitudes to learning and self-esteem. • Changes in teacher practice resulted from teachers learning more about teaching strategies, learning theories, the use of technology, educational policy and subject knowledge. • Specialists supported teachers through modelling, workshops, observation, feedback, coaching, and planned and informal meetings for discussion. Nearly all specialist support took place on school premises. More than half the CPD involved the specialists in observing teachers and providing feedback and debriefing. They discussed pupil needs, examined test results, reviewed the results of interviews conducted with and by pupils, and observed pupil interaction in the classroom. The quantity of formal ‘input’ was extensive and sustained. • Peer support was a consistent feature. • Specialists encouraged teachers to take on a degree of leadership in their CPD. What are the implications? The limitations of the evidence reviewed mean that we are cautious about putting forward any definitive interpretation of the implications of this review for the practices of specialist CPD. It is clear that we need more rigorous independent evaluation of CPD initiatives. The review evidence highlighted an intensive pattern of support in terms of the variety of skills specialists brought with them, and the amount of time they spent on input and support. This suggests we need to develop a more sophisticated approach to identifying, developing and drawing on the knowledge and skills both of professionals within school, and across networks, so that capacity can be built based on existing resources. More specifically, the review suggests the need for professional development for lead practitioners and CPD leaders to develop specific, specialist knowledge, understanding and skills related to adult professional learning. How did we get these results? The Review Group screened over 3,000 titles and abstracts, from which 239 studies reporting the impact and processes of CPD which involved specialists were identified. Scrutiny of the full reports led to a final sample of 22 studies for in-depth review. All these studies contained teacher and pupil data. Nineteen studies with overall medium or high weight of evidence were used to create a synthesis of findings. CY - London DA - 2007/09// PY - 2007 PB - EPPI-Centre, Social Science Research Unit, Institute of Education, University of London SN - 1504R UR - https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/CPD4%20Report%20-%20SCREEN.pdf?ver=2007-09-28-142054-167 Y2 - 2021/06/01/18:27:02 ER - TY - RPRT TI - Bridging Research and Policy in International Development: An Analytical and Practical Framework AU - Court, J. AU - Young, J. AB - This paper outlines some of the theory behind, and practical application of the RAPID Analytical and Practical Framework. DA - 2004/// PY - 2004 LA - en PB - Overseas Development Institute ST - Bridging Research and Policy in International Development UR - https://www.odi.org/publications/159-bridging-research-and-policy-international-development-analytical-and-practical-framework Y2 - 2020/09/24/11:38:00 ER - TY - RPRT TI - Developing and evaluating complex interventions: new guidance AU - Craig, Peter AU - Dieppe, Paul AU - Macintyre, Sally AU - Michie, Susan AU - Nazareth, Irwin AU - Petticrew, Mark CY - London DA - 2008/// PY - 2008 PB - Medical Research Council ER - TY - BLOG TI - The Digital Divide: Bridging the Divide Naturally AU - Crandall, Robert W. T2 - Brookings AB - Brookings Review article by Robert W. Crandall (Winter 2001) DA - 2001/// PY - 2001 LA - en-US ST - The Digital Divide UR - https://www.brookings.edu/articles/the-digital-divide-bridging-the-divide-naturally/ Y2 - 2022/08/13/22:20:53 ER - TY - BOOK TI - Oversold and underused AU - Cuban, Larry DA - 2009/// PY - 2009 DP - Google Scholar PB - Harvard university press ER - TY - JOUR TI - The Use of Information and Communications Technology (ICT) To Improve Access to In-Service Teacher Education Programmes For Educational Development in Pakistan AU - D‘CRUZE, Melaine T2 - The Turkish Online Journal of Distance Education AB - The use of ICT and distance education in the delivery of professional developmentprogrammers for in-service teachers to improve access to educational opportunitiesis explored in this article. Further, the link between teacher development and thedevelopment of human capital to aid educational and national development isdiscussed. The role of ICT and distance education is highlighted in enabling thisventure which eventually leads to overall educational and national development. DA - 2009/04/01/ PY - 2009 DP - ResearchGate VL - 10 J2 - The Turkish Online Journal of Distance Education KW - ⛔ No DOI found ER - TY - CONF TI - Application of a Systems Approach to Distance Education AU - Daniel, Teresa A. C3 - Proceedings of the 50th Annual Meeting of the ISSS-2006, Sonoma, CA, USA DA - 2006/// PY - 2006 DP - Google Scholar KW - ⛔ No DOI found ER - TY - RPRT TI - Teacher shocks and student learning : evidence from Zambia AU - Das, Jishnu AU - Dercon, Stefan AU - Habyarimana, James AU - Krishnan, Pramila T2 - Policy Research Working Paper Series AB - A large literature examines the link between shocks to households and the educational attainment of children. The authors use new data to estimate the impact of shocks to teachers on student learning in mathematics and English. Using absenteeism in the 30 days preceding the survey as a measure of these shocks they find large impacts: A 5 percent increase in the teacher's absence rate reduces learning by 4 to 8 percent of average gains over the year. This reduction in learning achievement likely reflects both the direct effect of increased absenteeism and the indirect effects of less lesson preparation and lower teaching quality when in class. The authors document that health problems-primarily teachers'own illness and the illnesses of their family members-account for more than 60 percent of teacher absences; not surprising in a country struggling with an HIV/AIDS epidemic. The relationship between shocks to teachers and student learning suggests that households are unable to substitute adequately for teaching inputs. Excess teaching capacity that allows for the greater use of substitute teachers could lead to larger gains in student learning. DA - 2005/04/26/ PY - 2005 DP - ideas.repec.org LA - en PB - The World Bank SN - 3602 ST - Teacher shocks and student learning UR - https://ideas.repec.org/p/wbk/wbrwps/3602.html Y2 - 2022/06/06/21:11:19 KW - Educational Sciences KW - Gender and Education KW - Girls Education KW - Primary Education KW - Teaching and Learning ER - TY - BLOG TI - Mobile phone-based cash transfers: lessons from the Kenya emergency response AU - Datta, Dipankar AU - Ejakait, Anne AU - Odak, Monica T2 - Humanitarian Practice Network DA - 2008/// PY - 2008 UR - https://odihpn.org/magazine/mobile-phone-based-cash-transfers-lessons-from-the-kenya-emergency-response/ ER - TY - JOUR TI - Complexity as a theory of education AU - Davis, Brent AU - Sumara, Dennis T2 - TCI (Transnational Curriculum Inquiry) DA - 2008/// PY - 2008 DP - Google Scholar VL - 5 IS - 2 SP - 33 EP - 44 KW - ⛔ No DOI found ER - TY - JOUR TI - Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative AU - Davis, Niki AU - Preston, Christina AU - Sahin, Ismail T2 - British Journal of Educational Technology AB - A pair of papers re-examined the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. The first paper confirmed that multilevel evaluation of professional development was robust for ICT teacher training. This second paper contrasts the highest and lowest rated designs for ICT teacher training: an ‘organic’ approach that provided training in schools was highly rated, whereas a centralised computer-assisted learning approach with online access to trainers was the lowest rated design. The study supports an ecological view of the diffusion of ICT innovations in education and recommends that ICT teacher training be designed to support evolution of each teacher's classroom, school and region, as well as the training of the ICT teacher trainers. DA - 2009/// PY - 2009 DO - 10.1111/j.1467-8535.2008.00875.x DP - Wiley Online Library VL - 40 IS - 5 SP - 861 EP - 878 LA - en SN - 1467-8535 ST - Training teachers to use new technologies impacts multiple ecologies UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8535.2008.00875.x Y2 - 2020/01/07/15:10:24 ER - TY - JOUR TI - A Dynamic Systems Theory approach to second language acquisition AU - De Bot, Kees AU - Lowie, Wander AU - Verspoor, Marjolijn T2 - Bilingualism: Language and Cognition DA - 2007/04// PY - 2007 DO - 10.1017/S1366728906002732 DP - DOI.org (Crossref) VL - 10 IS - 01 SP - 7 J2 - Bilingualism LA - en SN - 1366-7289, 1469-1841 UR - http://www.journals.cambridge.org/abstract_S1366728906002732 Y2 - 2021/01/06/11:50:23 ER - TY - RPRT TI - Evaluation Report for the Teacher Upgrading Program: Lao PR AU - de Guzman, Estafania AU - Karaan, Alice AU - Klesch, Maree AU - Thorburn, Andrew AU - Mahaffey, LeeAnne AU - Watt, Ron DA - 2000/// PY - 2000 PB - UNICEF UR - https://www.unicef.org/evaldatabase/files/2000_Laos_Teacher_rec_357803.pdf Y2 - 2020/05/15/13:14:41 ER - TY - JOUR TI - Coverage analysis of Scopus: A journal metric approach AU - de Moya-Anegón, Félix AU - Chinchilla-Rodríguez, Zaida AU - Vargas-Quesada, Benjamín AU - Corera-Álvarez, Elena AU - Muñoz-Fernández, Francisco José AU - González-Molina, Antonio AU - Herrero-Solana, Victor T2 - Scientometrics AB - Our aim is to compare the coverage of the Scopus database with that of Ulrich, to determine just how homogenous it is in the academic world. The variables taken into account were subject distribution, geographical distribution, distribution by publishers and the language of publication. The analysis of the coverage of a product of this nature should be done in relation to an accepted model, the optimal choice being Ulrich’s Directory, considered the international point of reference for the most comprehensive information on journals published throughout the world. The results described here allow us to draw a profile of Scopus in terms of its coverage by areas — geographic and thematic — and the significance of peer-review in its publications. Both these aspects are highly pragmatic considerations for information retrieval, the evaluation of research, and the design of policies for the use of scientific databases in scientific promotion. DA - 2007/10/01/ PY - 2007 DO - 10.1007/s11192-007-1681-4 DP - Springer Link VL - 73 IS - 1 SP - 53 EP - 78 J2 - Scientometrics LA - en SN - 1588-2861 ST - Coverage analysis of Scopus UR - https://doi.org/10.1007/s11192-007-1681-4 Y2 - 2019/11/27/10:07:13 KW - Coverage Analysis KW - Journal Citation Report KW - Percentage Distribution KW - Subject Coverage KW - Subject Ranking ER - TY - JOUR TI - Immersive interfaces for engagement and learning AU - Dede, Chris T2 - science DA - 2009/// PY - 2009 DO - 10.1126/science.1167311 DP - Google Scholar VL - 323 IS - 5910 SP - 66 EP - 69 ER - TY - JOUR TI - Multilevel modeling: A review of methodological issues and applications AU - Dedrick, Robert F. AU - Ferron, John M. AU - Hess, Melinda R. AU - Hogarty, Kristine Y. AU - Kromrey, Jeffrey D. AU - Lang, Thomas R. AU - Niles, John D. AU - Lee, Reginald S. T2 - Review of Educational Research AB - This study analyzed the reporting of multilevel modeling applications of a sample of 99 articles from 13 peer-reviewed journals in education and the social sciences. A checklist, derived from the methodological literature on multilevel modeling and focusing on the issues of model development and specification, data considerations, estimation, and inference, was used to analyze the articles. The most common applications were two-level models where individuals were nested within contexts. Most studies were non-experimental and used nonprobability samples. The amount of data at each level varied widely across studies, as did the number of models examined. Analyses of reporting practices indicated some clear problems, with many articles not reporting enough information for a reader to critique the reported analyses. For example, in many articles, one could not determine how many models were estimated, what covariance structure was assumed, what type of centering if any was used, whether the data were consistent with assumptions, whether outliers were present, or how the models were estimated. Guidelines for researchers reporting multilevel analyses are provided. DA - 2009/// PY - 2009 DO - 10.3102/0034654308325581 DP - JSTOR VL - 79 IS - 1 SP - 69 EP - 102 SN - 0034-6543 ST - Multilevel Modeling UR - https://www.jstor.org/stable/40071161 Y2 - 2023/10/06/22:11:39 ER - TY - JOUR TI - Learning styles of design students and the relationship of academic performance and gender in design education AU - Demirbas, Ozgen AU - Demirkan, Halime T2 - Learning and Instruction AB - The study focuses on design education using Experiential Learning Theory (ELT) and explores the effects of learning styles and gender on the performance scores of freshman design students in three successive academic years. Findings indicate that the distribution of design students through learning style type preference was more concentrated in assimilating and converging groups. Further study indicates that the first and third groups were found to be more balancing while the second group being mostly a southerner. The learning style preferences did not significantly differ by gender in all three groups. Although there is no consistency in all three groups, results indicate that the performance scores of males were higher in technology-based courses, whereas scores of females were higher in artistic and fundamental courses and in the semester academic performance scores (GPA). Also, it was found that the performance scores of converging and diverging students differed significantly in favor of converging students only in design courses. In design education, instructors should provide a strategy that is relevant to the style of each learner in design studio process. DA - 2007/06/01/ PY - 2007 DO - 10.1016/j.learninstruc.2007.02.007 DP - ResearchGate VL - 17 IS - 3 SP - 345 EP - 359 J2 - Learning and Instruction ER - TY - BOOK TI - The impact of parental involvement, parental support and family education on pupil achievements and adjustment: a literature review AU - Desforges, Charles AU - Abouchaar, Alberto CY - Nottingham DA - 2003/// PY - 2003 DP - Open WorldCat LA - eng PB - DfES SN - 978-1-84185-999-6 ST - The impact of parental involvement, parental support and family education on pupil achievements and adjustment UR - https://dera.ioe.ac.uk/6305/ ER - TY - JOUR TI - Improving impact studies of teachers’ professional development: toward better conceptualizations and measures AU - Desimone, Laura M. T2 - Educational Researcher DA - 2009/// PY - 2009 DO - 10.3102/0013189X08331140 DP - Google Scholar VL - 38 IS - 3 SP - 181 EP - 199 ST - Improving impact studies of teachers’ professional development UR - https://isidore.udayton.edu/access/content/group/48d85ee6-68d7-4a63-ac4e-db6c0e01d494/EDT650/readings/Desimone_Laura_M.pdf ER - TY - JOUR TI - Meeting EFA: Reaching the underserved through complementary models of effective schooling AU - DeStefano, Joseph AU - Hartwell, A. AU - Schuh-Moore, A. AU - Balwanz, D. T2 - Academy for Educational Development (AED) DA - 2006/// PY - 2006 DP - Google Scholar ST - Meeting EFA KW - ⛔ No DOI found ER - TY - GEN TI - DFID Education Policy 2018: Get Children Learning - GOV.UK AU - DFID AB - DFID calls for action to tackle the learning crisis; prioritising effective teaching and education systems, and renewed focus on poor and marginalised children. DA - 2008/// PY - 2008 LA - en ST - DFID Education Policy 2018 UR - https://www.gov.uk/government/publications/dfid-education-policy-2018-get-children-learning Y2 - 2018/03/28/08:57:32 KW - IMPORT_FROM_DFID_RITE ER - TY - RPRT TI - Political Economy Analysis ’How to Note’ AU - DFID AB - In 2008-9, POGO members teamed up with staff of The Policy Practice to contribute ideas and draft text to the DFID team preparing a ‘How To Note’ on Political Economy Analysis. DA - 2009/// PY - 2009 LA - en PB - DFID UR - https://www.odi.org/publications/4797-political-economy-analysis-how-note Y2 - 2020/09/29/10:03:40 ER - TY - JOUR TI - An instrument to elicit teachers' beliefs and assumptions AU - Donaghue, Helen T2 - ELT Journal AB - Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique. DA - 2003/10/01/ PY - 2003 DO - 10.1093/elt/57.4.344 DP - Silverchair VL - 57 IS - 4 SP - 344 EP - 351 J2 - ELT Journal SN - 0951-0893 UR - https://www.researchgate.net/publication/31494759_An_instrument_to_elicit_teachers'_beliefs_and_assumptions Y2 - 2021/06/10/11:46:05 ER - TY - BOOK TI - Methods for the economic evaluation of health care programmes AU - Drummond, M.F. AU - Sculpher, M.J. AU - Torrance, G.W. AU - O'Brien, B.J. AU - Stoddart, G.L. CY - Oxford DA - 2005/// PY - 2005 LA - English PB - Oxford University Press UR - https://bit.ly/3rbtRb1 Y2 - 2021/06/15/16:44:48 KW - auto_merged ER - TY - RPRT TI - Monitoring works: Getting teachers to come to school AU - Duflo, Esther AU - Hanna, Rema AB - Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals. DA - 2005/12/19/ PY - 2005 DP - www.nber.org LA - en PB - National Bureau of Economic Research SN - w11880 ST - Monitoring Works UR - https://www.nber.org/papers/w11880 Y2 - 2020/12/10/18:41:32 ER - TY - JOUR TI - How to select, calculate, and interpret effect sizes AU - Durlak, Joseph A. T2 - Journal of Pediatric Psychology AB - The objective of this article is to offer guidelines regarding the selection, calculation, and interpretation of effect sizes (ESs). To accomplish this goal, ESs are first defined and their important contribution to research is emphasized. Then different types of ESs commonly used in group and correlational studies are discussed. Several useful resources are provided for distinguishing among different types of effects and what modifications might be required in their calculation depending on a study's purpose and methods. This article should assist producers and consumers of research in understanding the role, importance, and meaning of ESs in research reports. DA - 2009/10/01/ PY - 2009 DO - 10.1093/jpepsy/jsp004 DP - Silverchair VL - 34 IS - 9 SP - 917 EP - 928 J2 - Journal of Pediatric Psychology SN - 0146-8693 UR - https://doi.org/10.1093/jpepsy/jsp004 Y2 - 2023/10/06/22:34:46 ER - TY - JOUR TI - Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort Report to Congress March 2007 AU - Dynarski, Mark DA - 2007/// PY - 2007 DP - Zotero SP - 140 LA - en KW - ⛔ No DOI found ER - TY - GEN TI - Tuned in to Student Success: Assessing the Impact of IRI AU - Education Development Center, Inc. AB - This study reviews student assessment data collected from 15 EDC projects to determine the impact of interactive radio instruction (IRI) on student achievement in hard-to-reach areas. DA - 2009/// PY - 2009 LA - en ST - Tuned in to Student Success UR - https://www.edc.org/tuned-student-success-assessing-impact-iri Y2 - 2023/05/29/11:57:13 ER - TY - BOOK TI - Educational Psychology: Effective teaching, effective learning AU - Elliott, S N AU - Kratochqill, T R L AU - Travers, J F CY - Boston DA - 2000/// PY - 2000 PB - McGraw-Hill KW - ___working_potential_duplicate ER - TY - RPRT TI - A practical guide to working with Education Management Information Systems: guidance for DFID advisers (first draft) AU - Ellison, R DA - 2004/// PY - 2004 UR - http://www.paris21.org/sites/default/files/2402.pdf Y2 - 2021/08/03/16:12:59 ER - TY - JOUR TI - Assessment of Computer-Based Nutrition Education Model in Primary Schools of Lahore, Pakistan AU - Elmadfa, I. AU - Siddique, A. T2 - Annals of Nutrition and Metabolism DA - 2009/// PY - 2009 DP - Web of Science VL - 55 SP - 577 EP - 577 J2 - Ann. Nutr. Metab. LA - English SN - 0250-6807 KW - ⛔ No DOI found ER - TY - JOUR TI - Frameworks of educational technology* AU - Ely, Donald AB - This paper, written from a 20th-century perspective, traces the development of, and influences on, the field of instructional technology and attempts to describe a framework within which we can better understand the field. DA - 2008/// PY - 2008 DP - Zotero VL - 39 IS - 2 SP - 7 LA - en ER - TY - ICOMM TI - Classification | EM-DAT AU - EM-DAT DA - 2009/// PY - 2009 UR - https://www.emdat.be/classification ER - TY - RPRT TI - Core Keywording Strategy AU - EPPI Centre DA - 2003/// PY - 2003 UR - https://eppi.ioe.ac.uk/CMS/Portals/0/PDF%20reviews%20and%20summaries/EPPI_Keyword_strategy.pdf Y2 - 2023/10/30/17:42:18 ER - TY - GEN TI - Guidelines for extracting data and quality assessing primary studies in educational research Version 0.9.7 AU - EPPI-Centre DA - 2003/// PY - 2003 UR - https://eppi.ioe.ac.uk/CMS/Portals/0/PDF%20reviews%20and%20summaries/Guidelines%20for%20extracting%20data%20and%20quality%20assessing%20primary%20studies%20in%20educational%20research%20Version%200.97_2.doc ER - TY - BLOG TI - Can technology enable effective teacher coaching at scale? AU - Evans, David AB - Teachers are important. And many teachers in low- and middle-income countries would benefit from support to improve their pedagogical skills. But how to do it? Again and again, evidence suggests that short teacher trainings – usually held in a central location – don’t do much of anything to improve teacher ... DA - 2008/10/10/ PY - 2008 LA - en UR - https://blogs.worldbank.org/impactevaluations/can-technology-enable-effective-teacher-coaching-scale Y2 - 2020/01/17/19:08:21 ER - TY - JOUR TI - Systematic Reviews of Educational Research: Does the medical model fit? AU - Evans, Jennifer AU - Benefield, Pauline T2 - British Educational Research Journal AB - There has been a recent increase in interest in the research review as a method of presenting cumulative data about the effects of educational policies and practices. This is part of a wider movement in ‘evidence-informed policy-making’ espoused by the current Government. In part, the interest as been sparked by the perceived success of the Cochrane Collaboration in medicine, which has set up a framework for conducting and verifying systematic reviews and meta-analyses of random controlled trials of medical interventions. A pilot project to apply the methods of systematic review has been carried out at the National Foundation for Educational Research. The subject of the review was ‘Strategies to Support Pupils with Emotional and Behavioural Difficulties in Mainstream Primary Classrooms'. The article describes the process of the review, the adaptations of the ‘medical model’ to educational settings and discusses some of the implications of these for researchers and policy-makers. DA - 2001/// PY - 2001 DO - 10.1080/01411920120095717 DP - Wiley Online Library VL - 27 IS - 5 SP - 527 EP - 541 LA - en SN - 1469-3518 ST - Systematic Reviews of Educational Research UR - https://onlinelibrary.wiley.com/doi/abs/10.1080/01411920120095717 Y2 - 2019/11/15/11:16:26 ER - TY - JOUR TI - ICTs, secondary education, and the knowledge economy: Exploring the roles of the private sector in post-apartheid South Africa AU - Evoh, Chijioke T2 - Journal of Education for International Development DA - 2007/01/01/ PY - 2007 DP - ResearchGate VL - 3 IS - 1 SP - 1 EP - 25 ST - ICTs, Secondary Education, and the Knowledge Economy KW - ⛔ No DOI found ER - TY - RPRT TI - Enquete sur les TICS et l'éducation en Afrique AU - Farrell, Glen AU - Isaacs, Shafika T2 - ICT and education DA - 2007/// PY - 2007 DP - Zotero LA - fr PB - Information for Development Program UR - https://www.infodev.org/infodev-files/resource/InfodevDocuments_370.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching AU - Feiman-Nemser, Sharon T2 - Teachers College Record: The Voice of Scholarship in Education AB - This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform? DA - 2001/08// PY - 2001 DO - 10.1111/0161-4681.00141 DP - DOI.org (Crossref) VL - 103 IS - 6 SP - 1013 EP - 1055 J2 - Teachers College Record: The Voice of Scholarship in Education LA - en SN - 0161-4681, 1467-9620 ST - From Preparation to Practice UR - http://journals.sagepub.com/doi/10.1111/0161-4681.00141 Y2 - 2023/05/25/18:35:07 ER - TY - JOUR TI - Gender and wealth disparities in schooling: evidence from 44 countries AU - Filmer, Deon T2 - International Journal of Educational Research AB - This paper uses internationally comparable household data sets (Demographic and Health Surveys) to investigate how gender and wealth interact to generate within-country inequalities in educational enrollment and attainment. The paper highlights that girls are at a great educational disadvantage in particular regions: South Asia and North, Western, and Central Africa. There are two main new findings. First, while gender gaps are large in a subset of countries, wealth gaps are large in almost all of the countries studied--and typically larger than corresponding gender gaps. Second, and of special concern, is the finding that in particular countries where there is a large female disadvantage in enrollment, wealth interacts with gender to exacerbate the gap in educational outcomes. DA - 2005/// PY - 2005 DO - 10.1016/j.ijer.2006.06.012 DP - ERIC VL - 43 IS - 6 SP - 351 EP - 369 LA - en SN - 0883-0355 ST - Gender and wealth disparities in schooling Y2 - 2021/10/03/12:50:45 KW - Comparative Analysis KW - Educational Attainment KW - Enrollment KW - Evidence KW - Females KW - Fiscal Capacity KW - Foreign Countries KW - Gender Differences KW - Outcomes of Education ER - TY - JOUR TI - A systems approach for developing technological literacy AU - Frank, Moti T2 - Volume 17 Issue 1 (fall 2005) DA - 2005/// PY - 2005 DP - Google Scholar KW - ⛔ No DOI found ER - TY - JOUR TI - Teaching life sciences to blind and visually impaired learners AU - Fraser, William John AU - Maguvhe, Mbulaheni Obert T2 - Journal of Biological Education DA - 2008/// PY - 2008 DO - 10.1080/00219266.2008.9656116 DP - DOI.org (Crossref) VL - 42 IS - 2 SP - 84 EP - 89 J2 - Journal of Biological Education LA - en SN - 0021-9266, 2157-6009 UR - http://www.tandfonline.com/doi/abs/10.1080/00219266.2008.9656116 Y2 - 2020/12/10/16:45:59 ER - TY - JOUR TI - Mobile learning projects–a critical analysis of the state of the art AU - Frohberg, Dirk AU - Göth, Christoph AU - Schwabe, Gerhard T2 - Journal of Computer Assisted Learning DA - 2009/// PY - 2009 DO - 10.1111/j.1365-2729.2009.00315.x VL - 25 IS - 4 SP - 307 EP - 331 ER - TY - RPRT TI - Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries AU - Gaible, Edmond AU - Burns, Mary DA - 2007/01// PY - 2007 PB - World Bank ER - TY - JOUR TI - What makes professional development effective? Results from a national sample of teachers AU - Garet, Michael AU - Porter, Andrew AU - Desimone, Laura AU - Birman, Beatrice AU - Yoon, Kwang Suk T2 - American Educational Research Journal - AMER EDUC RES J AB - This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity. DA - 2001/12/01/ PY - 2001 DO - 10.3102/00028312038004915 DP - ResearchGate VL - 38 IS - 4 J2 - American Educational Research Journal ST - What makes professional development effective? UR - http://www.uvm.edu/~rsingle/JournalClub/papers/Garet+AERJ-2001_TeacherProfDevelopment.pdf ER - TY - JOUR TI - Working memory in children with reading disabilities AU - Gathercole, Susan Elizabeth AU - Alloway, Tracy Packiam AU - Willis, Catherine AU - Adams, Anne-Marie T2 - Journal of Experimental Child Psychology AB - This study investigated associations between working memory (measured by complex memory tasks) and both reading and mathematics abilities, as well as the possible mediating factors of fluid intelligence, verbal abilities, short-term memory (STM), and phonological awareness, in a sample of 46 6- to 11-year-olds with reading disabilities. As a whole, the sample was characterized by deficits in complex memory and visuospatial STM and by low IQ scores; language, phonological STM, and phonological awareness abilities fell in the low average range. Severity of reading difficulties within the sample was significantly associated with complex memory, language, and phonological awareness abilities, whereas poor mathematics abilities were linked with complex memory, phonological STM, and phonological awareness scores. These findings suggest that working memory skills indexed by complex memory tasks represent an important constraint on the acquisition of skill and knowledge in reading and mathematics. Possible mechanisms for the contribution of working memory to learning, and the implications for educational practice, are considered. DA - 2006/03/01/ PY - 2006 DO - 10.1016/j.jecp.2005.08.003 DP - ScienceDirect VL - 93 IS - 3 SP - 265 EP - 281 J2 - Journal of Experimental Child Psychology LA - en SN - 0022-0965 UR - http://www.sciencedirect.com/science/article/pii/S0022096505001402 Y2 - 2019/12/09/16:17:30 KW - IQ KW - Mathematics KW - NOTdocs.opendeved.net KW - Reading disabilities KW - Short-term memory KW - Working memory ER - TY - JOUR TI - Preparing for culturally responsive teaching AU - Gay, Geneva T2 - Journal of Teacher Education DA - 2002/// PY - 2002 DO - 10.1177/0022487102053002003 DP - journals.sagepub.com VL - 53 IS - 2 SP - 106 EP - 116 J2 - Journal of Teacher Education LA - en SN - 0022-4871 ST - Preparing for Culturally Responsive Teaching UR - https://journals.sagepub.com/doi/10.1177/0022487102053002003 AN - Sage CA: Thousand Oaks, CA Y2 - 2020/12/08/13:43:14 ER - TY - RPRT TI - "A new beginning" Children, primary schools and social change in post-conflict Preah Vihear Province Cambodia AU - Geeves, Richard AU - Eng, Kim Ly AU - Lorn, Sa AU - Borrmei, Lon AU - Saran, Sok DA - 2006/01// PY - 2006 PB - Save the Children UR - https://norad.no/globalassets/import-2162015-80434-am/www.norad.no-ny/filarkiv/ngo-evaluations/docs-50668-v1-a_new_beginning_-_primary-school-and-social-change-in-post-conflict-cambodia.pdf Y2 - 2020/05/15/13:12:12 ER - TY - RPRT TI - Preparation for Life and Work. Comparative Study with a Focus on Basic (Primary and Lower Secondary) Education in Developing African Countries; 2008 AU - Georgescu, Dakmara AU - Stabback, Philip AU - Jahn, Klaus AU - Ag-Muphtah, Elmehdi AU - de Castro, Philippe CY - Eschborn DA - 2008/// PY - 2008 DP - Zotero LA - en PB - Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ ER - TY - RPRT TI - Empowering Parents to Improve Education: Evidence from Rural Mexico AU - Gertler, Paul AU - Patrinos, Harry AU - Rubio-Codina, Marta T2 - World Bank Policy Research Working Paper 3935 DA - 2008/05// PY - 2008 DP - Zotero SP - 31 LA - en KW - ❓ Multiple DOI ER - TY - JOUR TI - Technology acceptance in an academic context: Faculty acceptance of online education AU - Gibson, Shanan G. AU - Harris, Michael L. AU - Colaric, Susan M. T2 - Journal of Education for Business DA - 2008/// PY - 2008 DO - 10.3200/JOEB.83.6.355-359 DP - Google Scholar VL - 83 IS - 6 SP - 355 EP - 359 ST - Technology acceptance in an academic context ER - TY - NEWS TI - Website offers fake degrees for £165 AU - Gillan, Audrey DA - 2004/// PY - 2004 UR - https://www.theguardian.com/uk/2004/jul/05/politics.elearning ER - TY - JOUR TI - Many Children Left Behind? Textbooks and Test Scores in Kenya AU - Glewwe, Paul AU - Kremer, Michael AU - Moulin, Sylvie T2 - American Economic Journal: Applied Economics AB - A randomized evaluation in rural Kenya finds, contrary to the previous literature, that providing textbooks did not raise average test scores. Textbooks did increase the scores of the best students (those with high pretest scores) but had little effect on other students. Textbooks are written in English, most students' third language, and many students could not use them effectively. More generally, the curriculum in Kenya, and in many other developing countries, tends to be oriented toward academically strong students, leaving many students behind in societies that combine a centralized educational system; the heterogeneity in student preparation associated with rapid educational expansion; and disproportionate elite power. (JEL O15, I21, I28, J13) DA - 2009/01/01/ PY - 2009 DO - 10.1257/app.1.1.112 DP - DOI.org (Crossref) VL - 1 IS - 1 SP - 112 EP - 135 J2 - American Economic Journal: Applied Economics LA - en SN - 1945-7782, 1945-7790 ST - Many Children Left Behind? UR - https://pubs.aeaweb.org/doi/10.1257/app.1.1.112 Y2 - 2020/08/05/15:43:57 ER - TY - JOUR TI - Complicated and complex systems: what would successful reform of Medicare look like? AU - Glouberman, Sholom AU - Zimmerman, Brenda T2 - Romanow Papers DA - 2002/// PY - 2002 DP - Google Scholar VL - 2 SP - 21 EP - 53 ST - Complicated and complex systems KW - ⛔ No DOI found ER - TY - BOOK TI - Permutation, Parametric, and Bootstrap Test of Hypotheses AU - Good, Philip DA - 2005/// PY - 2005 ET - Third PB - Springer ER - TY - JOUR TI - Mixing methods is wrong: An everyday approach to educational justice AU - Gorard, Stephen T2 - British Educational Research Association. London DA - 2007/// PY - 2007 DP - Google Scholar ST - Mixing methods is wrong KW - ⛔ No DOI found ER - TY - JOUR TI - Dialogue: A theoretical framework for distance education instructional systems AU - Gorsky, Paul AU - Caspi, Avner T2 - British Journal of Educational Technology AB - This paper presents a theoretical framework for viewing elements that comprise distance education instructional systems in terms of dialogue. It is assumed that learning is mediated by intrapersonal dialogue and facilitated by interpersonal dialogue. Every resource in a distance education instructional system (eg, instructor availability, asynchronous communication networks, self-instruction texts, etc) is analysed in terms of the dialogue mode it supports. The framework offers three advantages: (1) a unified, simple, and coherent description of the mechanisms at play in distance education systems, (2) clear-cut operational definitions, and (3) hypotheses that may be investigated empirically. DA - 2005/03/01/ PY - 2005 DO - 10.1111/j.1467-8535.2005.00448.x DP - ResearchGate VL - 36 SP - 137 EP - 144 J2 - British Journal of Educational Technology ST - Dialogue ER - TY - JOUR TI - Weight of evidence: a framework for the appraisal of the quality and relevance of evidence AU - Gough, David T2 - Research papers in education DA - 2007/// PY - 2007 DO - 10.1080/02671520701296189 DP - Google Scholar VL - 22 IS - 2 SP - 213 EP - 228 ST - Weight of evidence UR - http://www.tandfonline.com/doi/abs/10.1080/02671520701296189 Y2 - 2014/08/08/10:37:15 ER - TY - RPRT TI - Kenya Vision 2030: A Globally Competitive and Prosperous Kenya AU - Government of Kenya DA - 2007/10// PY - 2007 PB - Republic of Kenya UR - https://www.researchictafrica.net/countries/kenya/Kenya_Vision_2030_-_2007.pdf Y2 - 2020/12/15/19:38:29 ER - TY - ELEC TI - Social Pillar | Kenya Vision 2030 AU - Government of Kenya DA - 2008/// PY - 2008 UR - https://vision2030.go.ke/social-pillar/ Y2 - 2023/04/04/18:44:53 ER - TY - ELEC TI - Vision 2030 Collaboration with Central Planning and Projects Monitoring Units | Kenya Vision 2030 AU - Government of Kenya DA - 2007/// PY - 2007 UR - http://vision2030.go.ke/vision-2030-collaboration-with-central-planning-and-projects-monitoring-units/ Y2 - 2021/08/31/10:39:12 ER - TY - JOUR TI - Malawi National ICT for Development (ICT4D) Policy AU - Government of Malawi DA - 2006/// PY - 2006 DP - Zotero SP - 65 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - An Integrated ICT-led Socio-Economic Development Policy and Plan for Rwanda 2001 - 2005 AU - Government of Rwanda DA - 2001/// PY - 2001 UR - https://minict.gov.rw/fileadmin/Documents/Rwanda_ICT_Policy_NICI_2005.pdf ER - TY - JOUR TI - Comparison of Fixed-Item and Response-Sensitive Versions of an Online Tutorial AU - Grant, Lyle K. AU - Courtoreille, Marni T2 - The Psychological Record DA - 2007/04// PY - 2007 DO - 10.1007/BF03395576 DP - DOI.org (Crossref) VL - 57 IS - 2 SP - 265 EP - 272 J2 - Psychol Rec LA - en SN - 0033-2933, 2163-3452 UR - http://link.springer.com/10.1007/BF03395576 Y2 - 2020/07/20/17:22:32 ER - TY - JOUR TI - A typology of reviews: an analysis of 14 review types and associated methodologies AU - Grant, Maria J. AU - Booth, Andrew T2 - Health Information & Libraries Journal AB - Background and objectives: The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains. Methods: Following scoping searches, an examination was made of the vocabulary associated with the literature of review and synthesis (literary warrant). A simple analytical framework—Search, AppraisaL, Synthesis and Analysis (SALSA)—was used to examine the main review types. Results: Fourteen review types and associated methodologies were analysed against the SALSA framework, illustrating the inputs and processes of each review type. A description of the key characteristics is given, together with perceived strengths and weaknesses. A limited number of review types are currently utilized within the health information domain. Conclusions: Few review types possess prescribed and explicit methodologies and many fall short of being mutually exclusive. Notwithstanding such limitations, this typology provides a valuable reference point for those commissioning, conducting, supporting or interpreting reviews, both within health information and the wider health care domain. DA - 2009/// PY - 2009 DO - 10.1111/j.1471-1842.2009.00848.x DP - Wiley Online Library VL - 26 IS - 2 SP - 91 EP - 108 LA - en SN - 1471-1842 ST - A typology of reviews UR - https://www.researchgate.net/publication/26260835_A_typology_of_reviews_An_analysis_of_14_review_types_and_associated_methologies Y2 - 2020/06/15/10:30:26 ER - TY - RPRT TI - Assessing national achievement levels in education. National assessments of educational achievement. Volume 1. AU - Greaney, V. AU - Kellaghan, T. CY - Washington DC, USA DA - 2008/// PY - 2008 PB - The World Bank UR - https://openknowledge.worldbank.org/handle/10986/6904 ER - TY - BOOK TI - Despite the Odds AU - Grindle, Merilee DA - 2004/07/26/Mon, - 12:00 PY - 2004 DP - press.princeton.edu LA - en SN - 978-0-691-11800-0 UR - https://press.princeton.edu/books/paperback/9780691118000/despite-the-odds Y2 - 2022/10/13/08:08:25 ER - TY - JOUR TI - A conceptual systems dynamics model of research and development activities in South Africa AU - Grobbelaar, S. S. AU - Buys, Andre J. T2 - The South African Journal of Industrial Engineering DA - 2005/// PY - 2005 DO - 10.7166/16-2-169 DP - Google Scholar VL - 16 IS - 2 ER - TY - CONF TI - Assessing academic motivation among elementary school children: the Elementary School Motivation Scale (ESMS) AU - Guay, Frederic AU - Marsh, Herbert W. AU - Dowson, Martin AU - Larose, Simon T2 - Australian Association for Research in Education Annual Conference C1 - Parramatta DA - 2005/// PY - 2005 UR - https://www.aare.edu.au/data/publications/2005/gua05378.pdf Y2 - 2022/03/04/14:32:19 KW - ⛔ No DOI found ER - TY - RPRT TI - Technology-Enhanced Learning in Developing Nations: A review AU - Gulati, Shalni DA - 2008/02// PY - 2008 PB - The International Review of Research in Open and Distributed Learning UR - http://www.irrodl.org/index.php/irrodl/article/view/477/1012 Y2 - 2020/08/31/13:11:23 ER - TY - JOUR TI - Does it make a difference? Evaluating professional development AU - Guskey, Thomas R T2 - Education Leadership AB - Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result—improved student outcomes. DA - 2002/03// PY - 2002 DP - Zotero VL - 59 IS - 6 SP - 45 EP - 51 LA - en UR - http://emsyh.org.uk/assets/Uploads/Does-It-Make-a-Difference-Guskey-2002-1.pdf KW - ___working_potential_duplicate KW - auto_merged KW - ⛔ No DOI found ER - TY - JOUR TI - Professional Development and Teacher Change AU - Guskey, Thomas R. T2 - Teachers and Teaching AB - This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers’ attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey & Huberman, 1995), which was named `Book of the Year’ by the National Staff Development Council in 1996. DA - 2002/08// PY - 2002 DO - 10.1080/135406002100000512 DP - DOI.org (Crossref) VL - 8 IS - 3 SP - 381 EP - 391 J2 - Teachers and Teaching LA - en SN - 1354-0602, 1470-1278 UR - https://www.tandfonline.com/doi/full/10.1080/135406002100000512 Y2 - 2020/05/20/15:11:00 ER - TY - JOUR TI - The role of government and NGOs in slum development: the case of Dhaka City AU - Habib, Enamul T2 - Development in Practice AB - This article addresses the situation of slums in Dhaka City in relation to government and NGO mechanisms and priorities for slum development and upgrading. It concludes with specific suggestions for better slum management in the Bangladesh capital. DA - 2009/// PY - 2009 DO - 10.1080/09614520802689576 DP - JSTOR VL - 19 IS - 2 SP - 259 EP - 265 SN - 0961-4524 ST - The role of government and ngos in slum development UR - https://www.jstor.org/stable/27752043 Y2 - 2021/10/25/17:43:18 ER - TY - JOUR TI - ‘Knowledge Must Be Contextual’: Some possible implications of complexity and dynamic systems theories for educational research AU - Haggis, Tamsin T2 - Educational philosophy and theory DA - 2008/// PY - 2008 DO - 10.1111/j.1469-5812.2007.00403.x DP - Google Scholar VL - 40 IS - 1 SP - 158 EP - 176 ST - ‘Knowledge Must Be Contextual’ ER - TY - JOUR TI - Engaging in and engaging with research: teacher inquiry and development AU - Hall, Elaine T2 - Teachers and Teaching DA - 2009/12// PY - 2009 DO - 10.1080/13540600903356985 DP - DOI.org (Crossref) VL - 15 IS - 6 SP - 669 EP - 681 J2 - Teachers and Teaching LA - en SN - 1354-0602, 1470-1278 ST - Engaging in and engaging with research UR - https://nrl.northumbria.ac.uk/id/eprint/42445/1/Engaging%20In%20and%20Engaging%20With%20Research%20-%20Teacher%20Inquiry%20and%20Development.pdf Y2 - 2021/05/31/17:36:37 ER - TY - JOUR TI - Addressing quality through school fees and school funding AU - Hall, Katharine AU - Giese, Sonja DA - 2009/// PY - 2009 DP - open.uct.ac.za LA - eng UR - https://open.uct.ac.za/handle/11427/3988 Y2 - 2022/06/01/07:04:51 KW - ⛔ No DOI found ER - TY - CONF TI - E-Learning as Part of Disaster Recovery Planning AU - Hanssen, Graeme M. AU - Rana, Tohid Ahmed T2 - International Educational Technology (IETC) Conference (7th, Nicosia, Turkish Republic of Northern Cyprus, May 3-5, 2007 AB - The world has recently witnessed large natural disasters with the Asian tsunami, the Pakistan earthquake, etc, which has resulted in loss of life measured in hundreds of thousands. One or two years later surveys of reconstruction work have revealed less than 25% of schools have been re-established, implicating long term economic and social consequences. Disaster Recovery planning could include rapid deployment of E-learning systems adapted to disaster zones, even with an apparent lack of broadband telecommunications infrastructure. This paper proposes technically innovative solutions to the rapid re-starting of education in disaster-struck communities by introducing the concept of a mobile E-school. Planning for Disaster Recovery could include the solutions proposed herein, as it is also possible to imagine in this Globalization World that budgets of wealthier nations encompassing these concepts. (Contains 1 figure.) DA - 2007/05// PY - 2007 DP - ERIC LA - en UR - https://eric.ed.gov/?id=ED500138 Y2 - 2020/12/01/15:08:31 KW - Computer Uses in Education KW - Distance Education KW - Educational Technology KW - Emergency Programs KW - Foreign Countries KW - Global Approach KW - Natural Disasters KW - Online Courses KW - Telecommunications KW - Virtual Classrooms ER - TY - JOUR TI - Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training AU - Hardman, Frank AU - Abd‐Kadir, Jan AU - Agg, Catherine AU - Migwi, James AU - Ndambuku, Jacinta AU - Smith, Fay T2 - Comparative Education DA - 2009/02// PY - 2009 DO - 10.1080/03050060802661402 DP - DOI.org (Crossref) VL - 45 IS - 1 SP - 65 EP - 86 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 ST - Changing pedagogical practice in Kenyan primary schools UR - http://www.tandfonline.com/doi/abs/10.1080/03050060802661402 Y2 - 2020/05/16/16:38:55 KW - C:Kenya ER - TY - RPRT TI - Survey of ICT in education in Tanzania. In G. Farrell & I. Shafika (Eds.), AU - Hare, H CY - Washington D.C. DA - 2007/// PY - 2007 SP - Tanzania EP - 1-9 M3 - Survey of ICT and Education in Africa (Volume 2): 53 Country Reports. PB - InfoDev / World Bank UR - https://www.infodev.org/infodev-files/resource/InfodevDocuments_354.pdf Y2 - 2022/02/02/16:41:36 ER - TY - JOUR TI - Risk of bias versus quality assessment of randomised controlled trials: cross sectional study AU - Hartling, L. AU - Ospina, M. AU - Liang, Y. T2 - British Medical Journal DA - 2009/// PY - 2009 VL - 339 IS - 1 SP - 1 EP - 6 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Access to Open Educational Resources: Report of a UNESCO OER Community Discussion. AU - Haßler, Björn DA - 2009/// PY - 2009 DP - Zotero SP - 59 LA - en PB - IIEP KW - Author:Haßler KW - Björn-CV-OECS KW - ⛔ No DOI found ER - TY - BOOK TI - Visible Learning: A Synthesis of over 800 Meta-analyses relating to Achievement AU - Hattie, John CY - Routledge DA - 2008/// PY - 2008 PB - Abingdon ER - TY - JOUR TI - A Better Way to Teach Children to Read? Evidence from a Randomized Controlled Trial AU - He, Fang AU - Linden, Leigh L AU - MacLeod, Margaret DA - 2009/05// PY - 2009 DP - Zotero SP - 42 LA - en KW - ⛔ No DOI found ER - TY - MANSCPT TI - How to teach English in India: testing the relative productivity of instruction methods within the Pratham English language education program AU - He, Fang AU - Linden, Leigh L AU - MacLeod, Margaret AB - Using a pair of randomized evaluations, we assess the relative productivity of several modes of implementing an Indian English education curriculum. Each consists of a specially designed machine or flash card based activities implemented either indirectly through a teacher training program or directly by externally supervised teaching assistants. The new methods are very effective and, on average, all implementation strategies yield gains of about 0.25-0.35 standard deviations in students’ knowledge of English. Weaker students benefit more from interventions that include teacher directed activities while stronger students benefit more from the more self-paced machine-based implementation. Compared to an externally implemented version of the curriculum, the treatments implemented through the teacher training program improved students’ math and English scores rather than just their English scores, a result that may be due to the fact that teachers implemented the interventions more efficiently. DA - 2008/// PY - 2008 DP - Zotero LA - en UR - https://users.nber.org/~confer/2008/si2008/LS/linden.pdf KW - THEME: Curriculum and resources KW - ⛔ No DOI found ER - TY - JOUR TI - The importance of posting and interaction with the education bureaucracy in becoming a teacher in Ghana AU - Hedges, John T2 - International Journal of Educational Development T3 - Researching Teacher Education: The Multi Site Teacher Educations Project (MUSTER) AB - This paper addresses some of the issues surrounding the posting of newly trained teachers in Ghana. It specifically investigates the assertion that the posting system is ‘ineffective’ from the perspective of newly trained teachers who have been through the process. It emerged from analysis of the qualitative data that newly trained teachers’ experiences and perceptions of the posting process had a significant impact on their occupational culture. The research draws upon documents, interviews with members of the education bureaucracy, and interviews with 23 newly trained teachers posted to basic schools in rural areas in Central Region. The paper illuminates some of the problems involved in posting newly trained teachers to rural schools and looks for explanations as to why some teachers take up their postings and others do not. DA - 2002/04/01/ PY - 2002 DO - 10.1016/S0738-0593(01)00057-8 DP - ScienceDirect VL - 22 IS - 3 SP - 353 EP - 366 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - https://www.sciencedirect.com/science/article/pii/S0738059301000578 Y2 - 2022/01/05/20:37:11 KW - Basic education KW - C:Ghana KW - Deployment KW - Ghana KW - Induction KW - NQTs KW - Teacher education ER - TY - JOUR TI - Intraclass correlation values for planning group-randomized trials in education AU - Hedges, Larry V. AU - Hedberg, E. C. T2 - Educational Evaluation and Policy Analysis AB - Experiments that assign intact groups to treatment conditions are increasingly common in social research. In educational research, the groups assigned are often schools. The design of group-randomized experiments requires knowledge of the intraclass correlation structure to compute statistical power and sample sizes required to achieve adequate power. This article provides a compilation of intraclass correlation values of academic achievement and related covariate effects that could be used for planning group-randomized experiments in education. It also provides variance component information that is useful in planning experiments involving covariates. The use of these values to compute the statistical power of group-randomized experiments is illustrated. DA - 2007/03/01/ PY - 2007 DO - 10.3102/0162373707299706 DP - SAGE Journals VL - 29 IS - 1 SP - 60 EP - 87 LA - en SN - 0162-3737 UR - https://doi.org/10.3102/0162373707299706 Y2 - 2023/10/06/22:37:18 ER - TY - JOUR TI - Gender inclusiveness in educational technology and learning experiences of girls and boys AU - Heemskerk, Irma AU - ten Dam, Geert AU - Volman, Monique AU - Admiraal, Wilfried T2 - Journal of Research on Technology in Education DA - 2009/03// PY - 2009 DO - 10.1080/15391523.2009.10782531 DP - DOI.org (Crossref) VL - 41 IS - 3 SP - 253 EP - 276 J2 - Journal of Research on Technology in Education LA - en SN - 1539-1523, 1945-0818 UR - http://www.tandfonline.com/doi/abs/10.1080/15391523.2009.10782531 Y2 - 2021/04/29/12:46:13 ER - TY - JOUR TI - Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research AU - Hew, Khe Foon AU - Brush, Thomas T2 - Educational Technology Research and Development AB - Although research studies in education show that use of technology can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment. We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments. Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research. DA - 2007/06/01/ PY - 2007 DO - 10.1007/s11423-006-9022-5 DP - Springer Link VL - 55 IS - 3 SP - 223 EP - 252 J2 - Education Tech Research Dev LA - en SN - 1556-6501 ST - Integrating technology into K-12 teaching and learning UR - https://doi.org/10.1007/s11423-006-9022-5 Y2 - 2021/05/10/13:48:39 ER - TY - BOOK TI - Cochrane Handbook for Systematic Reviews of Interventions AU - Higgins, JPT AU - Green, S CY - Chichester, UK DA - 2008/// PY - 2008 LA - en PB - John Wiley & Sons, Ltd ER - TY - JOUR TI - Tuned In To Student Success Assessing the Impact of Interactive Radio Instruction for the Hardest-to-Reach AU - Ho, J. AU - Thukral, H. AU - Laflin, M. AB - A review of recent research was conducted to assemble evidence on the impact that Interactive Radio Instruction (IRI) may have on improving student learning outcomes. IRI is an instructional tool designed to deliver a family of active learning packages via radio broadcast using a dual-audience approach. IRI exposes students to regular, curriculum-based learning content while modeling effective learning activities and classroom organization techniques for teachers. As IRI continues to be called upon to improve teaching and learning in low-resource and hard-to-reach areas, a better understanding of the empirical data available is critical to guide the way forward. IRI has been implemented by Education Development Center, Inc. (EDC) in over 50 countries over the past 30 years. This paper is a review of existing student and teacher data collected by EDC’s IRI projects. Effect sizes are used to summarize what is known about the effect of IRI on student learning gains in Grades K-4 for English, Mathematics, Science, Social Studies, and Local Language. In all, student test results from 13 projects, ranging from Nicaragua in 1977 through Indonesia in 2008, are reviewed, as are teacher observation outcomes from Mali and Madagascar. DA - 2009/// PY - 2009 DP - www.semanticscholar.org LA - en UR - https://www.semanticscholar.org/paper/Tuned-In-To-Student-Success-Assessing-the-Impact-of-Ho-Thukral/0765a41432c64203104422c32a129ce947315a17 Y2 - 2022/06/25/19:24:00 KW - ⛔ No DOI found ER - TY - RPRT TI - Tuned in to Student Success: Assessing the Impact of Interactive Radio Instruction for the Hardest-To-Reach AU - Ho, Jennifer AU - Thukral, Hetal AB - This study reviews student assessment data collected from 15 EDC projects to determine the impact of interactive radio instruction (IRI) on student achievement in hard-to-reach areas. CY - Washington DC DA - 2009/// PY - 2009 LA - EN PB - Education Development Center ST - Tuned in to Student Success UR - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.507.3541&rep=rep1&type=pdf KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Tuned in to Student Success, Assessing the impact of Interactive Radio Instruction for the hardest-to-reach AU - Ho, Jennifer AU - Thukral, Hetal T2 - Journal of Education for International Development DA - 2009/// PY - 2009 DP - Zotero VL - 4 IS - 2: ICT and Education SP - 69 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - BOOK TI - Teacher learning for educational change: A systems thinking approach AU - Hoban, Garry Francis AU - Hoban, Garry F. DA - 2002/// PY - 2002 DP - Google Scholar PB - Open University Press Buckingham ST - Teacher learning for educational change ER - TY - JOUR TI - Pakistan's Higher Education System—What Went Wrong and How to Fix It AU - Hoodbhoy, Pervez T2 - The Pakistan Development Review DA - 2009/// PY - 2009 DO - 10.30541/v48i4iipp.581-594 DP - JSTOR VL - 48 IS - 4 SP - 581 EP - 594 SN - 0030-9729 UR - https://www.jstor.org/stable/41261335 Y2 - 2021/02/02/16:40:43 ER - TY - BOOK TI - Encyclopedia of language and education, volume 8: Research methods in language and education AU - Hornberger, N.H. AU - Corson, D. CY - Heidelberg, Germany DA - 2008/// PY - 2008 PB - Kluwer Academic ER - TY - RPRT TI - Making a difference: M & E of policy research AU - Hovland, Ingie CY - London DA - 2007/// PY - 2007 DP - Open WorldCat LA - en PB - Overseas Development Institute ST - Making a difference UR - https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/2426.pdf ER - TY - CHAP TI - Data collection, primary vs. secondary AU - Hox, Joop J AU - Boeije, Hennie R T2 - Encyclopedia of social measurement DA - 2005/// PY - 2005 VL - 1 SP - 593 EP - 599 PB - Elsevier UR - http://www.joophox.net/publist/ESM_DCOL05.pdf Y2 - 2022/05/10/10:04:14 ER - TY - JOUR TI - Education Management Information System (EMIS): Integrated data and information systems and their Implications in educational management AU - Hua, Haiyan AU - Herstein, Jon AB - Successful management of today’s education systems requires effective policymaking and system monitoring through data and information. To this end, countries around the world have invested significant resources into collecting, processing, and managing more and better data through education management information systems (EMIS). However, all too often EMIS design and development has been limited to information technology enhancements, and/or data storage and maintenance, with insufficient attention paid to the management environment in which EMIS operates and data utilization for policy decisions. This paper will examine the technical, organizational, and institutional conditions that must be met in order to enable information-based decision-making for effective system management. It will highlight the fact that technical capacity building must be accompanied by the creation of the demand for information and the nurturing of a culture of open communication, information sharing, and information use. DA - 2003/// PY - 2003 DP - Zotero SP - 26 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Education management information system (EMIS): integrated data and information systems and their implications in educational management AU - Hua, Haiyan AU - Herstein, Jon T2 - Annual Conference of Comparative and International Education Society AB - Successful management of today’s education systems requires effective policymaking and system monitoring through data and information. To this end, countries around the world have invested significant resources into collecting, processing, and managing more and better data through education management information systems (EMIS). However, all too often EMIS design and development has been limited to information technology enhancements, and/or data storage and maintenance, with insufficient attention paid to the management environment in which EMIS operates and data utilization for policy decisions. This paper will examine the technical, organizational, and institutional conditions that must be met in order to enable information-based decision-making for effective system management. It will highlight the fact that technical capacity building must be accompanied by the creation of the demand for information and the nurturing of a culture of open communication, information sharing, and information use. C1 - New Orleans, LA DA - 2003/03// PY - 2003 DP - Zotero LA - en UR - https://www.infodev.org/infodev-files/resource/InfodevDocuments_188.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Putting the Power of Transparency in Context: Information's Role in Reducing Corruption in Uganda's Education Sector - Working Paper 136 AU - Hubbard, Paul T2 - Center for Global Development | Ideas to Action AB - One story popular in development circles tells how Uganda slashed corruption simply by publicly disclosing the amount of monthly grants to schools--thus making it harder for officials to siphon off money for their own enrichment. This working paper finds that while the percentage of funds being diverted did indeed drop, the real value of funds diverted only fell by a modest 12 percent over six years. And the information campaign was no panacea; other policies and reforms also contributed to the improvement. Learn More DA - 2007/// PY - 2007 LA - en ST - Putting the Power of Transparency in Context UR - https://www.cgdev.org/publication/putting-power-transparency-context-informations-role-reducing-corruption-ugandas Y2 - 2022/04/07/17:31:59 KW - ⛔ No DOI found ER - TY - JOUR TI - Emerging Technologies: An Overview of Practices in Distance Education AU - Hussain, Irshad T2 - Journal on School Educational Technology AB - In contemporary society, information technologies and communication technologies (ICTs) are playing crucial role in dissemination of knowledge and information the world over. Universities/ higher education institutions, particularly distance education universities in developed countries are making best use of these technologies for effective and interactive teaching learning process. Developing countries are also trying to adopt the model of developed countries according to their resources and circumstances. Distance education universities in developed countries like United States of America and United Kingdom are using advanced (emerging) technologies such as computers, Internet (World Wide Web) satellite communication, teleconferencing (videoconferencing and audio conferencing) and virtual reality in education and training. In developing countries like India, Pakistan and Thailand, distance education universities are using Radio, Television and Internet for teaching learning purpose and students support services. They are using computers mostly for office work. They are trying to adopt advanced technologies like developed countries but they have some limitations of resources (human & material resources). In future it is hoped that developing countries will also be using emerging technologies for teaching learning purpose. DA - 2007/// PY - 2007 DO - 10.26634/jsch.3.2.751 DP - ERIC VL - 3 IS - 2 SP - 10 EP - 17 LA - en SN - 0973-2217 ST - Emerging Technologies UR - https://eric.ed.gov/?id=EJ1066927 Y2 - 2020/12/01/15:06:09 KW - Case Studies KW - Computer Mediated Communication KW - Distance Education KW - Educational Development KW - Educational Practices KW - Educational Technology KW - Educational Television KW - Foreign Countries KW - Influence of Technology KW - Information Networks KW - Online Systems KW - Open Universities KW - Technological Advancement KW - Technology Integration KW - Technology Uses in Education KW - Telecommunications KW - Virtual Universities ER - TY - RPRT TI - IDRC in Pakistan AU - IDRC DA - 2009/// PY - 2009 PB - IRDC UR - https://www.idrc.ca/sites/default/files/sp/Documents%20EN/idrc-in-pakistan.pdf ER - TY - RPRT TI - Les TIC au service de l'éducation : Impact et enseignements retenus des activités appuyées par IICD AU - IICD DA - 2007/// PY - 2007 UR - https://www.bibalex.org/Search4Dev/files/287779/118685.pdf Y2 - 2020/07/14/17:11:30 ER - TY - JOUR TI - An evaluation of the effectiveness of computer assisted learning strategy and expository method of teaching biology: a case study of lumen Christi international high school, Uromi, Nigeria AU - Imhanlahimi, E. O. AU - Imhanlahimi, R. E. T2 - Journal of Social Sciences DA - 2008/// PY - 2008 DO - 10.1080/09718923.2008.11892621 DP - Google Scholar VL - 16 IS - 3 SP - 215 EP - 220 ST - An evaluation of the effectiveness of computer assisted learning strategy and expository method of teaching biology ER - TY - BOOK TI - Guide to measuring information and communication technologies (ICT) in education. AU - Institut de statistique de l'Unesco CY - Montréal DA - 2009/// PY - 2009 DP - Open WorldCat LA - English PB - UNESCO Institute for Statistics SN - 978-92-9189-078-1 UR - https://unesdoc.unesco.org/ark:/48223/pf0000186547 ER - TY - RPRT TI - Sierra Leone : Poverty Reduction Strategy Paper-Progress Report (2005-2007) AU - International Monetary Fund AB - This report describes the progress made in implementing the Poverty Reduction Strategy Paper for Sierra Leone covering the period 2005–07. Efforts to reform the public sector were not successful. Management and Functional Reviews were conducted for several ministries, departments, and agencies but the recommendations were not implemented. A Senior Executive Service program was also developed but government and development partners could not agree on an implementation strategy and therefore the funds required for implementation were not provided. CY - Washington D.C. DA - 2008/07// PY - 2008 LA - en SN - 08/250 ST - Sierra Leone UR - https://www.imf.org/en/Publications/CR/Issues/2016/12/31/Sierra-Leone-Poverty-Reduction-Strategy-Paper-Progress-Report-22204 Y2 - 2020/12/15/19:11:56 ER - TY - RPRT TI - The role of nongovernmental organizations in primary education: a study of six NGOs in India AU - Jagannathan, Shanti DA - 2001/01// PY - 2001 DP - Zotero LA - en M3 - Policy Research Working Paper PB - Robert McNamara Fellowships Program, World Bank Institute SN - 2530 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/19714/multi0page.pdf?sequence=1&isAllowed=y ER - TY - BOOK TI - Data Collection Strategies in Mixed Methods Research AU - Johnson, Burke AU - Turner, Lisa A. AB - Johnson, B. and Turner, L.A. (2003) Data Collection Strategies in Mixed Methods Research. In: Tashakkori, A.M. and Teddlie, C.B., Eds., Handbook of Mixed Methods in Social and Behavioral Research, SAGE Publications, Thousand Oaks, 297-319. DA - 2003/// PY - 2003 DP - Google Books SP - 792 LA - en PB - SAGE SN - 978-0-7619-2073-1 KW - Social Science / Folklore & Mythology KW - Social Science / Research ER - TY - JOUR TI - Ecological Systems, Complexity, and Student Achievement: Towards an Alternative Model of Accountability in Education AU - Johnson, Eileen S. T2 - School Leadership Review DA - 2008/// PY - 2008 DP - Google Scholar VL - 3 IS - 3 SP - 4 ST - Ecological Systems, Complexity, and Student Achievement KW - ⛔ No DOI found ER - TY - JOUR TI - Toward a definition of mixed methods research AU - Johnson, R. Burke AU - Onwuegbuzie, Anthony J. AU - Turner, Lisa A. T2 - Journal of mixed methods research DA - 2007/// PY - 2007 DO - 10.1177/1558689806298224 DP - Google Scholar VL - 1 IS - 2 SP - 112 EP - 133 ER - TY - JOUR TI - Mixed Methods Research: A Research Paradigm Whose Time Has Come - R. Burke Johnson, Anthony J. Onwuegbuzie, 2004 AU - Johnson, R.B. AU - Onwuegbuzie, A.J. AB - The purposes of this article are to position mixed methods research (mixed research is a synonym) as the natural complement to traditional qualitative and quantitative research, to present pragmatism as offering an attractive philosophical partner for mixed methods research, and to provide a framework for designing and conducting mixed methods research. In doing this, we briefly review the paradigm “wars” and incompatibility thesis, we show some commonalities between quantitative and qualitative research, we explain the tenets of pragmatism, we explain the fundamental principle of mixed research and how to apply it, we provide specific sets of designs for the two major types of mixed methods research (mixed-model designs and mixed-method designs), and, finally, we explain mixed methods research as following (recursively) an eight-step process. A key feature of mixed methods research is its methodological pluralism or eclecticism, which frequently results in superior research (compared to monomethod research). Mixed methods research will be successful as more investigators study and help advance its concepts and as they regularly practice it. DA - 2004/// PY - 2004 UR - https://journals.sagepub.com/doi/10.3102/0013189X033007014 Y2 - 2019/11/05/12:09:29 KW - ⛔ No DOI found ER - TY - RPRT TI - Policy-making as discourse: a review of recent knowledge-to-policy literature AU - Jones, Harry DA - 2009/// PY - 2009 DP - Zotero SP - 37 LA - en PB - Overseas Development Institute UR - https://www.emergentworks.net/sites/default/files/ikmemergent_archive/090911-ikm-working-paper-5-policy-making-as-discourse.pdf ER - TY - JOUR TI - Higher education and its communities: Interconnections, interdependencies and a research agenda AU - Jongbloed, Ben AU - Enders, Jürgen AU - Salerno, Carlo T2 - Higher Education AB - Universities everywhere are being forced to carefully reconsider their role in society and to evaluate the relationships with their various constituencies, stakeholders, and communities. In this article, stakeholder analysis is put forward as a tool to assist universities in classifying stakeholders and determining stakeholder salience. Increasingly universities are expected to assume a third mission and to engage in interactions with industrial and regional partners. While incentive schemes and government programmes try to encourage universities to reach out more to external communities, some important barriers to such linkages still remain. To fulfil their obligation towards being a socially accountable institution and to prevent mission overload, universities will have to carefully select their stakeholders and identify the ‘right’ degree of differentiation. For the university, thinking in terms of partnerships with key stakeholders has important implications for its governance and accountability arrangements. For the future of the universities we foresee a change towards networked governance and arrangements to ensure accountability along the lines of corporate social responsibility. In order to further explore some of these concepts and to empirically investigate the tendencies suggested here, this article proposes an ambitious research agenda for tackling the emerging issues of governance, stakeholder management and higher education’s interaction with society. DA - 2008/09// PY - 2008 DO - 10.1007/s10734-008-9128-2 DP - DOI.org (Crossref) VL - 56 IS - 3 SP - 303 EP - 324 J2 - High Educ LA - en SN - 0018-1560, 1573-174X ST - Higher education and its communities UR - http://link.springer.com/10.1007/s10734-008-9128-2 Y2 - 2020/12/01/06:51:03 ER - TY - JOUR TI - The Efficacy of Low Vision Devices for Students in Specialized Schools for Students who are Blind in Kathmandu Valley, Nepal AU - Joshi, Mahesh R. AU - Yamagata, Yoshitaka AU - Akura, Junsuke AU - Shakya, Suraj T2 - Journal of Visual Impairment & Blindness AB - In Nepal, children with low vision attend specialized schools for students who are totally blind and are treated as if they were totally blind. This study identified children with low vision and provided low vision devices to them. Of the 22% of the students in the school who had low vision, 78.5% benefited from the devices. Proper devices and counseling improved the quality of life of a significant number of these students. DA - 2008/// PY - 2008 DO - 10.1177/0145482X0810200706 DP - SAGE Journals VL - 102 IS - 7 SP - 430 EP - 435 J2 - Journal of Visual Impairment & Blindness LA - en SN - 0145-482X UR - https://doi.org/10.1177/0145482X0810200706 Y2 - 2020/12/10/16:35:43 ER - TY - JOUR TI - Extracting or Empowering?: A Critique of Participatory Methods for Marginalized Populations AU - Juarez, J. A. AU - Brown, K. D. T2 - Landscape Journal DA - 2008/01/01/ PY - 2008 DO - 10.3368/lj.27.2.190 DP - DOI.org (Crossref) VL - 27 IS - 2 SP - 190 EP - 204 J2 - Landscape Journal LA - en SN - 0277-2426, 1553-2704 ST - Extracting or Empowering? UR - http://lj.uwpress.org/cgi/doi/10.3368/lj.27.2.190 Y2 - 2023/05/19/22:37:30 ER - TY - JOUR TI - Closing the Digital Divide: Update From the Early Childhood Longitudinal Study AU - Judge, Sharon AU - Puckett, Kathleen AU - Bell, Sherry Mee T2 - The Journal of Educational Research AB - The authors examined the progress made toward equitable technology access and use over children's first 4 years of school. The sample consisted of 8,283 public school children who attended kindergarten, 1st, and 3rd grades. In 3rd grade, high-poverty schools had significantly more computers for instruction and a smaller ratio of children to computers than did low-poverty schools. Over the first 4 years of school, however, children attending low-poverty schools had significantly more access to home computers than did those attending high-poverty schools. Children's use of computers during 3rd grade differed by school-poverty status. Results indicate that access to, and use of, a home computer, the presence of a computer area in classrooms, frequent use of the Internet, proficiency in computer use, and low-poverty school status were correlated positively with academic achievement. In contrast, frequent use of software for reading was correlated negatively with reading achievement. DA - 2006/09/01/ PY - 2006 DO - 10.3200/JOER.100.1.52-60 DP - Taylor and Francis+NEJM VL - 100 IS - 1 SP - 52 EP - 60 SN - 0022-0671 ST - Closing the Digital Divide UR - https://doi.org/10.3200/JOER.100.1.52-60 Y2 - 2021/02/19/07:45:59 KW - Early Childhood Longitudinal Study KW - computer access in high- and low-poverty schools KW - first- and third-grade children KW - kindergarten ER - TY - BOOK TI - Study on Role of Radio for Rural Education in Pakistan AU - Jumani, Nabi Bux AB - It was found that the majority of the listeners possessed radio sets and was getting benefit from the educational programmes of radio. The programmes were informative and motivating. The strategies of radio for rural education were appreciable because these infused mobility, widened horizon of rural people and focused attention on the goals and problems of rural people. It could be used to enhance literacy (through distance and non-formal education). The producers/comperes were found keenly interested in their job. It was revealed that priority was given to education and rural development programmes of radio. Programmes needed detail and summary at the end. Furthermore language was not easy. Mobile radio station was needed for rural educational programme to cater to the needs of far flung areas. School broadcast (distance and non-formal teaching) was the need of the day. Social workers/opinion leaders opined that there was need of developing self reliance. Radio provides guidance to rural people in solving the problems of rural development. They felt the need of starting school broadcasting. Radio was being utilized for apprising villagers with their problem. There was need of maintaining more educational programmes. Rural programmes were to be in mother tongue. It was recommended that for educational purposes Radio Pakistan and AIOU may produce programmes which have their strong links/roots in the surroundings of the rural people. Radio schools like Interactive Radio instruction (IRI) may be used for effective teaching learning process in rural areas. Time of educational programmes should be enhanced. Programmes like radio rural forum may be started as well as open broadcasting should be adopted for rural development programme. (Contains 5 tables.) DA - 2009/10// PY - 2009 DP - ERIC VL - 10 LA - en UR - https://eric.ed.gov/?id=ED506780 Y2 - 2020/12/01/16:44:43 KW - Distance Education KW - Educational Technology KW - Foreign Countries KW - Instructional Effectiveness KW - Nonformal Education KW - Radio KW - Rural Areas KW - Rural Development KW - Rural Education KW - Teaching Methods ER - TY - STAT TI - The Tertiary Education Commission Act AU - Kabbah, President Alhaji Ahmad Tejan DA - 2001/10/25/ PY - 2001 VL - 8 UR - http://sierra-leone.org/Laws/2001-8.pdf Y2 - 2020/12/15/18:48:55 ER - TY - STAT TI - The National Council for Technical , Vocational and other Academic Awards Act AU - Kabbah, President Alhaji Ahmad Tejan DA - 2001/10/25/ PY - 2001 VL - 10 UR - http://www.sierra-leone.org/Laws/2001-10.pdf Y2 - 2020/12/15/18:52:26 ER - TY - STAT TI - The Polytechnics Act AU - Kabbah, President Alhaji Ahmad Tejan DA - 2001/10/25/ PY - 2001 VL - 9 UR - http://www.sierra-leone.org/Laws/2001-9.pdf Y2 - 2020/12/15/18:56:01 ER - TY - STAT TI - The Education Act, 2004 AU - Kabbah, President Alhaji Ahmad Tejan DA - 2004/04/01/ PY - 2004 M1 - 2 UR - http://www.sierra-leone.org/Laws/2004-2p.pdf Y2 - 2020/11/23/19:16:19 ER - TY - STAT TI - The Universities Act AU - Kabbah, President Alhaji Ahmad Tejan DA - 2005/// PY - 2005 SP - 26 LA - en UR - http://lawofficers.gov.sl/PDF_Docs/The%20University%20Act%202005.pdf ER - TY - RPRT TI - Teacher motivation and incentives in Malawi AU - Kadzamira, Esme Chipo CY - Centre for Educational Research and Training, University of Malawi DA - 2006/// PY - 2006 DP - Zotero ER - TY - RPRT TI - Teacher motivation and incentives in Malawi AU - Kadzamira, Esme Chipo CY - Zomba, Malawi DA - 2006/// PY - 2006 DP - Google Scholar SP - 1 EP - 26 LA - en PB - Centre for Educational Research and Training, University of Malawi UR - https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b KW - C:Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - RPRT TI - Teacher motivation and incentives in Malawi AU - Kadzamira, Esme Chipo CY - Zomba, Malawi DA - 2006/// PY - 2006 DP - Google Scholar SP - 1 EP - 26 LA - en PB - Centre for Educational Research and Training, University of Malawi UR - https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b KW - C:Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - RPRT TI - Teacher motivation and incentives in Malawi AU - Kadzamira, Esme Chipo CY - Zomba, Malawi DA - 2006/// PY - 2006 DP - Google Scholar SP - 1 EP - 26 LA - en PB - Centre for Educational Research and Training, University of Malawi UR - https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b KW - C:Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - Can free primary education meet the needs of the poor?: evidence from Malawi AU - Kadzamira, Esme AU - Rose, Pauline T2 - International Journal of Educational Development AB - Following elections in 1994, the Government of Malawi embarked on an ambitious programme of free primary education (FPE), resulting in a dramatic increase in enrolment. The paper argues that the policy did not sufficiently consider the ways in which direct and indirect costs of schooling continue to be prohibitive for some households, or the effects that the expansion would have on quality. The relevance of education for the majority of children who receive only a few years of primary schooling is also questioned. The paper suggests that FPE might not be contributing to the achievement of poverty alleviation goals, as intended. DA - 2003/09/01/ PY - 2003 DO - 10.1016/S0738-0593(03)00026-9 DP - ScienceDirect VL - 23 IS - 5 SP - 501 EP - 516 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Can free primary education meet the needs of the poor? UR - https://www.sciencedirect.com/science/article/pii/S0738059303000269 Y2 - 2022/11/16/00:15:24 KW - Development KW - Educational policy KW - Gender KW - International education KW - Malawi KW - Poverty ER - TY - JOUR TI - Design of a braille writing tutor to combat illiteracy AU - Kalra, N. AU - Lauwers, T. AU - Dewey, D. AU - Stepleton, T. AU - Dias, M. B. T2 - Information Systems Frontiers AB - Less than 3% of the 145 million blind people living in developing countries are literate (Helander, Prejudice and dignity: An introduction to community-based rehabilitation. New York: UNDP 1998). This low literacy rate is partly due to the lack of trained teachers and the challenges associated with learning to write braille on a traditional slate and stylus. These challenges include writing from right to left, writing mirrored images of letters, and receiving significantly delayed feedback. Extensive conversations with the Mathru Educational Trust for the Blind near Bangalore, India, revealed the need for a robust, low-power, low-cost braille writing tutor. We present an iterative and participatory process resulting in the creation and refinement of a prototype braille writing tutor system. This system uses a novel input device to capture a student’s activity on a slate using a stylus and uses a range of techniques to teach braille writing skills to both beginner and advanced students. We report on lessons learned from the implementation of this project and from a 6-week pilot study at Mathru, and outline future directions for improvement. DA - 2009/// PY - 2009 DO - 10.1007/s10796-009-9171-2 DP - Springer Link VL - 11 IS - 2 SP - 117 EP - 128 J2 - Inf Syst Front LA - en SN - 1572-9419 UR - https://doi.org/10.1007/s10796-009-9171-2 Y2 - 2021/03/04/12:49:57 ER - TY - JOUR TI - Globalization and the growth of international educational testing and national assessment AU - Kamens, D.H. AU - McNeely, C.L. T2 - Comparative Education Review DA - 2009/// PY - 2009 DO - 10.1086/648471 VL - 54 IS - 1 SP - 5 EP - 25 ER - TY - THES TI - Computer aided instruction for out-of-school children in India: An impact study in Andhra Pradesh AU - Karnati, Romilla AB - India has the largest number of out-of-school children, the majority of whom are girls. Against this backdrop, the Bridges to the Future Initiative (BFI), a computer-aided instruction (CAI) intervention was launched in Andhra Pradesh to bring children back to school. The BFI used multimedia software to teach basic literacy and numeracy skills through interactive stories and activities, in the local language Telugu. The methodology employed in the study was a quasi experimental design on a sample of around 140 children (age range 7-19 years). The research study included BFI sites which offered two hours of CAI a day and comparison sites which provided five hours of teacher-based instruction (TBI) a day. According to several socio-economic indicators on the survey, the sample came from poor families with low literacy levels. Findings from the survey indicated that these out-of-school children had a positive attitude toward education and a favorable perception of educated people. A majority of the sample dropped out of school to assist with domestic tasks or family run businesses and did not earn wages. The impact analysis indicated that learning took place in both contexts and learners achieved similar learning gains between pretest and posttest. However, learners in the BFI intervention were learning at a faster pace per hour than learners in the comparison sites. Learners in the CAI intervention achieved similar gains as learners in the TBI intervention in one-third of the instruction time. As such, there is a strong case to be made for the BFI program being more efficient in raising levels of literacy and numeracy scores. Within the BFI intervention group, there was evidence to suggest that the number of days attended resulted in an increase in posttest scores, particularly in reading. Furthermore, older students in the BFI intervention had consistently shown higher gains in learning across reading, writing, math and information and communication technology (ICT) literacy domains. Finally, girls in the BFI sample outperformed the boys and the biggest difference in test scores was seen in Math. The impact of the BFI intervention could also be documented by the fact that approximately 45% of the BFI sample returned to school in the next academic year. In sum, this research was one of the first to explore the context of out-of-school children in poor communities and the use of CAI in Telugu (local language) to bring these learners back to school. The results support the use of ICT with marginalized sections of society in developing countries in order to improve literacy skills. The findings of this study have the potential to inform policy makers on educational and gender equity issues. CY - United States – Pennsylvania DA - 2008/// PY - 2008 LA - English M3 - Ph.D. PB - University of Pennsylvania ST - Computer aided instruction for out -of -school children in India UR - https://www.proquest.com/docview/304493546/abstract/96CFD7A446444C9CPQ/1 Y2 - 2021/11/05/00:00:00 KW - Bridges to the Future Initiative KW - Computer-aided instruction KW - Education KW - India KW - Information and communication technologies KW - Information and communication technology (ICT) KW - Literacy KW - Out-of-school children KW - School dropouts ER - TY - JOUR TI - Teacher Turnover in Malawi's Ministry of Education: Realities and Challenges AU - Kayuni, Happy AU - Tambulasi, Richard T2 - International Education Journal AB - The teaching profession is no longer a concern of academicians but the public in general who yearn for positive results. Internationally, the profession is continuously beset by several serious problems. One of the most serious problems in the teaching profession is teacher turnover. Governments are finding it difficult to retain teachers in schools. In Malawi, this problem is profound and overwhelming, even by Sub-Saharan standards. The paper heavily relies on secondary data derived from general trends and observations of several research findings as well as government publications, newspapers and several academic papers. The paper argues that main cause of this problem in Malawi can be attributed to general poor working conditions. The paper further argues that retention measures derived by the Malawi government may take time to bear fruits and it is unlikely that they can seriously affect teachers positively because they do not address the basic immediate needs of the teachers. (Contains 1 footnote.) DA - 2007/04// PY - 2007 DP - ERIC VL - 8 IS - 1 SP - 89 EP - 99 LA - en SN - 1443-1475 ST - Teacher Turnover in Malawi's Ministry of Education UR - https://eric.ed.gov/?id=EJ841708 Y2 - 2022/12/09/21:39:47 KW - Developing Nations KW - Educational Development KW - Educational Policy KW - Faculty Mobility KW - Foreign Countries KW - Teacher Attitudes KW - Teacher Persistence KW - Teaching (Occupation) KW - Teaching Conditions KW - ⛔ No DOI found ER - TY - RPRT TI - A Professional Development Study of Technology Education in Secondary Science Teaching in Benin: Issues of Teacher Change and Self-Efficacy Beliefs AU - Kelani, Razacki Raphael DA - 2009/05// PY - 2009 SP - 222 LA - EN ER - TY - ELEC TI - Logic Model Development Guide AU - Kellogg Foundation DA - 2004/// PY - 2004 UR - https://www.wkkf.org:443/resource-directory/resources/2004/01/logic-model-development-guide ER - TY - JOUR TI - Designing a research project: randomised controlled trials and their principles AU - Kendall, J. M. T2 - Emergency Medicine Journal AB - The sixth paper in this series discusses the design and principles of randomised controlled trials. DA - 2003/03/01/ PY - 2003 DO - 10.1136/emj.20.2.164 DP - emj.bmj.com VL - 20 IS - 2 SP - 164 EP - 168 LA - en SN - 1472-0205, 1472-0213 ST - Designing a research project UR - https://emj.bmj.com/content/20/2/164 Y2 - 2023/09/21/10:09:27 KW - randomised controlled trials KW - research ER - TY - GEN TI - Preparing a Workforce for the Evolving Information Economy: A Survey on ICT Access and Use in Kenya Secondary Schools. Summit Strategies Limited, Nairobi. AU - Kenya Schoolnet DA - 2003/// PY - 2003 ER - TY - JOUR TI - Short screening scales to monitor population prevalances and trends in non-specific psychological distress AU - Kessler, Ronald AU - Andrews, Gavin AU - Colpe, Lisa AU - Hiripi, E AU - Mroczek, Daniel AU - Normand, Sharon-Lise AU - Walters, Ellen AU - Zaslavsky, Alan T2 - Psychological Medicine AB - A 10-question screening scale of psychological distress and a six-question short-form scale embedded within the 10-question scale were developed for the redesigned US National Health Interview Survey (NHIS). Initial pilot questions were administered in a US national mail survey (N = 1401). A reduced set of questions was subsequently administered in a US national telephone survey (N = 1574). The 10-question and six-question scales, which we refer to as the K10 and K6, were constructed from the reduced set of questions based on Item Response Theory models. The scales were subsequently validated in a two-stage clinical reappraisal survey (N = 1000 telephone screening interviews in the first stage followed by N = 153 face-to-face clinical interviews in the second stage that oversampled first-stage respondents who screened positive for emotional problems) in a local convenience sample. The second-stage sample was administered the screening scales along with the Structured Clinical Interview for DSM-IV (SCID). The K6 was subsequently included in the 1997 (N = 36116) and 1998 (N = 32440) US National Health Interview Survey, while the K10 was included in the 1997 (N = 10641) Australian National Survey of Mental Health and Well-Being. Both the K10 and K6 have good precision in the 90th-99th percentile range of the population distribution (standard errors of standardized scores in the range 0.20-0.25) as well as consistent psychometric properties across major sociodemographic subsamples. The scales strongly discriminate between community cases and non-cases of DSM-IV/SCID disorders, with areas under the Receiver Operating Characteristic (ROC) curve of 0.87-0.88 for disorders having Global Assessment of Functioning (GAF) scores of 0-70 and 0.95-0.96 for disorders having GAF scores of 0-50. The brevity, strong psychometric properties, and ability to discriminate DSM-IV cases from non-cases make the K10 and K6 attractive for use in general-purpose health surveys. The scales are already being used in annual government health surveys in the US and Canada as well as in the WHO World Mental Health Surveys. Routine inclusion of either the K10 or K6 in clinical studies would create an important, and heretofore missing, crosswalk between community and clinical epidemiology. DA - 2002/09/01/ PY - 2002 DO - 10.1017/S0033291702006074 DP - ResearchGate VL - 32 IS - 6 SP - 959 EP - 76 J2 - Psychological medicine ER - TY - JOUR TI - Development of a cadre of teacher educators: some lessons from Pakistan AU - Khamis, Anil AU - Sammons, Pamela T2 - International Journal of Educational Development AB - This article is based on an educational innovation, the creation of a cadre of teacher educators, in the developing world. Professional development teachers (PDT) were trained in an in-service two-year teacher education programme leading to a Masters of Education (M.Ed.) degree. The PDTs were expected to play three roles in their home schools upon completion of the degree programme: (a) exemplary teachers; (b) teacher educators; and (c) change agents within their home schools to effect improvement. This article reviews education in Pakistan and the innovations that have come to inform the need to focus on teacher education as a primary area of investment and presents findings of a three-year longitudinal study of a selection of PDTs trained at the Aga Khan University’s Institute for Educational Development (AKU-IED). The main findings of the study indicate that teachers benefited significantly as individuals with enhanced career prospects, identified themselves more and preferred the role of teacher educators as opposed to classroom-based teachers, and sought opportunities outside their own schools but their role as change agents was more limited. Those teachers who maintained links with their schools beyond the three-year bonding period (a condition of being admitted to study for the M.Ed.) varied in the extent to which they managed to initiate and sustain school improvement efforts as indicated by changes in the structures and relationships within schools affecting the teaching–learning offered to pupils. DA - 2004/05/01/ PY - 2004 DO - 10.1016/j.ijedudev.2003.11.012 DP - ScienceDirect VL - 24 IS - 3 SP - 255 EP - 268 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Development of a cadre of teacher educators UR - http://www.sciencedirect.com/science/article/pii/S0738059303001536 Y2 - 2020/11/27/11:53:23 KW - Development KW - Educational policy KW - International education KW - Pakistan KW - School improvement KW - Teacher education ER - TY - JOUR TI - Investigating educational change: The Aga Khan University Institute for educational development teacher education for school improvement model AU - Khamis, Anil AU - Sammons, Pamela T2 - International Journal of Educational Development AB - This article continues the analyses of the impact of an innovative teacher education programme aimed at school improvement in a developing country context (A. Khamis, P. Sammons, 2004. The development of a cadre of teacher educators: some lessons from Pakistan. International Journal of Educational Development, 24(3), 255–268). Building on recent publications that have analysed outcomes of the teacher education programme and how the cadre of teacher educators has worked to initiate improvement in schools in Pakistan. The article considers the ‘teacher education for school improvement model’ based on findings from the case studies of nine co-operating school. Lessons are presented to further inform the development of teacher education programmes and the measurement of effectiveness of such programmes in developing country contexts. The article further considers relevant international research on educational change and reform to draw further lessons. These lessons include the need to pay greater attention to the cultural contexts and milieu in Pakistan, and the need to create models of school improvement and teacher education that originate within developing country contexts rather than the adaptation of European/North American models that are based on sources of data in those contexts. The article concludes by arguing for the need to develop better theoretical understandings from the current innovations underway and placing the onus on intervening agencies to better inform educational change strategies promoted in developing country contexts. DA - 2007/09/01/ PY - 2007 DO - 10.1016/j.ijedudev.2006.12.006 DP - ScienceDirect VL - 27 IS - 5 SP - 572 EP - 580 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Investigating educational change UR - http://www.sciencedirect.com/science/article/pii/S0738059307000132 Y2 - 2020/11/27/11:54:09 KW - Developing countries KW - Educational change KW - Innovation KW - Pakistan KW - School improvement KW - Teacher education ER - TY - RPRT TI - Research in Difficult Settings: Reflections on Pakistan and Afghanistan AU - Khattak, Saba Gul DA - 2009/// PY - 2009 DP - Zotero LA - en PB - International Development Research Center (IDRC) UR - http://hdl.handle.net/10625/40067 KW - ⛔ No DOI found ER - TY - RPRT TI - Information and communication technologies in teacher education: a planning guide AU - Khvilon, Evgueni AU - Patru, Mariana DA - 2002/// PY - 2002 DP - Zotero LA - en PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000129533 KW - auto_merged ER - TY - JOUR TI - The automation of science AU - King, R.D. AU - Rowland, J. AU - Oliver, S.G. T2 - Science DA - 2009/// PY - 2009 DO - 10.1126/science.1165620 VL - 324 IS - 5923 SP - 85 EP - 89 LA - en KW - _Added-ailr-2024 ER - TY - RPRT TI - Building back better: post-earthquake responses and educational challenges in Pakistan AU - Kirk, Jackie DA - 2008/// PY - 2008 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000163575/PDF/163575eng.pdf.multi Y2 - 2023/03/14/06:41:26 ER - TY - RPRT TI - Procedures for Undertaking Systematic Reviews AU - Kitchenham, B DA - 2004/// PY - 2004 M3 - Joint Technical Report SN - TR/SE-0401 and NICTA 0400011T ER - TY - RPRT TI - Guidelines for performing systematic literature reviews in software engineering AU - Kitchenham, B AU - Charters, S DA - 2007/// PY - 2007 DP - Google Scholar PB - Technical report, EBSE Technical Report EBSE-2007-01 UR - https://www.cs.auckland.ac.nz/~norsaremah/2007%20Guidelines%20for%20performing%20SLR%20in%20SE%20v2.3.pdf Y2 - 2014/08/08/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - P:Methods KW - Reviewed KW - publicImportV1 ER - TY - BOOK TI - Guidelines for performing systematic literature reviews in software engineering AU - Kitchenham, BA AU - Charters, S DA - 2007/// PY - 2007 LA - en PB - EBSE Technical Report ER - TY - JOUR TI - Systematic literature reviews in software engineering -- a systematic literature review AU - Kitchenham, Barbara AU - Pearl Brereton, O. AU - Budgen, David AU - Turner, Mark AU - Bailey, John AU - Linkman, Stephen T2 - Information and Software Technology AB - Background: In 2004 the concept of evidence-based software engineering (EBSE) was introduced at the ICSE04 conference. Aims: This study assesses the impact of systematic literature reviews (SLRs) which are the recommended EBSE method for aggregating evidence. Method: We used the standard systematic literature review method employing a manual search of 10 journals and 4 conference proceedings. Results: Of 20 relevant studies, eight addressed research trends rather than technique evaluation. Seven SLRs addressed cost estimation. The quality of SLRs was fair with only three scoring less than 2 out of 4. Conclusions: Currently, the topic areas covered by SLRs are limited. European researchers, particularly those at the Simula Laboratory appear to be the leading exponents of systematic literature reviews. The series of cost estimation SLRs demonstrate the potential value of EBSE for synthesising evidence and making it available to practitioners. DA - 2009/01// PY - 2009 DO - 10.1016/j.infsof.2008.09.009 DP - DOI.org (Crossref) VL - 51 IS - 1 SP - 7 EP - 15 J2 - Information and Software Technology LA - en SN - 09505849 UR - https://www.cin.ufpe.br/~in1037/leitura/meta-systematic-reviews-kitchenham-jan09ist.pdf Y2 - 2021/06/13/13:48:51 ER - TY - JOUR TI - Mother-tongue education in South Africa: the weight of history AU - Klerk, Gerda de DA - 2002/// PY - 2002 DO - 10.1515/ijsl.2002.011 DP - Google Scholar ST - Mother-tongue education in South Africa ER - TY - JOUR TI - NATIONAL POLICIES THAT CONNECT ICT-BASED EDUCATION AU - Kozma, Robert T2 - Human Technology: An Interdisciplinary Journal on Humans in ICT Environments DA - 2005/// PY - 2005 DO - 10.17011/ht/urn.2005355 VL - 1 IS - 2 SP - 117 EP - 156 UR - https://doi.org/10.17011/ht/urn.2005355 KW - _imported ER - TY - JOUR TI - National Policies that Connect ICT-Based Education Reform to Economic and Social Development AU - Kozma, Robert B. T2 - Human Technology: An Interdisciplinary Journal on Humans in ICT Environments AB - Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported economic and social development in three national case studies: Singapore, Finland, and Egypt. It describes a systemic framework of growth factors and types of development that can be used to analyze national policies and connect ICT-based education reform to national economic and social development goals. And it discusses how the coordination of policies within and across ministries can support a nation’s efforts to improve economic and social conditions. The paper highlights special concerns and challenges of developing countries. DA - 2005/// PY - 2005 DO - 10.17011/ht/urn.2005355 DP - jyx.jyu.fi VL - 1 IS - 2 SP - 117 EP - 156 LA - eng UR - https://jyx.jyu.fi/handle/123456789/20179 Y2 - 2019/08/08/15:36:12 ER - TY - BOOK TI - Mobile pastoralists and education: strategic options AU - Krätli, Saverio AU - Dyer, Caroline CY - London DA - 2009/// PY - 2009 DP - Open WorldCat LA - en PB - International Institute for Environment and Development (UK) SN - 978-1-84369-759-6 ST - Mobile pastoralists and education UR - https://pubs.iied.org/pdfs/10021IIED.pdf? KW - ___working_potential_duplicate ER - TY - RPRT TI - Mobile pastoralists and education: strategic options AU - Krätli, Saverio AU - Dyer, Caroline CY - London DA - 2009/// PY - 2009 LA - en PB - International Institute for Environment and Development (UK) ST - Mobile pastoralists and education UR - https://pubs.iied.org/10021IIED/ KW - ___working_potential_duplicate ER - TY - BOOK TI - Mobile pastoralists and education: strategic options AU - Krätli, Saverio AU - Dyer, Caroline CY - London DA - 2009/// PY - 2009 DP - Open WorldCat LA - en PB - International Institute for Environment and Development (UK) SN - 978-1-84369-759-6 ST - Mobile pastoralists and education UR - https://pubs.iied.org/pdfs/10021IIED.pdf? KW - ___working_potential_duplicate ER - TY - RPRT TI - Mobile pastoralists and education: strategic options AU - Krätli, Saverio AU - Dyer, Caroline CY - London DA - 2009/// PY - 2009 LA - en PB - International Institute for Environment and Development (UK) ST - Mobile pastoralists and education UR - https://pubs.iied.org/10021IIED/ KW - ___working_potential_duplicate ER - TY - JOUR TI - The new dynamics of strategy: Sense-making in a complex and complicated world AU - Kurtz, C.F. AU - Snowden, David T2 - Engineering Management Review, IEEE AB - In this paper, we challenge the universality of three basic assumptions prevalent in organizational decision support and strategy: assumptions of order, of rational choice, and of intent. We describe the Cynefin framework, a sense-making device we have developed to help people make sense of the complexities made visible by the relaxation of these assumptions. The Cynefin framework is derived from several years of action research into the use of narrative and complexity theory in organizational knowledge exchange, decision-making, strategy, and policy-making. The framework is explained, its conceptual underpinnings are outlined, and its use in group sense-making and discourse is described. Finally, the consequences of relaxing the three basic assumptions, using the Cynefin framework as a mechanism, are considered. DA - 2003/02/01/ PY - 2003 DO - 10.1109/EMR.2003.24944 DP - ResearchGate VL - 31 SP - 110 EP - 110 J2 - Engineering Management Review, IEEE ST - The new dynamics of strategy KW - _THEME: Teacher Professional Development ER - TY - RPRT TI - Ten Steps to a Results-Based Monitoring and Evaluation System AU - Kusek, Jody Zall AU - Rist, Ray C. CY - Washington D.C. DA - 2004/// PY - 2004 PB - World Bank UR - https://openknowledge.worldbank.org/bitstream/handle/10986/14926/296720PAPER0100steps.pdf?sequence=1 Y2 - 2021/10/08/13:58:36 ER - TY - JOUR TI - Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices AU - Lai, C-H AU - Yang, J-C AU - Chen, F-C AU - Ho, C-W AU - Chan, T-W T2 - Journal of Computer Assisted Learning DA - 2007/// PY - 2007 DO - 10.1111/j.1365-2729.2007.00237.x VL - 23 IS - 4 SP - 326 EP - 337 ER - TY - JOUR TI - Open Source Software in Education AU - Lakhan, Shaheen E. AU - Jhunjhunwala, Kavita T2 - EDUCAUSE Quarterly AB - Educational institutions have rushed to put their academic resources and services online, bringing the global community onto a common platform and awa DA - 2008/05/05/ PY - 2008 VL - 31 IS - 2 LA - en UR - https://er.educause.edu/-/media/files/article-downloads/eqm0824.pdf Y2 - 2020/09/15/18:14:16 KW - ⛔ No DOI found ER - TY - BOOK TI - Digital Literacies: Concepts, Policies and Practices AU - Lankshear, Colin AU - Knobel, Michele AB - This book brings together a group of internationally-reputed authors in the field of digital literacy. Their essays explore a diverse range of the concepts, policies and practices of digital literacy, and discuss how digital literacy is related to similar ideas: information literacy, computer literacy, media literacy, functional literacy and digital competence. It is argued that in light of this diversity and complexity, it is useful to think of digital literacies - the plural as well the singular. The first part of the book presents a rich mix of conceptual and policy perspectives; in the second part contributors explore social practices of digital remixing, blogging, online trading and social networking, and consider some legal issues associated with digital media. DA - 2008/// PY - 2008 DP - Google Books SP - 334 LA - en PB - Peter Lang SN - 978-1-4331-0169-4 ST - Digital Literacies KW - Computers / Interactive & Multimedia KW - Computers / Social Aspects ER - TY - RPRT TI - Can you hear me?: the right of young children to participate in decisions affecting them AU - Lansdown, Gerison DA - 2005/// PY - 2005 UR - https://files.eric.ed.gov/fulltext/ED522740.pdf Y2 - 2019/11/05/12:39:12 KW - CitedIn:eCubed KW - eCubed ER - TY - BOOK TI - Children's rights: a second chance. AU - Lansdown, Gerison CY - London DA - 2001/// PY - 2001 DP - Open WorldCat LA - en PB - International Save the Children Alliance SN - 978-2-940217-12-0 ST - Children's rights UR - https://resourcecentre.savethechildren.net/library/childrens-rights-second-chance ER - TY - RPRT TI - See me, hear me. A guide to using the UN Convention on the Rights of Persons with Disabilities AU - Lansdown, Gerison DA - 2009/// PY - 2009 LA - en PB - Save the Children UR - https://resourcecentre.savethechildren.net/node/1947/pdf/1947.pdf Y2 - 2019/11/05/14:06:22 KW - CitedIn:eCubed KW - eCubed ER - TY - BOOK TI - The evolving capacities of the child AU - Lansdown, Gerison T2 - Save the children CY - Florence DA - 2005/// PY - 2005 DP - Gemeinsamer Bibliotheksverbund ISBN LA - en PB - UNICEF SN - 978-88-89129-15-9 UR - https://www.unicef-irc.org/publications/pdf/evolving-eng.pdf ER - TY - JOUR TI - Open Educational Resources for Blended Learning in High Schools: Overcoming Impediments in Developing Countries AU - Larson, Richard C. AU - Murray, M. Elizabeth T2 - Journal of Asynchronous Learning Networks AB - With today's computer and telecommunications technologies, every young person can have a quality education regardless of his or her place of birth. This is the dream that Open Educational Resources (OERs), when viewed as a right rather than a privilege, are directed to realize. For developing countries, we propose a type of OER initiative that leverages not only technology but also the skills of the in-class teacher, that utilizes not only the Internet but also lower-tech delivery platforms, and that is created not only by developed countries of the West but also by educators in many countries worldwide. We outline the design of a cross-border, collaborative learning and teaching system called the Blended Learning Open Source Science or Math Studies Initiative (BLOSSOMS), with an associated partnership network established for its implementation in developing countries. BLOSSOMS is to develop a large, free repository of blended-learning video modules for high school math and science classes, created by gifted volunteer educators from around the world and designed to offer potentially transformative learning exercises that will enhance critical thinking skills and retain students' interest in math and science. The initiative has been designed and developed within a multinational network of partner organizations in the developing world, a characteristic that distinguishes it from many other OER projects. DA - 2008/02// PY - 2008 DP - ERIC VL - 12 IS - 1 SP - 85 EP - 103 LA - en SN - 1939-5256 ST - Open Educational Resources for Blended Learning in High Schools UR - https://eric.ed.gov/?id=EJ837471 Y2 - 2020/11/27/12:07:20 KW - Asynchronous Communication KW - Barriers KW - Blended Learning KW - Cooperative Programs KW - Developing Nations KW - Educational Resources KW - Educational Technology KW - High Schools KW - Instructional Innovation KW - Learning Modules KW - Program Development KW - Shared Resources and Services KW - Social Networks KW - Video Technology KW - ⛔ No DOI found ER - TY - RPRT TI - DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the global south AU - Leach, Jenny CY - London DA - 2006/// PY - 2006 DP - Zotero SP - 158 LA - en PB - DFID UR - http://oro.open.ac.uk/17802/1/ReportFeb2006.pdf KW - ___working_potential_duplicate ER - TY - RPRT TI - DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the Global South AU - Leach, Jenny AU - Ahmed, Atef AU - Makalima, Shumi AU - Power, Tom CY - London DA - 2006/// PY - 2006 DP - Zotero LA - en PB - DFID UR - http://oro.open.ac.uk/17802/1/ReportFeb2006.pdf KW - ___working_potential_duplicate KW - auto_merged ER - TY - RPRT TI - Sisimpur’s reach and educational impact: Evidence from a national longitudinal survey of a Sesame Street project in Bangladesh. AU - Lee, H.J. CY - New York DA - 2009/// PY - 2009 PB - Sesame Workshop ER - TY - JOUR TI - Comments on Greenhow, Robelia, and Hughes: expanding the New Literacies conversation AU - Leu, Donald J. AU - O’Byrne, W. Ian AU - Zawilinski, Lisa AU - McVerry, J. Greg AU - Everett-Cacopardo, Heidi T2 - Educational Researcher AB - Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009), suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems. DA - 2009/05/01/ PY - 2009 DO - 10.3102/0013189X09336676 DP - SAGE Journals VL - 38 IS - 4 SP - 264 EP - 269 J2 - Educational Researcher LA - en SN - 0013-189X ST - Comments on Greenhow, Robelia, and Hughes UR - https://doi.org/10.3102/0013189X09336676 Y2 - 2021/11/09/20:56:17 KW - literacy KW - new literacies KW - online reading comprehension KW - technology ER - TY - RPRT TI - The Patterns and Purposes of School-based and Cluster Teacher Professional Development Programs AU - Leu, ELizabeth DA - 2004/04// PY - 2004 PB - USAID/EQUIP1 UR - https://pdf.usaid.gov/pdf_docs/pnadd973.pdf ER - TY - RPRT TI - Quality of Education and Teacher Learning: A Review of the Literature AU - Leu, Elizabeth AU - Price-Rom, Alison DA - 2006/// PY - 2006 DP - Zotero SP - 28 LA - en PB - American Institutes for Research under the EQUIP1 LWA Academy for Educational Development UR - https://www.edu-links.org/sites/default/files/media/file/EQUIP1_Quality_of_Education_and_Teacher_Learning__A_Review_of_the_Literature.pdf ER - TY - RPRT TI - Quality of education and teacher learning: a review of the literature AU - Leu, Elizabeth AU - Price-Rom, Alison DA - 2006/// PY - 2006 DP - Zotero LA - en PB - American Institutes for Research under the EQUIP1 LWA; U.S. Agency for International Development UR - https://www.edu-links.org/sites/default/files/media/file/EQUIP1_Quality_of_Education_and_Teacher_Learning__A_Review_of_the_Literature.pdf ER - TY - RPRT TI - Quality of education and teacher learning: a review of the literature AU - Leu, Elizabeth AU - Price-Rom, Alison DA - 2006/// PY - 2006 DP - Zotero LA - en PB - American Institutes for Research under the EQUIP1 LWA; U.S. Agency for International Development UR - https://www.edu-links.org/sites/default/files/media/file/EQUIP1_Quality_of_Education_and_Teacher_Learning__A_Review_of_the_Literature.pdf ER - TY - JOUR TI - The effect of extra funding for disadvantaged pupils on achievement AU - Leuven, Edwin AU - Lindahl, Mikael AU - Oosterbeek, Hessel AU - Webbink, Dinand T2 - The Review of Economics and Statistics DA - 2007/// PY - 2007 DO - 10.1162/rest.89.4.721 DP - Google Scholar VL - 89 IS - 4 SP - 721 EP - 736 ER - TY - JOUR TI - Learning about System Renewal AU - Levin, Ben AU - Fullan, Michael T2 - http://lst-iiep.iiep-unesco.org/cgi-bin/wwwi32.exe/[in=epidoc1.in]/?t2000=027046/(100) AB - Incl. bibl., abstract Our focus in this article is on the lessons learned about effective change from international experience with large-scale reform over the last 20 years. The central lesson now evident is that sustained improvement in student outcomes requires a sustained effort to change teaching and learning practices in thousands and thousands of classrooms, and this requires focused and sustained effort by all parts of the education system and its partners. Key components of this work include a small number of ambitious yet achievable goals, publicly stated; a positive stance with a focus on motivation; multi-level engagement with strong leadership and a "guiding coalition"; emphasis on capacity building with a focus on results; keeping a focus on key strategies while also managing other interests and issues; effective use of resources; and constant and growing transparency including public and stakeholder communication and feedback. Although we believe the use of change knowledge is increasing internationally, future prospects remain mixed because the work is hard to do. DA - 2008/04/01/ PY - 2008 DO - 10.1177/1741143207087778 DP - ResearchGate VL - 36 ER - TY - JOUR TI - The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration AU - Liberati, Alessandro AU - Altman, Douglas G. AU - Tetzlaff, Jennifer AU - Mulrow, Cynthia AU - Gøtzsche, Peter C. AU - Ioannidis, John P. A. AU - Clarke, Mike AU - Devereaux, P. J. AU - Kleijnen, Jos AU - Moher, David T2 - PLOS Medicine AB - Alessandro Liberati and colleagues present an Explanation and Elaboration of the PRISMA Statement, updated guidelines for the reporting of systematic reviews and meta-analyses. DA - 2009/07/21/undefined PY - 2009 DO - 10.1371/journal.pmed.1000100 DP - PLoS Journals VL - 6 IS - 7 SP - e1000100 J2 - PLOS Medicine LA - en SN - 1549-1676 ST - The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions UR - https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1000100 Y2 - 2021/06/08/14:57:08 KW - Clinical research design KW - Database searching KW - Medical risk factors KW - Metaanalysis KW - Publication ethics KW - Randomized controlled trials KW - Research reporting guidelines KW - Systematic reviews ER - TY - JOUR TI - The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. AU - Liberati, Alessandro AU - Altman, Douglas G. AU - Tetzlaff, Jennifer AU - Mulrow, Cynthia AU - Gøtzsche, Peter C. AU - Ioannidis, John P.A. AU - Clarke, Mike AU - Devereaux, P. J. AU - Kleijnen, Jos AU - Moher, David T2 - BMJ (Clinical research ed.) AB - Systematic reviews and meta-analyses are essential to summarise evidence relating to efficacy and safety of healthcare interventions accurately and reliably. The clarity and transparency of these reports, however, are not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (quality of reporting of meta-analysis) statement-a reporting guideline published in 1999-there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realising these issues, an international group that included experienced authors and methodologists developed PRISMA (preferred reporting items for systematic reviews and meta-analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this explanation and elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA statement, this document, and the associated website (www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses. DA - 2009/// PY - 2009 DO - 10.1136/bmj.b2700 VL - 339 KW - ___working_potential_duplicate KW - auto_merged ER - TY - JOUR TI - The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. AU - Liberati, Alessandro AU - Altman, Douglas G. AU - Tetzlaff, Jennifer AU - Mulrow, Cynthia AU - Gøtzsche, Peter C. AU - Ioannidis, John P.A. AU - Clarke, Mike AU - Devereaux, P. J. AU - Kleijnen, Jos AU - Moher, David T2 - BMJ (Clinical research ed.) AB - Systematic reviews and meta-analyses are essential to summarise evidence relating to efficacy and safety of healthcare interventions accurately and reliably. The clarity and transparency of these reports, however, are not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (quality of reporting of meta-analysis) statement-a reporting guideline published in 1999-there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realising these issues, an international group that included experienced authors and methodologists developed PRISMA (preferred reporting items for systematic reviews and meta-analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this explanation and elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA statement, this document, and the associated website (www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses. DA - 2009/// PY - 2009 DO - 10.1136/bmj.b2700 VL - 339 KW - ___working_potential_duplicate ER - TY - JOUR TI - Computer-Adaptive Testing: A Methodology Whose Time Has Come AU - Linacre, John Michael DA - 2000/// PY - 2000 KW - ⛔ No DOI found ER - TY - RPRT TI - Complement or Substitute? The Effect of Technology on Student Achievement in India AU - Linden, Leigh T2 - Working Paper AB - Abstract: Using a pair of randomized evaluations, I evaluate a computer assisted learning program designed to reinforce students understanding of material presented in class. The program was implemented in both an in-school and out-of-school model allowing me to assess different strategies for integrating the technology into the existing schools. The effect of the program critically depends on the method of implementation. The program was a poor substitute for the teacher delivered curriculum and as a result, the in-school model caused students to learn significantly less than they otherwise would have learned (-0.57 standard deviations). When implemented as a complement to the normal program in the out-of-school model, however, the program generated average gains of 0.28 standard deviations reflecting small positive (but statistically insignificant) gains by most students and large positive gains by the weakest and older students in the class (from 0.4 to 0.69 standard deviations). The results emphasize the importance of understanding how new technologies and teaching methods both interact with existing resources and differentially affect students with different needs and abilities. DA - 2008/// PY - 2008 DP - Zotero SP - 38 LA - en PB - World Bank SN - 17 UR - chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=https%3A%2F%2Fdocuments1.worldbank.org%2Fcurated%2Fen%2F804371468034237060%2Fpdf%2F448630NWP0Box31er17010Gyan0Shala111.pdf&clen=560959&chunk=true KW - ⛔ No DOI found ER - TY - RPRT TI - Double-Shift Secondary Schools: Possibilities and Issues AU - Linden, Toby DA - 2001/08// PY - 2001 UR - http://documents1.worldbank.org/curated/en/819151468740107174/pdf/multi0page.pdf ER - TY - JOUR TI - JIME - The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning AU - Lovett, Marsha AU - Meyer, Oded AU - Thille, Candace T2 - Journal of Interactive Media in Education AB - The Open Learning Initiative (OLI) is an open educational resources project at Carnegie Mellon University that began in 2002 with a grant from The William and Flora Hewlett Foundation. OLI creates web-based courses that are designed so that students can learn effectively without an instructor. In addition, the courses are often used by instructors to support and complement face-to-face classroom instruction. Our evaluation efforts have investigated OLI courses’ effectiveness in both of these instructional modes – stand-alone and hybrid. This report documents several learning effectiveness studies that were focused on the OLI-Statistics course and conducted during Fall 2005, Spring 2006, and Spring 2007. During the Fall 2005 and Spring 2006 studies, we collected empirical data about the instructional effectiveness of the OLI-Statistics course in stand-alone mode, as compared to traditional instruction. In both of these studies, in-class exam scores showed no significant difference between students in the stand-alone OLI-Statistics course and students in the traditional instructor-led course. In contrast, during the Spring 2007 study, we explored an accelerated learning hypothesis, namely, that learners using the OLI course in hybrid mode will learn the same amount of material in a significantly shorter period of time with equal learning gains, as compared to students in traditional instruction. In this study, results showed that OLI-Statistics students learned a full semester’s worth of material in half as much time and performed as well or better than students learning from traditional instruction over a full semester. Editor: Stephen Godwin (Open University, UK). Reviewers: Tim de Jong (Open University, NL), Elia Tomadaki (Open University, UK), and Stephen Godwin (Open University, UK). Interactive elements: A demonstration of the StatTutor statistics tutorial is available for playback from http://jime.open.ac.uk/2008/14/stattutor_tour/ . The demonstration is in Flash format. http://jime.open.ac.uk/2008/14/stattutor_tour/ DA - 2008/05/20/ PY - 2008 DO - 10.5334/2008-14 DP - jime.open.ac.uk VL - 2008 IS - 1 SP - Art. EP - 13 LA - en SN - 1365-893X ST - JIME - The Open Learning Initiative UR - http://jime.open.ac.uk/articles/10.5334/2008-14/ AN - Adult readers Y2 - 2020/07/22/07:38:58 KW - IDR KW - Mathematics Learning KW - case studies KW - design patterns KW - games KW - methodology KW - open learning KW - pattern languages ER - TY - JOUR TI - Digital Divide in Developing Countries AU - Lu, Ming-te T2 - Journal of Global Information Technology Management DA - 2001/07/01/ PY - 2001 DO - 10.1080/1097198X.2001.10856304 DP - Taylor and Francis+NEJM VL - 4 IS - 3 SP - 1 EP - 4 SN - 1097-198X UR - https://doi.org/10.1080/1097198X.2001.10856304 Y2 - 2021/02/15/15:44:48 ER - TY - JOUR TI - Globalization, corporatism, and critical language education AU - Luke, Allan AU - Luke, Carmen AU - Graham, Phil T2 - International Multilingual Research Journal DA - 2007/// PY - 2007 DO - 10.1080/19313150709336861 DP - Google Scholar VL - 1 IS - 1 SP - 1 EP - 13 ER - TY - JOUR TI - A systems definition of educational technology in society AU - Luppicini, Rocci T2 - Journal of Educational Technology & Society AB - Conceptual development in the field of Educational Technology provides crucial theoretical grounding for ongoing research and practice. This essay draws from theoretical developments both within and external to the field of Educational Technology to articulate a systems definition of Educational Technology in Society. A systems definition of Educational Technology in Society is characterized as a goal oriented problem-solving approach utilizing tools, techniques, theories, and methods from multiple knowledge domains to: (1) design, develop, and evaluate, human and mechanical resources efficiently and effectively in order to facilitate and leverage all aspects of learning, and (2) guide change agency and transformation of educational systems and practices in order to contribute to influencing change in society. This paper offers valuable theoretical grounding to help guide researchers and leaders in the field. DA - 2005/// PY - 2005 DP - Google Scholar VL - 8 IS - 3 SP - 103 EP - 109 LA - en KW - ⚠️ Invalid DOI KW - ⛔ No DOI found ER - TY - JOUR TI - English Language Teaching in Mauritius: A Need for clarity of vision regarding English Language Policy AU - Mahadeo, Satish Kumar T2 - The International Journal of Language, Society and Culture DA - 2006/// PY - 2006 DP - Zotero IS - 18 LA - en UR - https://aaref.com.au/wp-content/uploads/2018/05/18-2.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - ICT in Education in Liberia AU - Mangesi, Kofi T2 - Information for Development DA - 2007/// PY - 2007 DP - Zotero LA - en PB - World Bank Group KW - ⛔ No DOI found ER - TY - JOUR TI - Simplifying complexity: a review of complexity theory AU - Manson, Steven M. T2 - Geoforum DA - 2001/// PY - 2001 DO - 10.1016/S0016-7185(00)00035-X DP - Google Scholar VL - 32 IS - 3 SP - 405 EP - 414 ST - Simplifying complexity ER - TY - CONF TI - Designing for complex ICT-based learning: understanding teacher thinking to help improve educational design AU - Markauskaite, Lina AU - Goodyear, Peter DA - 2009/// PY - 2009 DP - Zotero SP - 12 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - DigEuLit: Concepts and Tools for Digital Literacy Development AU - Martin, Allan AU - Grudziecki, Jan T2 - Innovation in Teaching and Learning in Information and Computer Sciences AB - In the e-permeated society, a society also increasingly unpredictable and uncertain, “digital literacy” becomes not only a key factor in enabling participation in education, as well as employment and other aspects of social life, but also a means of gaining some understanding of the world. The DigEuLit project, funded by the EC eLearning Initiative, has a task of defining digital literacy and developing a framework and tools for digital literacy development in European educational settings. We have observed converging literacies which have gained new relevance in digital environments, and proposed a definition of digital literacy which focuses on the processes of using digital tools to support the achievement of goals in the individual’s life-situation. A suite of online tools is being developed to enable digital literacy progress to be tracked by teachers and learners, and evolution of these tools will continue beyond the life of the project. DA - 2006/12/01/ PY - 2006 DO - 10.11120/ital.2006.05040249 DP - Taylor and Francis+NEJM VL - 5 IS - 4 SP - 249 EP - 267 SN - null ST - DigEuLit UR - https://doi.org/10.11120/ital.2006.05040249 Y2 - 2022/09/21/08:42:42 ER - TY - JOUR TI - School Culture and School Performance: An Explorative Study into the Organizational Culture of Secondary Schools and Their Effects AU - Maslowski, Ralf AB - Thesis (doctoral)--University of Twente, 2001. DA - 2001/01/01/ PY - 2001 DP - ResearchGate ST - School Culture and School Performance UR - https://www.researchgate.net/publication/33763280_School_Culture_and_School_Performance_An_Explorative_Study_into_the_Organizational_Culture_of_Secondary_Schools_and_Their_Effects KW - ⛔ No DOI found ER - TY - BOOK TI - Complexity theory and the philosophy of education A3 - Mason, Mark CY - Malden, MA DA - 2008/// PY - 2008 DP - Gemeinsamer Bibliotheksverbund ISBN SP - 239 LA - en PB - Wiley-Blackwell SN - 978-1-4051-8042-9 ER - TY - RPRT TI - Field-Based Models of Primary Teacher Training: Case Studies of Student Support Systems from Sub-Saharan Africa AU - Mattson, Elizabeth DA - 2006/// PY - 2006 DP - Zotero LA - en PB - Department for International Development KW - C:sub-Saharan Africa KW - ⛔ No DOI found ER - TY - BOOK TI - Policy Entrepreneurship for Poverty Reduction AU - Maxwell, Simon AU - Court, Julius DA - 2006/12/15/ PY - 2006 DP - practicalactionpublishing.com PB - PRACTICAL ACTION PUBLISHING SN - 978-1-78044-563-2 UR - https://practicalactionpublishing.com/book/1646/policy-entrepreneurship-for-poverty-reduction Y2 - 2020/09/24/11:48:39 ER - TY - JOUR TI - Using eco-mapping to understand family strengths and resources AU - McCormick, K AU - Stricklin, S AU - Nowak, T AU - Rous, B T2 - Young Exceptional Children DA - 2008/// PY - 2008 DO - 10.1177/1096250607311932 VL - 11 IS - 2 UR - https://journals.sagepub.com/doi/10.1177/1096250607311932 ER - TY - BOOK TI - Researching mobile learning-Interim report to Becta AU - McFarlane, A AU - Triggs, P AU - Yee, W DA - 2008/// PY - 2008 PB - UK: Becta ER - TY - RPRT TI - Building Quality in Summer Learning Programs: Approaches and Recommendations AU - McLaughlin, Brenda AU - Pitcock, Sarah DA - 2009/09// PY - 2009 DP - Zotero SP - 39 LA - en M3 - White Paper PB - The Wallace Foundation KW - ⛔ No DOI found ER - TY - BOOK TI - Thinking in systems: A primer AU - Meadows, Donella H. DA - 2008/// PY - 2008 DP - Google Scholar PB - Chelsea Green Publishing ST - Thinking in systems KW - _C:Austria AUT KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Germany DEU KW - _C:Guatemala GTM KW - _C:Hungary HUN KW - _C:India IND KW - _C:Iraq IRQ KW - _C:Israel ISR KW - _C:Japan JPN KW - _C:Kuwait KWT KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:Poland POL KW - _C:Romania ROU KW - _C:South Africa ZAF KW - _C:State of Palestine PSE KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:scheme:1 ER - TY - JOUR TI - Text-free user interfaces for illiterate and semiliterate users AU - Medhi, Indrani AU - Sagar, Aman AU - Toyama, Kentaro T2 - Information Technologies and International Development AB - We describe work toward the goal of a user interface (UI) designed such that even novice, illiterate users require absolutely no intervention from anyone at all to use. Our text-free UI is based on many hours of ethnographic design conducted in collaboration with a community of illiterate domestic laborers in three Bangalore slums. An ethnographic design process was used to understand what kind of application subjects would be interested in, how they respond to computing technology, and how they react to specific UI elements. We built two applications using these principles, one for job search for domestic laborers and another for a generic map that could be used for navigating a city. The resulting designs are based on key lessons that we gained through the design process. This article describes the design process, the design principles, which evolved out of the process, the final application designs, and results from initial user testing. Our results confirm previous work that emphasizes the need for semiabstracted graphics and voice feedback, but we additionally find that some aspects of design for illiterate users that have been previously overlooked (such as a consistent help feature). Results also show that the text-free designs are strongly preferred over standard text-based interfaces by the communities which we address and that they are potentially able to bring even complex computer functions within the reach of users who are unable to read. DA - 2007/10/01/ PY - 2007 DO - 10.1162/itid.2007.4.1.37 DP - Fall 2007 VL - 4 IS - 1 SP - 37 EP - 50 J2 - Inf. Technol. Int. Dev. SN - 1544-7529 UR - https://doi.org/10.1162/itid.2007.4.1.37 Y2 - 2020/12/10/16:09:34 ER - TY - JOUR TI - Small-group problem-based learning as a complex adaptive system AU - Mennin, Stewart T2 - Teaching and Teacher Education AB - Small-group problem-based learning (PBL) is widely embraced as a method of study in health professions schools and at many different levels of education. Complexity science provides a different lens with which to view and understand the application of this method. It presents new concepts and vocabulary that may be unfamiliar to practitioners of small-group PBL and other educational methods. This article looks at small-group PBL from the perspective of complex adaptive systems (CAS). It begins with a brief review of the current understanding and practice of PBL. Next some of the characteristics of CAS are reviewed using examples from small-group PBL to illustrate how these characteristics are expressed in that context. The principles and the educational theory in which small-group PBL are embedded are related to CAS. Implications for health professions education are discussed. DA - 2007/04// PY - 2007 DO - 10.1016/j.tate.2006.12.016 DP - DOI.org (Crossref) VL - 23 IS - 3 SP - 303 EP - 313 J2 - Teaching and Teacher Education LA - en SN - 0742051X UR - https://linkinghub.elsevier.com/retrieve/pii/S0742051X06002150 Y2 - 2021/01/06/13:00:23 ER - TY - BOOK TI - Qualitative Research: A Guide to Design and Implementation AU - Merriam, Sharan B. AB - Praise for the Third Edition of Qualitative Research: "Sharan B. Merriam synthesizes twenty years of developments in qualitative research with clarity and acumen." ?Michael Quinn Patton, author, Qualitative Research and Evaluation Methods "Here is a qualitative research methods book that reinforces the connection between professional experience and qualitative inquiry." ?Robert Stake, author, The Art of Case Study Research and Multiple Case Study Analysis "In this new edition, Sharan Merriam once again presents the world of qualitative research in language engaging and accessible?for new and experienced readers alike. If you can have only one book about qualitative research, this is it!" ?Patricia M. Reeves, associate professor, School of Social Work, University of Georgia "Mystified by qualitative research? You couldn't ask for a better guide than Sharan Merriam, who introduces you to the fundamental concepts of this research method, explains its complex forms, and then shows you exactly how to do a high-quality qualitative study." ?M. Carolyn Clark, coeditor, The International Journal of Qualitative Studies in Education DA - 2009/// PY - 2009 LA - en PB - John Wiley & Sons KW - Education / General ER - TY - JOUR TI - Transformative Paradigm: Mixed Methods and Social Justice AU - Mertens, Donna T2 - Journal of Mixed Methods Research AB - The intersection of mixed methods and social justice has implications for the role of the researcher and choices of specific paradigmatic perspectives. The transformative paradigm with its associated philosophical assumptions provides a framework for addressing inequality and injustice in society using culturally competent, mixed methods strategies. The recognition that realities are constructed and shaped by social, political, cultural, economic, and racial/ethnic values indicates that power and privilege are important determinants of which reality will be privileged in a research context. Methodological inferences based on the underlying assumptions of the transformative paradigm reveal the potential strength of combining qualitative and quantitative methods. A qualitative dimension is needed to gather community perspectives at each stage of the research process, while a quantitative dimension provides the opportunity to demonstrate outcomes that have credibility for community members and scholars. Transformative mixed methodologies provide a mechanism for addressing the complexities of research in culturally complex settings that can provide a basis for social change. … Read more DA - 2007/07// PY - 2007 DO - 10.1177/1558689807302811 VL - 1 IS - 3 SP - 212 EP - 225 LA - en UR - https://www.researchgate.net/publication/240730451_Transformative_Paradigm_Mixed_Methods_and_Social_Justice Y2 - 2023/10/18/11:19:04 ER - TY - JOUR TI - Coming to terms: A discussion of John Ogbu’s cultural-ecological theory of minority academic achievement AU - Michael Foster, Kevin T2 - Intercultural education DA - 2004/// PY - 2004 DO - 10.1080/1467598042000313403 DP - Google Scholar VL - 15 IS - 4 SP - 369 EP - 384 ST - Coming to terms ER - TY - RPRT TI - Namibia: ICT Policy for Education | ICT in education policy toolkit AU - Ministry of Basic Education, Sport and Culture AU - Ministry of Higher Education, Training and Employment Creation DA - 2007/// PY - 2007 UR - https://en.unesco.org/icted/content/namibia-ict-policy-education Y2 - 2022/12/02/21:07:03 ER - TY - ELEC TI - The Ghana ICT for Accelerated Development Policy AU - Ministry of Communications DA - 2003/// PY - 2003 UR - https://www.moc.gov.gh/sites/default/files/downloads/Ghana-ICTAD%20Policy-Master-final-2.pdf Y2 - 2020/06/23/09:14:33 ER - TY - GEN TI - National Information and Communications Technologies Policy AU - Ministry of Communications and Transport DA - 2003/// PY - 2003 UR - http://www.ist-africa.org/home/files/Tanzania_ICTPolicy.pdf ER - TY - RPRT TI - National Information and Communications Technologies policy AU - Ministry of Communications and Transport DA - 2003/// PY - 2003 PB - The United Republic of Tanzania UR - http://www.tzonline.org/pdf/ictpolicy2003.pdf Y2 - 2020/11/18/18:40:13 ER - TY - GEN TI - National information and communications technology policy 2003 AU - Ministry of Communications and Transport DA - 2003/// PY - 2003 UR - http://www.ist-africa.org/home/files/Tanzania_ICTPolicy.pdf ER - TY - RPRT TI - National Education Policy 2009 AU - Ministry of Education DA - 2009/// PY - 2009 PB - Government of Pakistan UR - http://itacec.org/document/2015/7/National_Education_Policy_2009.pdf Y2 - 2020/07/21/11:37:17 ER - TY - RPRT TI - National Education Policy AU - Ministry of Education and Federal Training (Pakistan) DA - 2009/// PY - 2009 UR - http://itacec.org/document/2015/7/National_Education_Policy_2009.pdf Y2 - 2020/06/11/12:37:43 ER - TY - GEN TI - Education and Training Policy AU - Ministry of Education and Vocational Training DA - 2009/// PY - 2009 UR - http://www.tzdpg.or.tz/fileadmin/documents/dpg_internal/dpg_working_groups_clusters/cluster_2/education/3-Core_Documents/Education_and_Training_Policy_2009-Translated_Draft.pdf ER - TY - RPRT TI - Education and Training Policy 2009 -Translated Draft AU - Ministry of Education and Vocational Training DA - 2009/// PY - 2009 PB - United Republic of Tanzania UR - http://www.tzdpg.or.tz/fileadmin/documents/dpg_internal/dpg_working_groups_clusters/cluster_2/education/3-Core_Documents/Education_and_Training_Policy_2009-Translated_Draft.pdf Y2 - 2021/03/12/09:46:59 ER - TY - GEN TI - Information and communication technology (ICT) policy for basic education AU - Ministry of Education and Vocational Training DA - 2007/// PY - 2007 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/tanzania_ict_policy_for_basiceducation_2007.pdf ER - TY - RPRT TI - Information & Communication Technology (ICT) policy for Basic Education AU - Ministry of Education and Vocational Training CY - Dar es Salaam DA - 2007/// PY - 2007 LA - EN PB - United Republic of Tanzania UR - http://www.moe.go.tz/sw/machapisho/send/27-policy-sera/219-ict-policy-for-basic-education-2007.html Y2 - 2021/01/15/16:04:17 ER - TY - GEN TI - INSET Strategy and operational plan linked to the Teacher Development and Management Strategy (TDMS), 2008–2013 AU - Ministry of Education and Vocational Training (MoEVT) DA - 2008/// PY - 2008 PB - Dar es Salaam: Ministry of Education and Vocational Training. ER - TY - GEN TI - Education Strategic Plan 2003-2015 AU - Ministry of Education, Ghana DA - 2003/// PY - 2003 LA - EN PB - Government of Ghana UR - http://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ghana_education_strategic_plan.pdf Y2 - 2020/10/12/00:00:00 ER - TY - RPRT TI - Education Strategic Plan 2003–2015 AU - Ministry of Education, Ghana DA - 2003/// PY - 2003 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ghana_education_strategic_plan.pdf Y2 - 2020/06/23/09:09:40 ER - TY - ELEC TI - National Information and Communication Technology Strategy for Education and Training AU - Ministry of Education, Kenya DA - 2006/// PY - 2006 UR - http://nepadkenya.org/documents/MOE-ICT%20in%20Education.pdf Y2 - 2020/07/01/10:18:12 ER - TY - RPRT TI - Kenya Education Sector Support Programme 2005 - 2010 AU - Ministry of Education, Science and Technology DA - 2005/// PY - 2005 DP - Zotero SP - 298 LA - en ER - TY - RPRT TI - Rwanda Vision 2020 AU - Ministry of Finance and Economic Planning CY - Kigali DA - 2000/07// PY - 2000 PB - Republic of Rwanda UR - https://repositories.lib.utexas.edu/bitstream/handle/2152/5071/4164.pdf?sequence=1 Y2 - 2020/12/15/19:35:27 ER - TY - RPRT TI - National ICT Policy of Sierra Leone AU - Ministry of Information and Communications DA - 2009/10/28/ PY - 2009 DP - Zotero SP - 63 LA - en PB - Government of Sierra Leone UR - https://www.ellipsis.co.za/wp-content/uploads/2016/07/SierraLeone.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - "Let's not leave this problem": exploring inclusive education in rural South Africa AU - Mitchell, Claudia AU - De Lange, Naydene AU - Thuy, Nguyen-Thi Xuan T2 - Prospects: Quarterly Review of Comparative Education AB - Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented. DA - 2008/03// PY - 2008 DO - 10.1007/s11125-008-9057-y VL - 38 IS - 1 SP - 99 EP - 112 LA - English SN - 0033-1538, 0033-1538 UR - https://www.academia.edu/14219181/_Let_s_not_leave_this_problem_exploring_inclusive_education_in_rural_South_Africa AN - 61950460; EJ815151 KW - Access to Education KW - Acquired Immunodeficiency Syndrome (AIDS) KW - Developing Nations KW - Disabilities KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education reform KW - Educational Change KW - Educational Policy KW - Foreign Countries KW - Human immunodeficiency virus--HIV KW - Inclusive Schools KW - Mainstreaming KW - Multicultural education KW - Policymakers KW - Poverty KW - Researchers KW - Rural Areas KW - Rural areas KW - Social Attitudes KW - Social Bias KW - Social Isolation KW - Social Justice KW - Social activism KW - South Africa KW - Special Needs Students KW - Teacher Attitudes KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098725 KW - __finaldtb ER - TY - RPRT TI - Literacy Promotion through Mobile Phones AU - Miyazawa, Ichiro DA - 2009/// PY - 2009 DP - Zotero LA - en PB - UNESCO UR - http://www.unesco.org.pk/education/documents/Project%20Brief%20Paper_ICT.pdf ER - TY - JOUR TI - PRISMA: Preferred Reporting Items for Systematic Reviews and Meta-Analyses AU - Moher, D AU - Liberati, A AU - Altman, DG T2 - PLoS Med AB - PRISMA is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses. PRISMA focuses on the reporting of reviews evaluating randomized trials, but can also be used as a basis for reporting systematic reviews of other types of research, particularly evaluations of interventions. DA - 2009/// PY - 2009 DO - 10.1371/journal.pmed100097 VL - 6 IS - 7 UR - http://www.prisma-statement.org/ Y2 - 2019/07/18/13:56:44 KW - THEME: Education management KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement AU - Moher, David AU - Liberati, Alessandro AU - Tetzlaff, Jennifer AU - Altman, Douglas G. T2 - BMJ AB -

David Moher and colleagues introduce PRISMA, an update of the QUOROM guidelines for reporting systematic reviews and meta-analyses

DA - 2009/// PY - 2009 DO - 10.1136/bmj.b2535 DP - www.bmj.com VL - 339 SP - b2535 J2 - BMJ LA - en SN - 1756-1833 ST - Preferred reporting items for systematic reviews and meta-analyses UR - https://www.bmj.com/content/339/bmj.b2535 Y2 - 2020/12/10/14:19:21 KW - ___working_potential_duplicate ER - TY - JOUR TI - Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement AU - Moher, David AU - Liberati, Alessandro AU - Tetzlaff, Jennifer AU - Altman, Douglas G T2 - British Medical Journal DA - 2009/07/21/ PY - 2009 DO - 10.1136/bmj.b2535 DP - Zotero LA - en UR - https://www.bmj.com/content/339/bmj.b2535 KW - ___working_potential_duplicate ER - TY - JOUR TI - Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement AU - Moher, David AU - Liberati, Alessandro AU - Tetzlaff, Jennifer AU - Altman, Douglas G T2 - British Medical Journal DA - 2009/07/21/ PY - 2009 DO - 10.1136/bmj.b2535 DP - Zotero LA - en UR - https://www.bmj.com/content/339/bmj.b2535 KW - ___working_potential_duplicate ER - TY - NEWS TI - Urdu version of Sesame Street from April AU - Mohiuddin, Saeed T2 - The News International AB - Pakistani children would be able to watch the Urdu version of Sesame Street – the most-watched children’s television show in the world – five days a week on both PTV 1 and PTV 2... DA - 2009/03/22/ PY - 2009 LA - en UR - https://www.thenews.com.pk/archive/print/167150-urdu-version-of-sesame-street-from-april Y2 - 2020/08/11/10:18:31 ER - TY - JOUR TI - Modelling and supporting ICT implementation in secondary schools AU - Mooij, Ton AU - Smeets, Ed T2 - Computers & Education DA - 2001/// PY - 2001 DO - 10.1016/S0360-1315(00)00068-3 DP - Google Scholar VL - 36 IS - 3 SP - 265 EP - 281 ER - TY - JOUR TI - School‐based teacher development in Sub‐Saharan Africa: building a new research agenda AU - Moon, Bob T2 - The Curriculum Journal DA - 2007/09// PY - 2007 DO - 10.1080/09585170701590007 DP - DOI.org (Crossref) VL - 18 IS - 3 SP - 355 EP - 371 J2 - Curric. j. LA - en SN - 0958-5176, 1469-3704 ST - School‐based teacher development in Sub‐Saharan Africa UR - https://onlinelibrary.wiley.com/doi/abs/10.1080/09585170701590007 Y2 - 2020/05/12/17:42:51 ER - TY - RPRT TI - Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners AU - Moon, Bob AU - Leach, Jenny AU - Stevens, Mary-Priscilla DA - 2005/// PY - 2005 PB - World Bank UR - https://oro.open.ac.uk/8401/1/Teacher_education_Toolkit_May13.pdf Y2 - 2020/05/16/17:07:12 ER - TY - RPRT TI - Open and distance learning for basic education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas. AU - Morpeth, R AU - Creed, C AU - Cullen, J AU - Page, E AU - Raynor, J CY - Nepal DA - 2009/// PY - 2009 DP - Open WorldCat LA - en PB - United Nations Children's Fund ST - Open and distance learning for basic education in South Asia UR - http://oro.open.ac.uk/25572/1/ODL_for_Hard_to_Reach_Children_Main__Report_.pdf KW - ___working_potential_duplicate ER - TY - RPRT TI - Open and distance learning for basic education in South Asia: its potential for hard-to-reach children and children in conflict and disaster areas. AU - Morpeth, Ros AU - Creed, Charlotte AU - Cullen, Jane AU - Page, Elspeth AU - Raynor, Janet CY - Nepal DA - 2009/// PY - 2009 DP - Open WorldCat LA - en PB - UNICEF ST - Open and distance learning for basic education in South Asia KW - ___working_potential_duplicate ER - TY - RPRT TI - Radio Instruction to Strengthen Education (RISE) in Zanzibar. Learning gains assessment: more than child's play. AU - Morris, Emily AU - Philip, Miriam AU - Othman, Abrahman Faki AU - Mitchell, James AU - Quiones, Esteban J. AU - Leatxe, Denisse AB - Students at a RISE learning center, who now have access to an early childhood education. RADIO INSTRUCTION TO STRENGTHEN EDUCATION (RISE) IN ZANZIBAR LEARNING GAINS ASSESSMENT:… DA - 2009/// PY - 2009 LA - en PB - Education Development Center, Inc. and Ministry of Education and Vocational Training UR - https://cupdf.com/document/radio-instruction-to-strengthen-education-rise-in-iddedcorgsitesiddedcorgfilesradio.html Y2 - 2021/11/02/01:05:57 ER - TY - CHAP TI - Theoretical Saturation AU - Morse, Janice M. T2 - The SAGE Encyclopedia of Social Science Research Methods CY - Thousand Oaks DA - 2004/// PY - 2004 DP - SAGE Knowledge IS - 3 SP - 1123 EP - 1123 PB - SAGE Publications, Inc. UR - http://sk.sagepub.com/reference/socialscience/n1011.xml Y2 - 2019/11/15/11:30:56 ER - TY - JOUR TI - Regression to the mean: treatment effect without the intervention AU - Morton, Veronica AU - Torgerson, David J. T2 - Journal of Evaluation in Clinical Practice DA - 2005/// PY - 2005 DO - 10.1111/j.1365-2753.2004.00505.x DP - Google Scholar VL - 11 IS - 1 SP - 59 EP - 65 ST - Regression to the mean ER - TY - JOUR TI - The interplay between learning and the use of ICT in Rwandan student teachers' everyday practice AU - Mukama, E T2 - Journal of Computer Assisted Learning DA - 2009/11/05/ PY - 2009 DO - 10.1111/j.1365-2729.2009.00326.x VL - 25 IS - 6 UR - https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2009.00326.x Y2 - 2022/08/22/19:49:04 ER - TY - BOOK TI - Teachers in Anglophone Africa: Issues in Teacher Supply, Training, and Management AU - Mulkeen, Aidan DA - 2009/12/02/ PY - 2009 DP - DOI.org (Crossref) LA - en PB - The World Bank SN - 978-0-8213-8053-6 978-0-8213-8071-0 ST - Teachers in Anglophone Africa UR - http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-8053-6 Y2 - 2020/05/16/16:54:12 ER - TY - JOUR TI - Teacher learning and policy intention: selected findings from an evaluation of a large‐scale programme of professional development in the Republic of Ireland AU - Murchan, Damian AU - Loxley, Andrew AU - Johnston, Keith T2 - European Journal of Teacher Education DA - 2009/11// PY - 2009 DO - 10.1080/02619760903247292 DP - DOI.org (Crossref) VL - 32 IS - 4 J2 - European Journal of Teacher Education LA - en SN - 0261-9768, 1469-5928 ST - Teacher learning and policy intention UR - https://www.researchgate.net/publication/232831310_Teacher_learning_and_policy_intention_Selected_findings_from_an_evaluation_of_a_large-scale_programme_of_professional_development_in_the_Republic_of_Ireland Y2 - 2021/05/31/17:50:14 ER - TY - JOUR TI - The impact of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) AU - Murimba, S T2 - Prospects DA - 2005/03// PY - 2005 DO - 10.1007/s11125-005-6822-z VL - 35 IS - 1 SP - 91 EP - 108 ER - TY - JOUR TI - Literature review in mobile technologies and learning AU - Naismith, Laura AU - Sharples, Mike AU - Vavoula, Giasemi AU - Lonsdale, Peter DA - 2004/// PY - 2004 DP - Google Scholar UR - http://telearn.archives-ouvertes.fr/docs/00/19/01/43/PDF/Naismith_2004.pdf Y2 - 2014/05/10/00:14:22 KW - ⛔ No DOI found ER - TY - BLOG TI - Policies and Guidelines | AU - National Commission for Science and Technology DA - 2002/// PY - 2002 UR - https://www.ncst.mw/policies-and-guidelines/ Y2 - 2022/11/02/03:32:56 ER - TY - CHAP TI - Distance education in Ethiopia AU - Nekatibeb, Teshome AU - Tilson, Thomas T2 - D. W. Chapman & L. O. Mahlck (Eds.). Adapting technology for school improvement: a global perspective DA - 2004/// PY - 2004 SP - 123 EP - 148 PB - UNESCO and International Institute for Education Planning UR - https://files.eric.ed.gov/fulltext/ED495385.pdf ER - TY - CONF TI - "User sensitive inclusive design" - in search of a new paradigm AU - Newell, Alan F. AU - Gregor, Peter T3 - CUU '00 AB - This paper considers appropriate research methodologies for the development of Universal Usability. It is written from the viewpoint of research which has the long term objective of developing technological systems for everyone, including people with disabilities. It considers whether new research paradigms are appropriate and how they are different from those used within traditional technological research. It suggests the development of a new paradigm of “User Sensitive Inclusive Design” which includes people with disabilities within a User Centred Design methodology, and recommends a collaborative approach to the development of such a methodology. C1 - New York, NY, USA C3 - Proceedings on the 2000 conference on Universal Usability DA - 2000/11/01/ PY - 2000 DO - 10.1145/355460.355470 DP - ACM Digital Library SP - 39 EP - 44 PB - Association for Computing Machinery SN - 978-1-58113-314-1 UR - https://doi.org/10.1145/355460.355470 Y2 - 2021/04/29/00:00:00 KW - universal design KW - usability KW - user centered design ER - TY - BOOK TI - Using Evidence: How Research Can Inform Public Services AU - Nutley, Sandra M. AU - Isabel, Walter AU - Davies, Huw T. O. AB - This book provides a timely and novel contribution to understanding and enhancing evidence use. It builds on and complements the popular and best-selling What Works?: Evidence-based policy and practice in public services (Davies, Nutley and Smith, Policy Press, 2000), by drawing together current knowledge about how research gets used and how this can be encouraged and improved. In particular, the authors explore various multidiscipliary frameworks for understanding the research use agenda; consider how research use and the impact of research can be assessed; summarise the empirical evidence from the education, health care, social care and criminal justice fields about how research is used and how this can be improved and draw out practical issues that need to be addressed if research is to have greater impact on public services. Using evidence is important reading for university and government researchers, research funding bodies, public service managers and professionals, and students of public policy and management. It will also prove an invaluable guide for anyone involved in the implementation of evidence-based policy and practice. DA - 2007/03/14/ PY - 2007 DP - Google Books SP - 380 LA - en PB - Policy Press SN - 978-1-86134-664-3 ST - Using Evidence UR - https://books.google.co.uk/books/about/Using_Evidence.html?id=UfMefp4rO9sC KW - Political Science / Public Affairs & Administration KW - Political Science / Public Policy / General KW - Social Science / Sociology / General ER - TY - JOUR TI - The Development of Effective Strategies to Teach Reading among Unqualified Primary Teachers in a Developing Country Context AU - O'Sullivan, Margo T2 - International Journal of Early Years Education AB - The teaching of reading in primary classrooms in developing countries, particularly, the teaching of English reading to second-language pupils, receives very little attention in the literature. One notable study that highlighted the low standard of reading in developing countries claimed that the teaching of reading in these countries is in crisis (Williams, 1993). This can be attributed to teachers’ reliance on a rote memory approach to teaching reading. There is, however, very little research available on efforts that attempt to address this problem. This article emerged from a research study of an in-service programme in Namibia and it begins to address this gap. The programme, for mainly unqualified primary teachers, sought to develop teachers’ capacity to teach reading more effectively. It explored the usefulness of various Western strategies to teach reading, bearing the transfer issue in mind. The study highlighted the usefulness of an instructional structured reading lesson and explored the issue of prescription inherent in it. It also found that structured and bottom-up strategies were more effective than top-down strategies. However, the main lesson to be learned is that an eclectic approach to teaching reading, using strategies adapted to the realities within which teachers work, is useful in developing country contexts. DA - 2003/06// PY - 2003 DO - 10.1080/09669760304702 DP - DOI.org (Crossref) VL - 11 IS - 2 SP - 129 EP - 140 J2 - International Journal of Early Years Education LA - en SN - 0966-9760, 1469-8463 UR - https://www.tandfonline.com/doi/full/10.1080/09669760304702 Y2 - 2020/05/15/13:02:19 ER - TY - JOUR TI - Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia AU - O’Sullivan, Margo C. T2 - Teaching and Teacher Education AB - The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reflective approaches. This has undoubtedly influenced the relatively recent introduction of reflective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reflective approaches in the training of unqualified and underqualified primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reflective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reflection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved. DA - 2002/07// PY - 2002 DO - 10.1016/S0742-051X(02)00014-8 DP - DOI.org (Crossref) VL - 18 IS - 5 SP - 523 EP - 539 J2 - Teaching and Teacher Education LA - en SN - 0742051X UR - http://eprints.teachingandlearning.ie/3359/1/O'Sullivan%202002.pdf Y2 - 2021/06/10/19:34:48 ER - TY - BOOK TI - Creating effective teaching and learning environments: first results from TALIS A3 - OECD CY - Paris DA - 2009/// PY - 2009 DP - Gemeinsamer Bibliotheksverbund ISBN SP - 305 LA - en PB - OECD SN - 978-92-64-05605-3 ST - Creating effective teaching and learning environments KW - C:OECD countries ER - TY - RPRT TI - Teachers matter: attracting, developing and retaining effective teachers AU - OECD T2 - Education and training policy DA - 2005/06/08/ PY - 2005 DP - DOI.org (Crossref) LA - en PB - OECD Publishing ST - Teachers matter UR - https://www.oecd.org/education/school/34990905.pdf Y2 - 2020/05/06/14:30:58 ER - TY - RPRT TI - The new millennium learners: Emerging issues from the first expert meeting AU - OECD CY - Paris, France DA - 2007/// PY - 2007 PB - Organisation for Economic Cooperation and Development (OECD) UR - https://www.oecd.org/education/ceri/38444174.pdf ER - TY - RPRT TI - The logical chain: continuing professional development in effective schools AU - Ofsted DA - 2006/07// PY - 2006 UR - https://dera.ioe.ac.uk/5999/1/The%20logical%20chain%20continuing%20professional%20development%20in%20effective%20schools%20(PDF%20format).pdf Y2 - 2021/06/01/18:40:38 ER - TY - RPRT TI - Schools and continuing professional development (CPD) in England – State of the Nation research project: survey report AU - Opfer, D. AU - Pedder, D. AU - Lavicza, Z. CY - London, UK DA - 2008/// PY - 2008 PB - TDA UR - https://www.researchgate.net/profile/David-Pedder/publication/242118392_Schools_and_continuing_professional_development_CPD_in_England_-_State_of_the_Nation_research_project/links/543a98b70cf204cab1daef5c/Schools-and-continuing-professional-development-CPD-in-England-State-of-the-Nation-research-project.pdf ER - TY - RPRT TI - Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions AU - Osborne, J. AU - Hennessy, S. CY - Bristol DA - 2003/// PY - 2003 PB - Nesta FutureLab SN - 6 ST - Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions UR - http://www.nestafuturelab.org/research/reviews/se01.htm Y2 - 0025/01/06/00:00:00 ER - TY - JOUR TI - Applying the general systems theory to students'conflict management in Nigeria's tertiary institutions AU - Oyebade, S. A. T2 - Lagos Journal of Educational Administration and Planning DA - 2001/// PY - 2001 DP - Google Scholar VL - 1 IS - 1 SP - 36 EP - 49 KW - ⛔ No DOI found ER - TY - JOUR TI - A comparative study between tablet and laptop PCs: User satisfaction and preferences AU - Ozok, A Ant AU - Benson, Dana AU - Chakraborty, Joyram AU - Norcio, Anthony F T2 - Intl. Journal of human–computer interaction DA - 2008/// PY - 2008 DO - 10.1080/10447310801920524 VL - 24 IS - 3 SP - 329 EP - 352 ER - TY - JOUR TI - Optimising worked example instruction: Different ways to increase germane cognitive load AU - Paas, Fred AU - van Gog, Tamara T2 - Learning and Instruction T3 - Recent Worked Examples Research: Managing Cognitive Load to Foster Learning and Transfer AB - Worked examples are an effective instructional means to teach complex problem-solving skills. It has been argued that worked examples decrease extraneous load, enabling more Working Memory (WM) resources to be directed to activities that facilitate learning and transfer performance. Hence, cognitive load research has started to shift its focus towards finding instructional techniques that impose a germane cognitive load by stimulating the allocation of WM resources to such activities. This special issue provides an overview of recent experimental research on ways to further optimise the design and delivery of worked examples in order to foster learning and transfer. DA - 2006/04/01/ PY - 2006 DO - 10.1016/j.learninstruc.2006.02.004 DP - ScienceDirect VL - 16 IS - 2 SP - 87 EP - 91 J2 - Learning and Instruction LA - en SN - 0959-4752 ST - Optimising worked example instruction UR - http://www.sciencedirect.com/science/article/pii/S0959475206000181 Y2 - 2020/08/20/16:18:16 ER - TY - ELEC TI - Public Participation, Teacher Accountability, and School Outcomes: Findings from Baseline Surveys in Three Indian States AU - Pandey, Priyanka AU - Goyal, Sangeeta AU - Sundararaman, Venkatesh DA - 2008/// PY - 2008 UR - https://openknowledge.worldbank.org/handle/10986/6346 Y2 - 2022/06/14/23:00:29 ER - TY - BOOK TI - The Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone AU - Paracka, Daniel J. AB - This book is about Fourah Bay College (FBC) and its role as an institution of higher learning in both its African and international context. The study traces the College's development through periods of missionary education (1816-1876), colonial education (1876-1938), and development education (1938-2001). DA - 2006/// PY - 2006 UR - https://www.routledge.com/The-Athens-of-West-Africa-A-History-of-International-Education-at-Fourah/Paracka-Jr/p/book/9781138987630 ER - TY - RPRT TI - Ghana Education Act, 2008 AU - Parliament of the Republic of Ghana DA - 2008/// PY - 2008 UR - https://sapghana.com/data/documents/Education-Act-778.pdf Y2 - 2020/06/23/09:08:11 ER - TY - JOUR TI - Blogging as a Critical Praxis: Becoming a Critical Teacher Educator in the Ague of Participatory Culture AU - Pascarella, John DA - 2009/// PY - 2009 UR - https://escholarship.mcgill.ca/concern/file_sets/hh63sw768?locale=en Y2 - 2022/08/22/21:19:21 KW - ⛔ No DOI found ER - TY - THES TI - Blogging as critical praxis: becoming a critical teacher educator in the age of participatory culture AU - Pascarella, John AB - This self-study of becoming a critical teacher educator extends the research on blogs as a vehicle of critical self-reflection in teaching and teacher education. While the primary focus of this thesis is a self-study of the process of becoming a teacher educator, the author presents findings based on discursive data collected from blogs produced by teacher candidates in two case studies, which inform this process of becoming. The case studies are represented as two “strands”: one carried out in Montréal, Quebec, Canada, at McGill University, and the other carried out near Durban, KwaZulu-Natal, South Africa, at the University of KwaZulu-Natal. Like prior studies involving the use of blogs in teacher preparation, this study examines pre-service teachers’ critical engagement with topics and issues endemic to their current field experiences and future careers in K-12 classrooms. The instructional techniques deployed in the case studies adhered to principles of modeling technology integration in order to transform teaching and learning activities by facilitating a learning environment for pre-service teacher candidates informed by the tenets of critical pedagogy. In this vein, this study examines the implementation of a particular instructional strategy, problem-posing pedagogy, as a practice that integrates the use of blogs to aid the achievement of pre-service teacher candidates’ “critical self-engagement” as well as contribute to the author’s development as a critical teacher educator. DA - 2009/// PY - 2009 LA - English M3 - Ph.D. PB - McGill University UR - https://escholarship.mcgill.ca/concern/theses/wp988k86s KW - 0530:Teacher education KW - 0710:Educational technology KW - Blogging KW - Critical praxis KW - Culture KW - Education KW - Educational technology KW - Participatory culture KW - Teacher education KW - Teacher educator KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097704 KW - __finaldtb ER - TY - BOOK TI - Meta-Study of Qualitative Health Research AU - Paterson, Barbara L. AU - Thorne, S.E. AU - Canam, C. AU - Jillings, C. AB - A Practical Guide to Meta-Analysis and Meta-Synthesis DA - 2001/// PY - 2001 LA - en-us UR - https://us.sagepub.com/en-us/nam/meta-study-of-qualitative-health-research/book19552 Y2 - 2019/11/15/13:41:49 ER - TY - CHAP TI - Maximising the performance of education systems: The case of teacher absenteeism AU - Patrinos, Harry AU - Kagia, Ruth T2 - The Many Faces of Corruption: Tracking Vulnerabilities at the Sector Level CY - Washington D.C. DA - 2007/// PY - 2007 PB - World Bank Group; Education Development Center ER - TY - CHAP TI - TVET and community reintegration: exploring the connections in Sierra Leone's DDR process AU - Paulson, J. T2 - International handbook of education for the changing world of work: bridging academic and vocational learning A2 - Maclean, R. A2 - Wilson, D. CY - London DA - 2009/// PY - 2009 DP - researchspace.bathspa.ac.uk VL - 2 PB - Springer SN - 978-1-4020-5280-4 ST - TVET and community reintegration UR - http://researchspace.bathspa.ac.uk/2554/ Y2 - 2020/12/15/19:20:50 ER - TY - RPRT TI - Schools and continuing professional development (CPD) in England - State of the Nation research project AU - Pedder, David AU - Storey, Anne AU - Opfer, V Darleen DA - 2008/// PY - 2008 PB - Cambridge University and The Open University UR - https://www.researchgate.net/publication/242118392_Schools_and_continuing_professional_development_CPD_in_England_-_State_of_the_Nation_research_project ER - TY - ELEC TI - The Waterfall Model in Large-Scale Development | SpringerLink AU - Petersen, Kai AU - Wohlin, Claes AU - Baca, Dejan DA - 2009/// PY - 2009 UR - https://link.springer.com/chapter/10.1007/978-3-642-02152-7_29 Y2 - 2022/04/25/16:11:13 ER - TY - BOOK TI - Systematic reviews in the social sciences: A practical guide AU - Petticrew, Mark AU - Roberts, Helen T2 - Systematic reviews in the social sciences: A practical guide AB - This book is a guide to planning and conducting a particular type of literature review, one that is increasingly used as a scientific tool: the systematic literature review. The book is aimed at social science researchers, but it provides a more general discussion of systematic reviews for those who want to use and understand them, but don't necessarily want to do one themselves. Most of the recent interest in systematic reviews focuses on reviews of the effectiveness of interventions, reflected in the growth of initiatives like the Campbell and Cochrane Collaborations. This book therefore focuses on reviews of effectiveness, but not exclusively. Systematic reviews are also widely used to synthesize other sorts of evidence, for example in order to answer questions about etiology (causes of problems), or about people's experiences, and we discuss and present examples of such reviews. (PsycINFO Database Record (c) 2016 APA, all rights reserved) CY - Malden DA - 2006/// PY - 2006 DP - APA PsycNET SP - xv, 336 PB - Blackwell Publishing SN - 978-1-4051-2110-1 ST - Systematic reviews in the social sciences KW - Literature Review KW - Social Sciences ER - TY - RPRT TI - Making Schools Inclusive How change can happen AU - Pinnock, H AU - Lewis, I DA - 2008/// PY - 2008 PB - Save the Children UK UR - https://www.eenet.org.uk/resources/docs/Making%20schools%20inclusive%20SCUK.pdf ER - TY - JOUR TI - A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes AU - Ponitz, Claire Cameron AU - McClelland, Megan M. AU - Matthews, J. S. AU - Morrison, Frederick J. T2 - Developmental Psychology AB - The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of behavioral regulation in the fall predicted stronger levels of achievement in the spring and better teacher-rated classroom self-regulation (all ps < .01) but not interpersonal skills. Evidence for domain specificity emerged, in which gains in behavioral regulation predicted gains in mathematics but not in language and literacy over the kindergarten year (p < .01) after site, child gender, and other background variables were controlled. Discussion focuses on the importance of behavioral regulation for successful adjustment to the demands of kindergarten. (PsycINFO Database Record (c) 2017 APA, all rights reserved) DA - 2009/05// PY - 2009 DO - 10.1037/a0015365 DP - EBSCOhost VL - 45 IS - 3 SP - 605 EP - 619 J2 - Developmental Psychology SN - 0012-1649 UR - https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2009-05916-001&site=ehost-live&scope=site Y2 - 2019/11/04/10:09:28 KW - Academic Achievement KW - Achievement KW - Attention KW - Child KW - Child, Preschool KW - Classroom Behavior KW - Cooperative Behavior KW - Female KW - Humans KW - Inhibition (Psychology) KW - Internal-External Control KW - Interpersonal Influences KW - Interpersonal Relations KW - Kindergarten Students KW - Longitudinal Studies KW - Male KW - Mathematics KW - Observation Methods KW - Personality Assessment KW - Self-Regulation KW - Social Behavior KW - Social Control, Informal KW - Temperament KW - academic achievement KW - behavioral self-regulation KW - interpersonal skills KW - kindergarten KW - structured observation ER - TY - JOUR TI - EGRA Liberia: Baseline assessment of reading levels and associated factors AU - Poole, Medina Korda AU - Crouch, Luis AB - This document reports on the results of an Early Grade Reading Assessment (EGRA) study done in Liberia in June of 2008 as part of process of collaboration between the Ministry of Education, the World Bank, and USAID, with technical assistance provided under contract by RTI and its consultants and collaborators.This executive summary reproduced the logic of the entire report and is thus also a guide to the contents and layout of the report.This document first lays out the nature and content of the assessment instrument. DA - 2008/10/31/ PY - 2008 DP - www.rti.org LA - en ST - EGRA Liberia UR - https://www.rti.org/publication/egra-liberia Y2 - 2020/07/30/17:29:07 KW - ⛔ No DOI found ER - TY - JOUR TI - Three Views of Systems Theories and their Implications for Sustainability Education AU - Porter, Terry AU - Córdoba, José-Rodrigo T2 - Journal of Management Education AB - Worldwide, there is an emerging interest in sustainability and sustainability education. A popular and promising approach is the use of systems thinking. However, the systems approach to sustainability has neither been clearly defined nor has its practical application followed any systematic rigor, resulting in confounded and underspecified recommendations. The purpose of this article is to extend the notion of systems thinking as it pertains to sustainability pedagogy. The authors draw from systems theory and other literatures to develop three broad approaches to systems thinking: functionalist, interpretive, and complex adaptive systems (CAS). Each perspective is examined regarding its conceptual underpinnings, implications for sustainability, and pedagogical goals, objectives, skills, and exemplar projects and activities. The authors' goal is to provide the reader with an immanently practical set of ideas and pedagogical tools that may be readily adopted by management educators in any discipline. DA - 2009/06/01/ PY - 2009 DO - 10.1177/1052562908323192 DP - ResearchGate VL - 33 SP - 323 EP - 347 J2 - Journal of Management Education ER - TY - JOUR TI - Evaluating large‐scale interactive radio programmes AU - Potter, Charles AU - Naidoo, Gordon T2 - Distance Education AB - This article focuses on the challenges involved in conducting evaluations of interactive radio programmes in South Africa with large numbers of schools, teachers, and learners. It focuses on the role such large‐scale evaluation has played during the South African radio learning programme’s development stage, as well as during its subsequent sustained implementation phase. The model evolved for evaluation of interactive radio instruction is based within the context of a shoestring/real‐world evaluation tradition, where funding for internal evaluation has been limited over the period of the programme’s development to scale, necessitating focused use of resources in a longitudinal evaluation design. The evaluation approach is participatory and multimethod, linking the requirements of external summative evaluation conducted for accountability, with data yielded by internal (formative and developmental) evaluation. This is done through internal and formative evaluative studies of limited scope, combined with developmental classroom‐based evaluation based on the logic of project team members working with teachers to promote the programme’s self‐evaluative capacity. DA - 2009/05/01/ PY - 2009 DO - 10.1080/01587910902845980 DP - Taylor and Francis+NEJM VL - 30 IS - 1 SP - 117 EP - 141 SN - 0158-7919 UR - https://doi.org/10.1080/01587910902845980 Y2 - 2020/04/21/15:23:40 KW - distance education KW - interactive radio instruction KW - large‐scale implementation KW - modalities KW - pedagogy KW - programme evaluation KW - shoestring/real‐world evaluation ER - TY - RPRT TI - Rethinking Education Management Information Systems: lessons from and options for less developed countries AU - Powell, Marcus T2 - InfoDev Working Papers DA - 2006/// PY - 2006 PB - InfoDev SN - 6 UR - https://www.infodev.org/infodev-files/resource/InfodevDocuments_504.pdf Y2 - 2021/08/03/15:58:45 ER - TY - RPRT TI - Rethinking Education Management Information Systems: Lessons from and Options for Less Developed Countries AU - Powell, Marcus AB - Donors and planners often have unrealistic expectations about what can be achieved in a short time period and underestimate the challenges facing EMIS. DA - 2006/// PY - 2006 LA - en ST - Rethinking Education Management Information Systems UR - https://www.infodev.org/articles/rethinking-education-management-information-systems-lessons-and-options-less-developed Y2 - 2022/05/31/19:45:58 ER - TY - RPRT TI - Rethinking Education Management Information Systems: Lessons from and Options for Less Developed Countries AU - Powell, Marcus AB - Donors and planners often have unrealistic expectations about what can be achieved in a short time period and underestimate the challenges facing EMIS. DA - 2006/// PY - 2006 LA - en ST - Rethinking Education Management Information Systems UR - https://www.infodev.org/articles/rethinking-education-management-information-systems-lessons-and-options-less-developed Y2 - 2022/05/31/19:45:58 ER - TY - JOUR TI - Mother-tongue education in Africa for emancipation and development: Towards the intellectualisation of African languages AU - Prah, Kwesi Kwaa T2 - Languages and education in Africa: A comparative and transdisciplinary analysis DA - 2009/// PY - 2009 DP - Google Scholar SP - 83 EP - 104 ST - Mother-tongue education in Africa for emancipation and development KW - ⛔ No DOI found ER - TY - JOUR TI - Stakeholder Analysis and Social Network Analysis in Natural Resource Management AU - Prell, Christina AU - Hubacek, Klaus AU - Reed, Mark T2 - Society & Natural Resources AB - The increasing use of stakeholder analysis in natural resource management reflects a growing recognition that stakeholders can and should influence environmental decision making. Stakeholder analysis can be used to avoid inflaming conflicts, ensure that the marginalization of certain groups is not reinforced, and fairly represent diverse interests. We present a case study from the Peak District National Park in the United Kingdom, where we used social network analysis to inform stakeholder analysis. This information helped us identify which individuals and categories of stakeholder played more central roles in the network and which were more peripheral. This information guided our next steps for stakeholder selection. The article ends with a discussion on the strengths and limitations of combining social network analysis with stakeholder analysis. DA - 2009/06/04/ PY - 2009 DO - 10.1080/08941920802199202 DP - Taylor and Francis+NEJM VL - 22 IS - 6 SP - 501 EP - 518 SN - 0894-1920 UR - https://doi.org/10.1080/08941920802199202 Y2 - 2021/05/10/13:48:27 KW - participatory resource management KW - social network analysis KW - stakeholder analysis ER - TY - JOUR TI - Careers in Motion: A Longitudinal Retention Study of Role Changing Among Early-Career Urban Educators AU - Quartz, Karen AU - Thomas, Andrew AU - Anderson, Lauren AU - Masyn, Katherine AU - Lyons, Kimberly AU - Olsen, Brad T2 - Teachers College Record AB - Background/Context Teacher retention, especially of qualified teachers within high-poverty schools, is an issue of local, national, and international concern. School staffing research has typically examined two groups: those who remain in full-time classroom teaching versus those who quit teaching altogether. This article complicates the teacher staffing picture and adds a third category of attrition: role changing, which is the phenomenon of teachers shifting into nonteaching professional roles in the field of education. Purpose We asked what proportion of teacher career movement within our sample was attributable to leaving teaching versus role changing. Further, we wanted to know the influence of race/ethnicity, gender, credential type, and age on role-changing patterns. Research Design To deepen our understanding of teacher career patterns, we conducted a 6-year longitudinal study that involved collecting survey data on teacher career movement, school experiences, and attitudes from 838 well-prepared urban educators in their first through eighth career year. These educators had all completed master's degrees in the teacher education program of a high-status urban public university and all began their careers as teachers. After collecting the data, we documented and diagrammed career patterns. In addition, we analyzed the influence of select time invariant covariates on the hazard probabilities of both role changing and leaving education. Findings/Results The study found that not only did teachers move into a variety of non-teaching roles within the field of education, but they also followed diverse career “pathways” along the way. Survival analysis substantiated prior research showing that Latino teachers have lower attrition rates from the field of education compared with White teachers, but this effect disappeared for role changing with the field. In terms of gender, the men in our population were less likely to leave education entirely than women but more likely to leave teaching for a role change in career years 3–8. Teachers with single-subject (secondary) credentials were more likely than their colleagues who held multiple-subject (elementary) credentials to leave teaching for a role change in education. Conclusions/Recommendations Set within the framework of teacher professionalism, we argue that role changing is a form of sanctioned attrition and that understanding movement among roles within the educational workforce is essential for crafting policies and incentives to keep well-prepared teachers rooted in careers that serve the nation's most under-served students. DA - 2008/01/01/ PY - 2008 DO - 10.1177/016146810811000102 DP - ResearchGate VL - 110 J2 - Teachers College Record ST - Careers in Motion ER - TY - CHAP TI - Work Motivation AU - Rainey, Hal G. T2 - Handbook of Organizational Behavior, Revised and Expanded AB - Motivation is one of the central topics in the social sciences, and work motivation plays a similarly central role in organizational behavior (OB). Work motivation has received as much intensive theoretical development as any topic in OB, and as this chapter will do, OB texts typically review a standard series of theories that have competed for acceptance among researchers. As with other major concepts, such as power, leadership, and attitude, scholars have exhaustively debated the proper definition of motivation, and have reported thousands of studies bearing on the topic. DA - 2000/// PY - 2000 ET - 2 PB - Routledge SN - 978-0-429-27136-6 ER - TY - BOOK TI - Tools for knowledge and learning: a guide for development and humanitarian organizations AU - Ramalingam, Ben CY - London, UK DA - 2006/// PY - 2006 DP - Open WorldCat LA - en PB - Overseas Development Institute SN - 978-0-85003-813-2 ST - Tools for knowledge and learning ER - TY - BOOK TI - Hierarchical linear models: applications and data analysis methods AU - Raudenbush, Stephen W. AU - Bryk, Anthony S. T2 - Advanced quantitative techniques in the social sciences CN - HA29 .H64 2002 CY - Thousand Oaks DA - 2002/// PY - 2002 DP - Library Catalog (Blacklight) ET - 2nd ed SP - 485 M1 - 1 PB - Sage Publications SN - 978-0-7619-1904-9 ST - Hierarchical linear models KW - Linear models (Statistics) KW - Social sciences KW - Statistical methods ER - TY - CHAP TI - Aspirations, poverty, and economic change AU - Ray, Debraj T2 - Understanding Poverty AB - This essay discusses a particular aspect of poverty: its close and brutal association with a failure of aspirations. This is not an assertion about individuals who are poor; it is a statement about the condition of poverty itself. Poverty stifles dreams, or at least the process of attaining dreams. Thus, poverty and the failure of aspirations may be reciprocally linked in a self-sustaining trap. This essay seeks to draw out various aspects of this theme and, in the process, to introduce and discuss an aspirations-based view of individual behavior. CY - New York DA - 2006/// PY - 2006 DP - University Press Scholarship SP - 409 EP - 422 LA - eng PB - Oxford University Press SN - 978-0-19-530519-7 UR - https://www.google.co.uk/books/edition/Understanding_Poverty/qVNLt3Cei1EC?hl=en&gbpv=0 Y2 - 2022/03/04/15:06:55 KW - aspirations failure KW - aspirations window KW - collective action KW - individual behavior KW - poor KW - social polarization ER - TY - JOUR TI - Local capture: Evidence from a Central Government Transfer Program in Uganda AU - Reinikka, R. AU - Svensson, J. T2 - The Quarterly Journal of Economics DA - 2004/05/01/ PY - 2004 DO - 10.1162/0033553041382120 DP - DOI.org (Crossref) VL - 119 IS - 2 SP - 679 EP - 705 J2 - The Quarterly Journal of Economics LA - en SN - 0033-5533, 1531-4650 ST - Local Capture UR - https://academic.oup.com/qje/article-lookup/doi/10.1162/0033553041382120 Y2 - 2022/04/07/17:31:43 ER - TY - GEN TI - Langues et école en Guyane AU - Renault-Lescure, Odile AU - Migge, Bettina DA - 2009/// PY - 2009 DP - Google Scholar PB - L'Harmattan ER - TY - BOOK TI - Scales for Rating the Behavioral Characteristics of Superior Students. Technical and Administration Manual. AU - Renzulli, Joseph S. AU - Smith, Linda H. AU - White, Alan J. AU - Callahan, Carolyn M. AU - Hartman, Robert K. AU - Westberg, Karen L. AB - This manual describes development and use of the revised "Scales for Rating the Behavioral Characteristics of Superior Students" (SRBCSS-R), a teacher judgment instrument appropriate for use as one measure in the identification of gifted students. Part 1 explains the judgmental and empirical procedures used to revise the items on the original SRBCSS-R and the methods for conducting two field test administrations of the revised scales. It also presents the results from the analyses and the reliability and validity evidence. Two tables summarize the construct validity data and the criterion-related data on teacher judgment measures. Part 2 provides instructions for administering and interpreting the SRBCSS-R and describes purposes for using the scales, guidelines for using the scales correctly, a teacher training exercise, and how to establish local norms. Five appendices include: the second field test version of the SRBCSS-R, a brief scale for rating student performance in a gifted program, a sample SRBCSS-R, the full teacher-training exercise for using the SRBCSS-R, guidelines for calculating local percentile rank norms, and an article, "A Practical System for Identifying Gifted and Talented Students" by Joseph S. Renzulli. (DB) DA - 2002/// PY - 2002 DP - ERIC LA - en PB - ERIC SN - 978-0-936386-90-4 Y2 - 2022/01/16/18:33:28 KW - Ability Identification KW - Academically Gifted KW - Behavior Rating Scales KW - Elementary Secondary Education KW - Test Interpretation KW - Test Reliability KW - Test Validity KW - Testing ER - TY - BOOK TI - The" thinking" in systems thinking: Seven essential skills AU - Richmond, Barry DA - 2000/// PY - 2000 DP - Google Scholar PB - Pegasus Communications ST - The" thinking" in systems thinking ER - TY - JOUR TI - The Effectiveness of Volunteer Tutoring Programs: A Systematic Review AU - Ritter, Gary AU - Denny, George AU - Albin, Ginger AU - Barnett, Joshua AU - Blankenship, Virginia DA - 2006/01/01/ PY - 2006 VL - 2006 ER - TY - GEN TI - A summary of 'Diffusion of innovations' AU - Robinson, Les DA - 2009/// PY - 2009 UR - https://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf Y2 - 2021/08/05/18:59:58 ER - TY - JOUR TI - Towards a theory of curriculum implementation with particular reference to science education in developing countries AU - Rogan, John M. AU - Grayson, Diane J. T2 - International Journal of Science Education AB - Improving science education is often regarded as a priority for developing countries in order to promote longterm economic development. Thus initiatives, both government and foreign-aid sponsored, aimed at improving science education in developing countries abound. However, all too often the focus of such initiatives is limited to the development of science curricula, while the details of how the curricula will be implemented at school level are often neglected. This paper represents an effort to lay the groundwork for a theory of curriculum implementation with particular reference to developing countries. We have drawn on school development, educational change, and science education literature in order to develop three constructs that could form the heart of such a theory, namely, Profile of Implementation, Capacity to Innovate, and Outside Support. Six propositions are offered to suggest how the constructs may inter-relate as a basis for the development of the theory. The implementation of the natural sciences learning area of the South African Curriculum 2005 is used to illustrate the emerging theory. DA - 2003/10/01/ PY - 2003 DO - 10.1080/09500690210145819 DP - Taylor and Francis+NEJM VL - 25 IS - 10 SP - 1171 EP - 1204 SN - 0950-0693 UR - https://doi.org/10.1080/09500690210145819 Y2 - 2022/10/21/09:19:52 ER - TY - BOOK TI - Diffusion of innovations AU - Rogers, Everett M. DA - 2003/// PY - 2003 ET - 5 PB - Free Press UR - https://www.google.co.uk/books/edition/Diffusion_of_Innovations_5th_Edition/9U1K5LjUOwEC?hl=en&gbpv=0 ER - TY - BOOK TI - Universal Design for Learning: Is It for Everyone? AU - Rose, D AU - Meyer, A AB - Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create universal access to educational curricula for all students, including those with disabilities. The "universal" in UDL does not mean there is a single optimal solution for everyone. Instead, it underscores the need for flexible approaches to teaching and learning that meet the needs of different kinds of learners. In this first UDL Reader, Anne Meyer and David H. Rose, cofounders of CAST, the educational nonprofit that developed the UDL framework, bring together a collection of articles on the practical, classroom dimensions of the UDL revolution in education. The authors offer insights on learner differences, the capacities of new media in the classroom, and effective teaching and assessment practices. The volume also includes lessons from teacher professional development workshops, classroom-based research, and UDL practitioners themselves. A highly readable volume aimed particularly at school teachers and administrators, this book is also an uncommonly accessible introduction to UDL for all readers committed to creating improved and universal access to educational materials for all students. Following a preface (Anne Meyer and David H. Rose), this book contains the following chapters: (1) Applying Universal Design for Learning in the Classroom (Peggy Coyne, Patricia Ganley, Tracey Hall, Grace Meo, Elizabeth Murray, and David Gordon); (2) A UDL Case Story and Model Lesson: Reading Challenges in Geography and Social Studies (The Staff at CAST); (3) Frequent Questions about Universal Design for Learning (Grace Meo); (4) A Level Playing Field: UDL in the Classroom (Lani Harac); (5) Teacher Perspectives: UDL in the Elementary Classroom (Kirsten Lee Howard); (6) Teacher Perspectives: Strategy Instruction Goes Digital (Nicole Strangman); (7) Implications of Universal Design for Learning for Classroom Assessment (David H. Rose and Robert P. Dolan); (8) The Promise of New Learning Environments for Students with Disabilities (Bart Pisha and Skip Stahl); (9) Transforming the Textbook to Improve Learning (Skip Stahl); (10) Engaging the Text: Brain Research and the Universal Design of Reading Strategy Supports (David H. Rose and Bridget Dalton); and (11) Teaching Internet Literacy Strategies: The Hero Inquiry Project (Maya B. Eagleton, Kathleen Guinee, and Karen Langlais). An index is also included. DA - 2006/// PY - 2006 SN - 978-1-891792-30-4 UR - https://eric.ed.gov/?id=ED515447 ER - TY - CHAP TI - Epistemic mediation: Video data as filters for the objectification of teaching by teachers AU - Roth, Wolff-Michael T2 - Video Research in the Learning Sciences A2 - Goldman, Ricki A2 - Pea, Roy A2 - Barron, Brigid A2 - Derry, Sharon AB - Learning science researchers attempting to understand situated human practices traditionally have relied on ethnographic observation and field notes recorded after the events have occurred. However, as Jordan and Henderson articulated in the opening quote, they are faced with the gap between accounts of action and (situated) ac-tions themselves. The problem is heightened when learning science researchers become themselves participants in the setting under study. Thus, a number of learning science researchers-including Magdalene Lampert, Jim Minstrell, David Hammer, and myself-conducted research on cognition and instruction all the while teaching the lessons that are the focus of their studies. Furthermore, an increasing number of teachers continue their formal education and become learning science researchers and teach at elementary and secondary schools. Teacher-researchers are confronted with particular challenges arising from the fact that they are participants in rather than onlookers to the situation to be analyzed and theorized. They are interested rather than disinterested participants, and therefore have something at stake, which harbors particular dangers for the quality of the analyses of learning and instruction in their classrooms that accompany the analytic advantages that derive from their insider role (Roth & Tobin, 2002). Video, as the second quote shows, provides opportunities to teacher-researchers to see themselves and their experiences differently, even pertaining to their own actions. In the second quote, Christina described how watching herself on videotape allowed her notice that she was standing a lot next to the chalkboard even when it was not used during interactions with students. That is, by means of the video, she became aware of her own actions in a different way. CY - New York DA - 2007/// PY - 2007 PB - Routledge ER - TY - RPRT TI - A three-tier citizenship: can the state in Tanzania guarantee linguistic human rights? AU - Rubagumya, Casmir M CY - University of Dar es Salaam, Tanzania DA - 2007/// PY - 2007 DP - Open WorldCat LA - en M3 - Working Paper PB - EdQual Research Programme Consortium SN - 5 ST - A three-tier citizenship ER - TY - JOUR TI - Construct Validity of Raven's Advanced Progressive Matrices for African and Non-African Engineering Students in South Africa AU - Rushton, J. Philippe AU - Skuy, Mervyn AU - Bons, Trudy Ann T2 - International Journal of Selection and Assessment AB - We test the hypothesis that the Raven's Advanced Progressive Matrices has the same construct validity in African university students as it does in non-African students by examining data from 306 highly select 17- to 23-year olds in the Faculties of Engineering and the Built Environment at the University of the Witwatersrand (177 Africans, 57 East Indians, 72 Whites; 54 women, 252 men). Analyses were made of the Matrices scores, an English Comprehension test, the Similarities subscale from the South African Wechsler Adult Intelligence Scale, end-of-year university grades, and high-school grade point average. Out of the 36 Matrices problems, the African students solved an average of 23; East Indian students, 26; and White students, 29 (p<.001), placing them at the 60th, 71st, and 86th percentiles, respectively, and yielding IQ equivalents of 103, 108, and 118 on the 1993 US norms. The same pattern of group differences was found on the Comprehension Test, the Similarities subscale, university course grades, and high-school grade-point average. The items on the Matrices ‘behaved’ in the same way for the African students as they did for the non-African students, thereby indicating the test's internal validity. Item analyses, including a confirmatory factor analysis, showed that the African/non-African difference was most pronounced on the general factor of intelligence. Concurrent validity was demonstrated by correlating the Matrices with the other measures, both individually and in composite. For the African group, the mean r=.28, p<.05, and for the non-African group, the mean r=.27, p<.05. Although the intercepts of the regression lines for the two groups were significantly different, their slopes were not. The results imply that scores on the Raven's Matrices are as valid for Africans as they are for non-Africans. DA - 2004/// PY - 2004 DO - 10.1111/j.0965-075x.2004.00276.x DP - Wiley Online Library VL - 12 IS - 3 SP - 220 EP - 229 LA - en SN - 1468-2389 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.0965-075X.2004.00276.x Y2 - 2019/12/06/12:15:38 ER - TY - JOUR TI - Intrinsic and extrinsic motivations: classic definitions and new directions AU - Ryan, Richard M. AU - Deci, Edward L. T2 - Contemporary Educational Psychology AB - Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed. DA - 2000/01// PY - 2000 DO - 10.1006/ceps.1999.1020 VL - 25 IS - 1 SP - 54 EP - 67 LA - en SN - 0361-476X ST - Intrinsic and extrinsic motivations UR - https://www.sciencedirect.com/science/article/pii/S0361476X99910202 Y2 - 2022/05/10/00:00:00 ER - TY - ELEC TI - The futility of attempting to codify academic achievement standards | SpringerLink AU - Sadler, Royce DA - 2009/// PY - 2009 UR - https://link.springer.com/article/10.1007/s10734-013-9649-1 Y2 - 2022/06/24/09:07:25 ER - TY - JOUR TI - Using Digital Video in Rural Indian Schools: A Study of Teacher Development and Student Achievement AU - Sahni, Urvashi AU - Gupta, Rahul AU - Hull, Glynda AU - Javid, Paul AU - Setia, Tanuja AU - Toyama, Kentaro AU - Wang, Randy AB - This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400% higher in English and almost 300% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age. DA - 2008/// PY - 2008 DP - Zotero SP - 30 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Using Digital Video in Rural Indian Schools: A Study of Teacher Development and Student Achievement AU - Sahni, Urvashi AU - Gupta, Rahul AU - Hull, Glynda AU - Javid, Paul AU - Setia, Tanuja AU - Toyama, Kentaro AU - Wang, Randy AB - This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400% higher in English and almost 300% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age. DA - 2008/// PY - 2008 DP - Zotero SP - 30 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - CONF TI - Using Digital Video in Rural Indian Schools: A Study of Teacher Development and Student Achievement AU - Sahni, Urvashi AU - Gupta, Rahul AU - Hull, Glynda AU - Javid, Paul AU - Setia, Tanuja AU - Toyama, Kentaro AU - Wang, Randy T2 - Annual Meeting of the American Educational Research Association AB - This research explores the deployment of model lessons through digital video as part of an in-service effort to engage teachers in government and private rural Indian schools and non-formal educational settings. Our mixed method design combined tests of skills in English and math with participant observation and videotaping of English and math instruction for 100 children in 3 rural schools and 1 non-formal setting over eight months. In this paper we present analyses of test score data and interactional patterns, followed by a qualitative examination of how one teacher appropriated pedagogical and subject matter knowledge from the model video lessons. Specifically, the data show gains in test scores of subject matter knowledge; children in classes that were part of the intervention scored almost 400% higher in English and almost 300% higher in math than did children in a comparison school. There were changes as well in classroom interactional patterns, suggesting that teachers became more student-centered in their approaches. The qualitative data illustrate how one teacher used and learned from the model lessons over time—for example, acquiring pedagogical strategies for interacting with the children and learning to connect classroom topics to the children’s local social worlds. Most generally, the data demonstrate how a network of teachers, schools, computer professionals, and teacher educators can reconfigure flows of information, tools, people, and texts, creating a band of geospatial opportunity within which the educational and social spaces of inhabitants of remote villages can be improved, allowing them hopeful entry to some of the advantages of a digital information age. C1 - New York DA - 2008/03// PY - 2008 DP - Zotero SP - 30 LA - en UR - https://static1.squarespace.com/static/593ef400d2b85780fbc82544/t/5d700b1522833b0001a0181d/1567623958011/Using+Digital+Video+in+Rural+Indian+Schools+-+A+Study+of+Teacher+Development+and+Student+Achievement.pdf KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - An Evaluative Study of a Distance Teacher Education Program in a University in Ghana AU - Sampong, Kwasi Addo T2 - The International Review of Research in Open and Distributed Learning AB - The study used an adaptation of Provus’ discrepancy evaluation model to evaluate a distance teacher education program in the University of Cape Coast, the premier teacher education institution in Ghana. The study involved comparing performance data of the program as perceived by students and faculty/administrators to standards prepared from the program’s design. Performance data was obtained by administering two survey instruments to a random sample of students and faculty/administrators. Discrepancies between performance and standards were reported. The study concluded that although there were some discrepancies between program standards and performance the program is fulfilling its purpose of upgrading the professional and academic performance of a large number of teachers in the public K-8 schools in Ghana. DA - 2009/09/23/ PY - 2009 DO - 10.19173/irrodl.v10i4.725 DP - DOI.org (Crossref) VL - 10 IS - 4 J2 - IRRODL LA - en SN - 1492-3831 UR - http://www.irrodl.org/index.php/irrodl/article/view/725 Y2 - 2020/05/16/16:05:05 ER - TY - CONF TI - Using system dynamics to model student interest in science technology, engineering, and mathematics AU - Sanchez, H. Alex AU - Wells, Brian AU - Attridge, Joanne M. C3 - Proceedings of The 27th International Conference of the System Dynamics Society DA - 2009/// PY - 2009 DP - Google Scholar SP - 18 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - CONF TI - The Views of Educational Practitioners in Ghana on ICT Use and Instructional Design Practice for Promoting Quality Education AU - Sarfo, Frederick Kwaku T2 - Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007) AB - Many ICT boosters are of the view that ICT on its own can promote quality teaching and learning. In line with this metaphor, the need to provide computers in the classrooms often takes precedence over training teachers to acquire skills in instructional design. However, it is evident in the instructional technology literature that good design of the learning task by the teacher is the fundamental requirement for quality teaching. This study was intended to explore the views of 90 educational practitioners (students, teachers and policy makers) in Ghana on the use of ICT and good design of instruction by the teacher for quality teaching and learning. Five Point Likert-type scales were used for the data collection. The results of the study indicate that in Ghana students are not very certain as to whether ICT or teachers can facilitate the implementation of the first five principles of instruction for quality teaching and learning. Moreover, a great number of teachers and policy makers are of the view that teachers can facilitate the implementation of the first five principles of instruction better than an ICT. However, it was recommended by the students, teachers and policy makers that both teachers and students should be trained to use ICT to facilitate teaching and learning. C1 - Nigata, Japan C3 - Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007) DA - 2007/07// PY - 2007 DO - 10.1109/icalt.2007.255 DP - DOI.org (Crossref) SP - 775 EP - 779 LA - en PB - IEEE SN - 978-0-7695-2916-5 UR - http://ieeexplore.ieee.org/document/4281156/ Y2 - 2020/03/17/17:02:35 ER - TY - JOUR TI - Professional Development for K–12 Math and Science Teachers: What Do We Really Know? AU - Scher, Lauren AU - O'Reilly, Fran T2 - Journal of Research on Educational Effectiveness AB - As investments in K–12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that explore mechanisms through which professional development programs influence teacher knowledge, teacher practices, and ultimately student achievement. We quantitatively pool the most rigorous evaluation research available to determine whether currently held beliefs in the field are supported by the evidence. Although this study does find some support for the guidance propounded by experts, it cautions policymakers and practitioners that the current evidence base is thin. We urge researchers to build on what we have learned through theory and practice to increase the rigor of evaluations on this important topic by incorporating valid and reliable measures of professional development components as well as valid measures of teacher knowledge and practices. DA - 2009/07/09/ PY - 2009 DO - 10.1080/19345740802641527 DP - DOI.org (Crossref) VL - 2 IS - 3 SP - 209 EP - 249 J2 - Journal of Research on Educational Effectiveness LA - en SN - 1934-5747, 1934-5739 ST - Professional Development for K–12 Math and Science Teachers UR - http://www.tandfonline.com/doi/abs/10.1080/19345740802641527 Y2 - 2020/05/15/12:04:29 KW - C:United States ER - TY - BOOK TI - Achieving Equality of Student Internet Access Within Schools. AU - Schofield, Janet Ward AU - Davidson, Ann Locke DA - 2004/// PY - 2004 DP - Google Scholar PB - American Psychological Association ER - TY - RPRT TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, J. AU - Dembélé, M. T2 - Fundamentals of Educational Planning Series CY - Paris DA - 2007/// PY - 2007 PB - International Institute for Educational Planning ST - Global perspectives on teacher learning: improving policy and practice UR - https://unesdoc.unesco.org/ark:/48223/pf0000150261 KW - ___working_potential_duplicate ER - TY - RPRT TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, J. AU - Dembélé, M. T2 - Fundamentals of Educational Planning Series CY - Paris DA - 2007/// PY - 2007 PB - International Institute for Educational Planning ST - Global perspectives on teacher learning: improving policy and practice UR - https://unesdoc.unesco.org/ark:/48223/pf0000150261 KW - ___working_potential_duplicate ER - TY - JOUR TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, Jack AU - Dembelé, Martial T2 - UNESCO-IIEP AB - This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate DA - 2007/01// PY - 2007 LA - en ST - Global perspectives on teacher learning UR - https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice Y2 - 2020/09/15/17:56:48 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, Jack AU - Dembelé, Martial T2 - UNESCO-IIEP AB - This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate DA - 2007/01// PY - 2007 LA - en ST - Global perspectives on teacher learning UR - https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice Y2 - 2020/09/15/17:56:48 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Global Perspectives on Teacher Learning: improving policy and practice | Request PDF AU - Schwille, Jack AU - Dembelé, Martial T2 - UNESCO-IIEP AB - Request PDF | Global Perspectives on Teacher Learning: improving policy and practice | Incl. bibl. This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate DA - 2007/01// PY - 2007 LA - en ST - Global Perspectives on Teacher Learning UR - https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice Y2 - 2020/09/15/17:56:48 KW - ⛔ No DOI found ER - TY - BOOK TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, John AU - Dembélé, Martial CY - Paris DA - 2007/// PY - 2007 PB - UNESCO: International Institute for Educational Planning UR - https://unesdoc.unesco.org/ark:/48223/pf0000150261 KW - C:International KW - ___working_potential_duplicate ER - TY - JOUR TI - Developing an HIV/AIDS Education Curriculum for Takalani Sesame, South Africa's Sesame Street AU - Segal, Lauren AU - Cole, Charlotte Frances AU - Fuld, Janice T2 - Early Education and Development AB - The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them. DA - 2002/10/01/ PY - 2002 DO - 10.1207/s15566935eed1304_2 DP - Taylor and Francis+NEJM VL - 13 IS - 4 SP - 363 EP - 378 SN - 1040-9289 UR - https://doi.org/10.1207/s15566935eed1304_2 Y2 - 2020/03/25/13:34:50 ER - TY - BOOK TI - Defining the Digital Divide: Developing a Theoretical Understanding of Inequalities in the Information Age AU - Selwyn, Neil CY - Cardiff DA - 2002/03/21/ PY - 2002 DP - Amazon SP - 60 LA - English PB - Cardiff University School of Social Sciences SN - 978-1-872330-96-9 ST - Defining the Digital Divide ER - TY - BOOK TI - Development as Freedom AU - Sen, Amartya AB - In Development as Freedom Amartya Sen explains how in a world of unprecedented increase in overall opulence millions of people living in the Third World are still unfree. Even if they are not technically slaves, they are denied elementary freedoms and remain imprisoned in one way or another by economic poverty, social deprivation, political tyranny or cultural authoritarianism. The main purpose of development is to spread freedom and its 'thousand charms' to the unfree citizens. Freedom, Sen persuasively argues, is at once the ultimate goal of social and economic arrangements and the most efficient means of realizing general welfare. Social institutions like markets, political parties, legislatures, the judiciary, and the media contribute to development by enhancing individual freedom and are in turn sustained by social values. Values, institutions, development, and freedom are all closely interrelated, and Sen links them together in an elegant analytical framework. By asking 'What is the relation between our collective economic wealth and our individual ability to live as we would like?' and by incorporating individual freedom as a social commitment into his analysis Sen allows economics once again, as it did in the time of Adam Smith, to address the social basis of individual well-being and freedom. DA - 2001/01/18/ PY - 2001 DP - Google Books SP - 394 LA - en PB - OUP Oxford SN - 978-0-19-289330-7 KW - Business & Economics / Economics / General KW - Political Science / General ER - TY - JOUR TI - Affordability and cost-effectiveness: decision-making on the cost-effectiveness plane AU - Sendi, P. P. AU - Briggs, A. H. T2 - Health Economics AB - Much recent research interest has focused on handling uncertainty in cost-effectiveness analysis and in particular the calculation of confidence intervals for incremental cost-effectiveness ratios (ICERs). Problems of interpretation when ICERs are negative have led to two important and related developments: the use of the net-benefit statistic and the presentation of uncertainty in cost-effectiveness analysis using acceptability curves. However, neither of these developments directly addresses the problem that decision-makers are constrained by a fixed-budget and may not be able to fund new, more expensive interventions, even if they have been shown to represent good value for money. In response to this limitation, the authors introduce the affordability curve which reflects the probability that a programme is affordable for a wide range of threshold budgets. The authors argue that the joint probability an intervention is affordable and cost-effective is more useful for decision-making since it captures both dimensions of the decision problem faced by those responsible for health service budgets. DA - 2001/10// PY - 2001 DO - 10.1002/hec.639 DP - eprints.gla.ac.uk VL - 10 IS - 7 SP - 675 EP - 680 LA - en-GB SN - 1057-9230 ST - Affordability and cost-effectiveness UR - http://dx.doi.org/10.1002/hec.639 Y2 - 2022/03/29/08:55:45 ER - TY - BOOK TI - Experimental and quasi-experimental designs for generalized causal inference AU - Shadish, William R AU - Cook, Thomas D AU - Campbell, Donald T DA - 2002/// PY - 2002 PB - Houghton, Mifflin and Company SN - 0-395-61556-9 ER - TY - JOUR TI - Integrating technology into mother-tongue education: Examples from Hebrew AU - Shalom, Tsila AU - Nir-Sagiv, Bracha T2 - L1-Educational Studies in Language and Literature AB - This paper describes the current approach to the instruction of Hebrew as a mother-tongue (L1) language based on technological developments and on the relationship between technology and pedagogy. As such, we rely on well-known models of integrating computerized tools and distance learning in the educational system, while emphasizing the potential contribution of these environments to L1 education. At the core of this paper is the combination of linguistic and didactic approaches to L1 teaching that bring together both theoretical and functional aspects of learning and teaching language via a computer. The focus here is on technologically-based L1 learning environments that combine different types of computerized tools within a comprehensive language-learning/teaching system that is designed for facilitating and improving language skills. This system is cognitively motivated, and is modeled on a combination of elements, such as principles of constructivist, social, and active learning. The structural-conceptual framework of this environment complies with principles of both local and global connectivity and hierarchy. For example, at the local level, learning materials are connected through a hypertext structure; at the global level, the entire system is inter-connected, with assignments linked to dictionaries and relevant websites, and the learners themselves connected through email and forums. The teaching/learning processes that take place within this L1 environment are illustrated by examples of both online and offline computerized courses. DA - 2007/07/08/ PY - 2007 DO - 10.17239/L1ESLL-2007.07.02.03 DP - l1research.org VL - 7 SP - 121 EP - 140 LA - en SN - 1573-1731 ST - Integrating technology into mother-tongue education UR - https://l1research.org/article/view/237 Y2 - 2022/04/06/16:14:36 KW - technology ER - TY - JOUR TI - Civil society and right to information: a perspective on India’s experience AU - Sharma, P T2 - Eldis DA - 2004/// PY - 2004 UR - https://www.eldis.org/document/A41898 Y2 - 2022/06/20/23:04:16 KW - ⛔ No DOI found ER - TY - RPRT TI - Teaching Well? Educational reconstruction efforts and support to teachers in postwar Liberia AU - Shriberg, Janet DA - 2007/// PY - 2007 PB - International Rescue Committee UR - http://www.ungei.org/resources/files/doc_1_Teaching_Well_-_IRC_Liberia_Report-1.pdf Y2 - 2020/05/19/11:10:16 ER - TY - BOOK TI - Maine’s middle school laptop program: Creating better writers AU - Silvernail, David L AU - Gritter, Aaron K DA - 2007/// PY - 2007 PB - Gorham, ME: Maine Education Policy Research Institute ER - TY - JOUR TI - Beyond Instructional Design: Making Learning Design a Reality AU - Sims, Rod T2 - Journal of Learning Design AB - When we reflect on the emergence of online education and e-learning as the leading contender to confront the traditions of face-to-face teaching and learning, it is not only a case of better understanding the characteristics of online environments, but also timely to assess the relevance of theories and frameworks informing the design and implementation of those environments. Over the past twenty five years, the value of technology to education has been a significant focus of teachers, learners and institutional administration; it is also a period that has been characterised by lighthouse success stories, rigorous research, technological determinism and unfulfilled promises. As each new generation of technology appeared in the classroom (microcomputers, colour monitors, hypermedia, multimedia, internet), a new generation of early adopters appeared, each seemingly unaware of the research and knowledge gained by the previous generation. In this paper the argument is proposed that even with the strong foundation of knowledge that informs the appropriate ways to use technology for teaching and learning, too often that knowledge has been misunderstood or misused or ignored. The paper is based on the keynote presentation to the Online Learning and Teaching Conference held in Brisbane on September 23rd, 2005. The theme of the conference, "Beyond Delivery," was extremely timely as it marked the assertion that it was time to put the simple digitisation of materials behind us and focus on the active, engaging learning opportunities that effectively put the learning back into e-learning to take advantage of collaborative tools, learning communities and mediated conversation for new millennial learners. More importantly the statement that we are "beyond delivery" also suggests that it is time to embrace change and reflect on new ways to conceptualise the design of online learning environments. Through this paper an argument is presented for a proactive approach to the conceptualisation, formation and maintenance of online environments that cater specifically for the individual learner. Through an analysis of design strategies, proactive modelling and interactive metrics, a new framework is presented to address the pedagogy of online environments and present an alternative to common instructional design practices. For those committed to online teaching and learning environments populated with collaborating and reflective participants, this framework goes well beyond delivery to a pedagogy centred on emancipation and empowerment for the engaged learner. DA - 2006/// PY - 2006 DP - ERIC VL - 1 IS - 2 SP - 1 EP - 9 LA - en SN - 1832-8342 ST - Beyond Instructional Design UR - https://eric.ed.gov/?id=EJ1066491 Y2 - 2020/09/18/11:21:38 KW - Active Learning KW - Audio Equipment KW - Cognitive Style KW - Communities of Practice KW - Computer Mediated Communication KW - Conferences (Gatherings) KW - Cooperative Learning KW - Educational Technology KW - Electronic Learning KW - Empowerment KW - Epistemology KW - Feedback (Response) KW - Guidelines KW - Instructional Design KW - Models KW - Online Courses KW - Student Role KW - Teacher Role KW - Teaching Methods KW - Video Technology KW - ⛔ No DOI found ER - TY - BOOK TI - Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence AU - Singer, Judith D. AU - Willett, John B. AB - Change is constant in everyday life. Infants crawl and then walk, children learn to read and write, teenagers mature in myriad ways, the elderly become frail and forgetful. Beyond these natural processes and events, external forces and interventions instigate and disrupt change: test scores may rise after a coaching course, drug abusers may remain abstinent after residential treatment. By charting changes over time and investigating whether and when events occur, researchers reveal the temporal rhythms of our lives. Applied Longitudinal Data Analysis is a much-needed professional book for empirical researchers and graduate students in the behavioral, social, and biomedical sciences. It offers the first accessible in-depth presentation of two of today's most popular statistical methods: multilevel models for individual change and hazard/survival models for event occurrence (in both discrete- and continuous-time). Using clear, concise prose and real data sets from published studies, the authors take you step by step through complete analyses, from simple exploratory displays that reveal underlying patterns through sophisticated specifications of complex statistical models.Applied Longitudinal Data Analysis offers readers a private consultation session with internationally recognized experts and represents a unique contribution to the literature on quantitative empirical methods.Visit http://www.ats.ucla.edu/stat/examples/alda.htm for:DT Downloadable data setsDT Library of computer programs in SAS, SPSS, Stata, HLM, MLwiN, and moreDT Additional material for data analysis DA - 2003/03/27/ PY - 2003 DP - Google Books SP - 672 LA - en PB - Oxford University Press, USA SN - 978-0-19-515296-8 ST - Applied Longitudinal Data Analysis KW - Mathematics / Probability & Statistics / General KW - Medical / Epidemiology KW - Psychology / Statistics ER - TY - BOOK TI - A guide to developing the ICT curriculum for early childhood education. AU - Siraj-Blatchford, I AU - Siraj-Blatchford, J DA - 2006/// PY - 2006 PB - Stylus Publishing, LLC. ER - TY - JOUR TI - Stills, not full motion, for interactive spatial training: American, Turkish and Taiwanese female pre-service teachers learn spatial visualization AU - Smith, Glenn Gordon AU - Gerretson, Helen AU - Olkun, Sinan AU - Yuan, Yuan AU - Dogbey, James AU - Erdem, Aliye T2 - Computers & Education AB - This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial visualization and mental rotation. The study used a pretest, intervention, posttest research design with experimental and comparison groups. The experimental group participated in transformational geometry visualization exercises, once a week for six weeks, for approximately 20minutes each session. Instruments were standardized measures of spatial visualization and mental rotation; intervention activity worksheets directed the participants through 2D and 3D transformational geometry tasks in computer environments. For Turkish and Taiwanese participants, the experimental group improved significantly more than the control group in spatial visualization, while the American participants showed no such significant improvement. DA - 2009/01/01/ PY - 2009 DO - 10.1016/j.compedu.2008.07.011 DP - ScienceDirect VL - 52 IS - 1 J2 - Computers & Education LA - en SN - 0360-1315 ST - Stills, not full motion, for interactive spatial training UR - https://www.sciencedirect.com/science/article/pii/S0360131508001127 Y2 - 2022/08/23/06:37:59 KW - Applications in subject areas KW - Improving classroom teaching KW - Interactive learning environments KW - Pedagogical issues KW - Teaching/learning strategies ER - TY - RPRT TI - Home language and education in the developing world AU - Smits, Jeroen AU - Huisman, Janine AU - Kruijff, Karine AB - In this report the relationship between the language spoken at home and educational attendance and attainment is studied for 26 developing countries from all regions of the developing world. For these 26 countries, we have constructed country profiles that show the percentages of the population belonging to the major linguistic groups and the variation in adult educational attainment and children’s educational attendance among the these groups. The profiles reveal for most of the countries substantial variation in educational attendance and attainment according to home language. This variation is present both for men and women and in urban and rural areas. To gain insight into the causes of the variation in attendance of children, two multivariate analyses are performed. The first analysis focuses on the variation within the countries. It shows that in most countries a substantial part of the variation in attendance among linguistic groups is due to variation in household wealth, parental education, gender, and urbanization of place of living of the members of the groups. In the second analysis we use multilevel models to study for 153 linguistic groups whether the variation in attendance of children is related to variation in the availability of mothertongue based multilingual education, in concentration of the groups in rural areas, and in the country’s degree of linguistic fractionalization. Educational attendance is higher when there is mother-tongue instruction in the language spoken by the group and it is lower for groups concentrated in rural areas. The positive effects of mother-tongue instruction are stronger for groups concentrated in rural areas, thus highlighting its potential for improving the situation of groups in more difficult circumstances. Group size and linguistic fractionalization of the country have no effect on attendance and the effects of mother-tongue instruction are about equally strong for girls and boys. DA - 2008/// PY - 2008 DP - Zotero LA - en UR - https://www.observatoireplurilinguisme.eu/images/Education/home%20language%20and%20education%20in%20the%20developping%20world.pdf ER - TY - JOUR TI - A leader's framework for decision making AU - Snowden, David J. AU - Boone, Mary E. T2 - Harvard business review DA - 2007/// PY - 2007 DP - Google Scholar VL - 85 IS - 11 SP - 68 KW - ⛔ No DOI found ER - TY - JOUR TI - Aid Effectiveness and Policy Ownership AU - Sobhan, R T2 - Development and Change DA - 2002/// PY - 2002 DO - 10.1111/1467-7660.00267 VL - 33 IS - 3 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-7660.00267 ER - TY - JOUR TI - A study on NGO services for children in Mumbai, India AU - Sonawat, Reeta AU - Sikh, Shanna T2 - Jurnal Ilmu Komunikasi AB - The present research was conducted to study NGOs services for children in Mumbai through a child rights perspective. The study was exploratory in nature and aimed to assess the implementation of child rights by the NGOs. 35 NGOs working for children in the city of Mumbai comprised the sample and were studied using a questionnaire and rating scale as tools. Findings revealed that education (74 percent) and health (54 percent) were the most common concerns of the organizations. Only 17 percent of the NGOs considered child rights to be a concern. The NGOs implemented the right to participation better than any other right. The right to survival was, however, grossly neglected. It was concluded that there are several gaps and areas of lack in the services offered to children. There is also an urgent need to spread awareness amongst the NGO workers themselves to make child rights a part of organizational mandates. DA - 2007/// PY - 2007 DO - 10.24002/jik.v4i1.231 DP - ResearchGate VL - 4 IS - 1 SP - 73 EP - 94 J2 - Jurnal ILMU KOMUNIKASI ER - TY - ELEC TI - Quality in Qualitative Evaluation: A framework for assessing research evidence AU - Spencer, Liz AU - Ritchie, Jane AU - Lewis, Jane AU - Dillon, Lucy T2 - GOV.UK AB - Guidance on maintaining the quality of qualitative evaluation for use in Government research DA - 2003/// PY - 2003 LA - en ST - Quality in Qualitative Evaluation UR - https://www.gov.uk/government/publications/government-social-research-framework-for-assessing-research-evidence Y2 - 2019/12/11/13:38:49 ER - TY - RPRT TI - Sierra Leone Demographic and Health Survey 2008 AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2009/07// PY - 2009 DP - Zotero SP - 459 LA - en PB - Ministry of Health and Sanitation UR - https://dhsprogram.com/pubs/pdf/FR225/FR225.pdf ER - TY - JOUR TI - Learning from evidence in a complex world AU - Sterman, John D. T2 - American journal of public health DA - 2006/// PY - 2006 DO - 10.2105/AJPH.2005.066043 DP - Google Scholar VL - 96 IS - 3 SP - 505 EP - 514 ER - TY - JOUR TI - From formative assessment to assessment FOR learning: a path to success in standards-based schools AU - Stiggins, Rick T2 - The Phi Delta Kappan DA - 2005/// PY - 2005 DO - https://www.jstor.org/stable/20441998 DP - JSTOR VL - 87 IS - 4 SP - 324 EP - 328 SN - 0031-7217 ST - From formative assessment to assessment for learning Y2 - 2021/11/11/20:41:32 KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Understanding technology adoption: theory and future directions for informal learning AU - Straub, Evan T. T2 - Review of Educational Research AB - How and why individuals adopt innovations has motivated a great deal of research. This article examines individuals’ computing adoption processes through the lenses of three adoption theories: Rogers’s innovation diffusion theory, the Concerns-Based Adoption Model, the Technology Acceptance Model, and the United Theory of Acceptance and Use of Technology. Incorporating all three models, this article suggests technology adoption is a complex, inherently social, developmental process; individuals construct unique yet malleable perceptions of technology that influence their adoption decisions. Thus, successfully facilitating technology adoption must address cognitive, emotional, and contextual concerns. This article also focuses specific attention on adoption theory outside of a formal organization and the implications of adoption theory on informal environments. DA - 2009/06// PY - 2009 DO - 10.3102/0034654308325896 DP - DOI.org (Crossref) VL - 79 IS - 2 SP - 625 EP - 649 J2 - Review of Educational Research LA - en SN - 0034-6543, 1935-1046 ST - Understanding technology adoption UR - http://journals.sagepub.com/doi/10.3102/0034654308325896 Y2 - 2021/11/10/17:29:25 ER - TY - RPRT TI - Inclusive Education Where there are Few Resources AU - Stubbs, Sue CY - Oslo, Norway DA - 2008/09// PY - 2008 SP - 156 PB - The Atlas Alliance UR - http://www.eenet.org.uk/resources/docs/IE%20few%20resources%202008.pdf ER - TY - RPRT TI - Teacher Learning Circles: Reading Theory in Practice Through Dialogue AU - Suda, Liz CY - Melbourne DA - 2007/// PY - 2007 DP - Zotero LA - en UR - https://d1wqtxts1xzle7.cloudfront.net/39855136/LizSuda_TeacherLearningCircles-paper-libre.pdf?1447141994=&response-content-disposition=attachment%3B+filename%3DTeacher_Learning_Circles.pdf&Expires=1699054502&Signature=OenCSaZ7Nm8kDcdGxBjpZl6heJCRJ9WlAie5Jp~py4b8nO1lUNsMVNec28e3T-PKHSLa~QwVsWP9i6WJq5vJjlS49uyHfd8mtr29ue72I3T~cfyc0qn0JcMf7PkJT2fb9axQJHntvGKb2R6j7lyqSw45WQR1e1hTApxASgAEquP3qG6re3zyrU-VG5jCbjjbZxCh0z6Dq55kugcpLzs3xRikAS4~0e48mO858N9ecuNEoSRvwOC65N5lDH0UkMQiJTFQBzxN5i0eW-rn9JlEvMagijY1WjiDDm9QEkr2VKPRvY2XbRL0guR36u339y9G-OmIpOeKYAYy2pKvlXtljw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA ER - TY - JOUR TI - An EMIS for Palestine – the Education Management Information System in the West Bank and Gaza Strip AU - Sultana, Ronald G. T2 - Mediterranean Journal of Educational Studies DA - 2003/// PY - 2003 DO - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.520.1792&rep=rep1&type=pdf DP - CiteSeer VL - 7 IS - 2 SP - 61 EP - 92 KW - ⚠️ Invalid DOI KW - ⛔ No DOI found ER - TY - GEN TI - Story Guide: Building bridges using narrative techniques – Story-telling aid AU - Swiss Agency for Development and Cooperation [SDC] DA - 2007/// PY - 2007 LA - en PB - SDC ST - Story Guide UR - https://www.eda.admin.ch/deza/en/home/suche/suchresultat.html/content/publikationen/en/deza/diverse-publikationen/geschichten-handbuch Y2 - 2023/05/19/22:23:29 ER - TY - JOUR TI - Bridging research and policy: a UK perspective AU - Taylor, Matthew T2 - Journal of International Development DA - 2005/// PY - 2005 DO - 10.1002/jid.1237 DP - Wiley Online Library VL - 17 IS - 6 SP - 747 EP - 757 LA - en SN - 1099-1328 ST - Bridging research and policy UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/jid.1237 Y2 - 2020/09/23/12:13:54 ER - TY - RPRT TI - The Ghana ICT for Accelerated Development Policy AU - The Republic of Ghana DA - 2003/06// PY - 2003 UR - https://www.moc.gov.gh/sites/default/files/downloads/Ghana-ICTAD%20Policy-Master-final-2.pdf Y2 - 2020/06/29/11:42:20 ER - TY - ELEC TI - Narional Information and Communications Technologies policy AU - The United Republic of Tanzania Ministry of Communications and Transport DA - 2003/// PY - 2003 UR - http://www.ist-africa.org/home/files/Tanzania_ICTPolicy.pdf Y2 - 2020/06/29/15:55:37 ER - TY - BOOK TI - Increasing student motivation: strategies for middle and high school teachers AU - Theobald, Margaret A. AB - This unique resource provides a wealth of theories and strategies for teachers to help spark students' motivations to learn and succeed beyond their formal schooling years. DA - 2006/// PY - 2006 DP - Google Books LA - en PB - Corwin Press SN - 978-1-4522-1521-1 ST - Increasing student motivation UR - https://books.google.co.uk/books?id=sXjDAgAAQBAJ&dq=Increasing+student+motivation:+strategies+for+middle+and+high+school+teachers KW - Education / General ER - TY - JOUR TI - Qualitative Metasynthesis: Reflections on Methodological Orientation and Ideological Agenda AU - Thorne, Sally AU - Jensen, Louise AU - Kearney, Margaret H. AU - Noblit, George AU - Sandelowski, Margarete T2 - Qualitative Health Research AB - In an era of pressure toward evidence-based health care, we are witnessing a new enthusiasm for qualitative metasynthesis as an enterprise distinct from conventional literature reviews, secondary analyses, and the many other scholarly endeavors with which it is sometimes confused. This article represents the reflections of five scholars, each ofwhom has authored a distinct qualitative metasynthesis strategy. By providing the reader a glimpse into the tradition of their various qualitative metasynthesis projects, these authors offer a finely nuanced examination of the tensions between comparison and integration, deconstruction and synthesis, and reporting and integration within the metasynthesis endeavor. In so doing, they account for many of the current confusions about representation and generalization within the products of these inquiries. Through understanding the bases of their unique angles of vision, the reader is invited to engage in their commitment to scholarly integrity and intellectual credibility in this emerging methodological challenge. DA - 2004/12/01/ PY - 2004 DO - 10.1177/1049732304269888 DP - SAGE Journals VL - 14 IS - 10 SP - 1342 EP - 1365 J2 - Qual Health Res LA - en SN - 1049-7323 ST - Qualitative Metasynthesis UR - https://doi.org/10.1177/1049732304269888 Y2 - 2019/11/15/13:45:27 ER - TY - JOUR TI - Information Literacy in Kenya AU - Tilvawala, Khushbu AU - Myers, Michael D. AU - Andrade, Antonio Díaz T2 - The Electronic Journal of Information Systems in Developing Countries AB - There are a growing number of information and communications technologies (ICT) initiatives in developing countries. These initiatives are usually undertaken on the basis that they are important for social and economic development. However, one barrier to the efficient utilisation of ICT in developing countries is the relatively low level of information literacy. Without the ability to manipulate and use information effectively, investments in ICT-for-development projects may be unsuccessful. In this research project, three ICT initiatives in Kenya are analysed in the light of the dimensions of information literacy. Implications for other developing countries are discussed. DA - 2009/// PY - 2009 DO - 10.1002/j.1681-4835.2009.tb00275.x DP - Wiley Online Library VL - 39 IS - 1 SP - 1 EP - 11 LA - en SN - 1681-4835 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/j.1681-4835.2009.tb00275.x Y2 - 2021/03/19/13:36:17 KW - Information and communications technology KW - Kenya KW - developing countries KW - information literacy ER - TY - RPRT TI - ICT in education in Tanzania: Lessons and experiences from IICD-supported projects AU - Tilya, Frank CY - The Hague DA - 2007/// PY - 2007 SP - 8 LA - EN M3 - Thematic Brief PB - International Institute for Communication and Development (IICD) UR - http://www.bibalex.org/search4dev/files/287918/118801.pdf Y2 - 2022/02/02/18:59:05 ER - TY - BOOK TI - Teacher professional learning and development: best evidence synthesis iteration (BES) AU - Timperley, Helen CY - Wellington, N.Z. DA - 2007/// PY - 2007 DP - Open WorldCat LA - eng PB - Ministry of Education SN - 978-0-7903-2628-3 ST - Teacher professional learning and development UR - https://thehub.swa.govt.nz/assets/documents/42432_TPLandDBESentireWeb_0.pdf KW - C:New Zealand ER - TY - JOUR TI - Young children's use of video as a source of socially relevant information AU - Troseth, G. L. AU - Saylor, M. M. AU - Archer, A. H. T2 - Child Development AB - Although prior research clearly shows that toddlers have difficulty learning from video, the basis for their difficulty is unknown. In the 2 current experiments, the effect of social feedback on 2-year-olds' use of information from video was assessed. Children who were told "face to face" where to find a hidden toy typically found it, but children who were given the same information by a person on video did not. Children who engaged in a 5-min contingent interaction with a person (including social cues and personal references) through closed-circuit video before the hiding task used information provided to find the toy. These findings have important implications for educational television and use of video stimuli in laboratory-based research with young children. DA - 2006/06//May PY - 2006 DO - 10.1111/j.1467-8624.2006.00903.x DP - Web of Science VL - 77 IS - 3 SP - 786 EP - 799 J2 - Child Dev. LA - English SN - 0009-3920 KW - behavior KW - blues-clues KW - comprehension KW - find KW - guide KW - imitation KW - infants KW - learn KW - perception KW - television ER - TY - ELEC TI - Knowledge Maps: ICTs in Education AU - Trucano, M. AB - Recent work at infoDev created a series of Knowledge Maps of what is known and what isnt about ICT use in education. DA - 2005/// PY - 2005 LA - en ST - Knowledge Maps UR - https://www.infodev.org/articles/knowledge-maps-icts-education Y2 - 2021/05/22/15:35:24 ER - TY - ELEC TI - On-line safety for students in developing countries AU - Trucano, Mike AB - When participating in discussions with officials planning for the use of computers and the Internet in schools in many developing countries, I am struck by how child Internet safety issues are often only considered as an afterthought -- if indeed they are considered at all. Yet these issues almost *always* present themselves during implementation, and ... DA - 2009/// PY - 2009 LA - en UR - https://blogs.worldbank.org/edutech/online-safety-for-students Y2 - 2022/11/18/14:06:30 ER - TY - JOUR TI - Teacher Efficacy: Capturing an elusive construct AU - Tschannen-Moran, Megan AU - Hoy, Anita Woolfolk T2 - Teaching and Teacher Education DA - 2001/// PY - 2001 DO - 10.1016/S0742-051X(01)00036-1 IS - 17 SP - 783 EP - 805 UR - https://wmpeople.wm.edu/asset/index/mxtsch/tsesshort Y2 - 2021/10/11/14:05:44 ER - TY - ELEC TI - Convention on the Rights of Persons with Disabilities (CRPD) | United Nations Enable AU - UNCRPD AB - Convention Ratifications/Accessions: 182 Signatories*: 164 Optional Protocol Ratifications/Accessions: 96 Signatories*: 94 (* Signatories include countries or regional integration organizations that have signed the Convention and its Optional Protocol) 10th Anniversary of the adoption of CRPD: 2006 to 2016 Infographic on the CRPD and the COSP (prepared October 2016: (Word, PDF) Status of Ratifications to the CRPD (prepared May 2016) (JPG, […] DA - 2006/// PY - 2006 LA - en-US UR - https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html Y2 - 2020/12/10/00:00:00 ER - TY - RPRT TI - Human Development Report 2009: Overcoming barriers—Human mobility and development AU - UNDP CY - New York, NY, USA DA - 2009/// PY - 2009 PB - United Nations Development Programme (UNDP) UR - https://www.un.org/en/development/desa/population/events/pdf/8/UNDP_OHDR_Klugmann.pdf ER - TY - BOOK TI - Education for All by 2015: will we make it? EFA global monitoring report, 2008 AU - UNESCO DA - 2008/// PY - 2008 DP - UNESCO Digital Library UR - https://unesdoc.unesco.org/ark:/48223/pf0000154743 Y2 - 2022/11/11/04:55:22 ER - TY - RPRT TI - ICT competency standards for teachers: policy framework AU - UNESCO CY - Paris DA - 2008/// PY - 2008 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000156210 ER - TY - BOOK TI - Overcoming inequality: why governance matters AU - UNESCO T2 - EFA Global Monitoring Report DA - 2009/// PY - 2009 DP - Google Scholar ST - Overcoming inequality UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2009-governance/ Y2 - 2014/05/14/19:49:47 KW - EfA KW - GMR ER - TY - BOOK TI - The quality imperative T2 - EFA global monitoring report A3 - UNESCO A3 - Education for All DA - 2005/// PY - 2005 DP - Gemeinsamer Bibliotheksverbund ISBN ET - 2nd printing SP - 430 LA - en SN - 978-92-3-103976-8 ER - TY - RPRT TI - The quality of teaching and learning in Tanzanian primary schools: A baseline study. AU - UNICEF CY - Dar Es Salaam DA - 2008/// PY - 2008 PB - UNICEF ER - TY - ELEC TI - Citizens In 34 Countries Show Implicit Bias Linking Males More Than Females With Science AU - Univeristy of Virginia T2 - ScienceDaily AB - Implicit stereotypes -- thoughts that people may be unwilling to express or may not even know that they have -- may have a powerful effect on gender equity in science and mathematics engagement and performance, according to a new study. DA - 2009/// PY - 2009 LA - en UR - https://www.sciencedaily.com/releases/2009/06/090622171410.htm Y2 - 2021/12/14/16:42:58 ER - TY - JOUR TI - Towards a framework for the use of ICT in teacher training in Africa AU - Unwin, Tim T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - There is a gulf between the rhetoric of those advocating the use of ICT in education in Africa and the reality of classroom practice. This paper explores some of the reasons for this, and outlines a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It argues that six fundamental principles of good practice must be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre‐service and in‐service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; and an emphasis on the development of sustainable costing models. The paper concludes with a framework for action to deliver the very real benefits of ICT for teacher training in Africa. DA - 2005/06/01/ PY - 2005 DO - 10.1080/02680510500094124 DP - Taylor and Francis+NEJM VL - 20 IS - 2 SN - 0268-0513 UR - https://www.researchgate.net/publication/44836272_Towards_a_framework_for_the_use_of_ICT_in_teacher_training_in_Africa Y2 - 2020/09/01/08:14:56 KW - Africa KW - Education policy KW - ICT KW - Teacher training ER - TY - JOUR TI - Distance Learning: Promises, Problems, and Possibilities AU - Valentine, Doug T2 - Online Journal of Distance Learning Administration DA - 2002/09/15/ PY - 2002 DP - www.westga.edu VL - 5 IS - 3 ST - Distance Learning UR - https://www.westga.edu/~distance/ojdla/fall53/valentine53.html Y2 - 2021/02/23/10:21:26 KW - ⛔ No DOI found ER - TY - JOUR TI - A stakeholder analysis AU - Varvasovszky, Z. T2 - Health Policy and Planning DA - 2000/09/01/ PY - 2000 DO - 10.1093/heapol/15.3.338 DP - DOI.org (Crossref) VL - 15 IS - 3 SP - 338 EP - 345 LA - en SN - 14602237 UR - https://academic.oup.com/heapol/article-lookup/doi/10.1093/heapol/15.3.338 Y2 - 2020/12/01/06:51:06 ER - TY - JOUR TI - The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania AU - Vavrus, Frances T2 - International Journal of Educational Development AB - This article examines recent educational reforms in Tanzania by looking at the cultural politics of pedagogical change in secondary and teacher education. It presents an ethnography of a teachers college founded on the principles of social constructivism in a country where formalistic, teacher-centered pedagogy is the norm. Using data collected through a year of participant observation, it argues that the cultural, economic, and political dimensions of teachers’ practice need to be considered alongside efforts to reform the country's educational system. It offers contingent constructivism as an alternative to the international consensus on a single model of excellent teaching. DA - 2009/05/01/ PY - 2009 DO - 10.1016/j.ijedudev.2008.05.002 DP - ScienceDirect VL - 29 IS - 3 SP - 303 EP - 311 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - The cultural politics of constructivist pedagogies UR - http://www.sciencedirect.com/science/article/pii/S0738059308000485 Y2 - 2020/05/22/13:25:25 KW - Development KW - Educational policy KW - International education KW - Tanzania KW - Teacher education ER - TY - JOUR TI - Vers une école plurilingue: Dans les collectivités françaises d'Océanie et de Guyane AU - Vernaudon, Jacques AU - Fillol, Véronique T2 - Vers une école plurilingue DA - 2009/// PY - 2009 DP - Google Scholar SP - 1 EP - 322 ST - Vers une école plurilingue KW - ⛔ No DOI found ER - TY - BOOK TI - International handbook of information technology in primary and secondary education T2 - Springer international handbooks of education A3 - Voogt, Joke A3 - Knezek, Gerald CY - New York, NY DA - 2008/// PY - 2008 DP - Gemeinsamer Bibliotheksverbund ISBN VL - 20 LA - en PB - Springer Science+Business Media SN - 978-0-387-73314-2 UR - https://teachwithict.files.wordpress.com/2011/08/dede.pdf ER - TY - JOUR TI - IT and Education for the Poorest of the Poor: Constraints, Possibilities, and Principles AU - Wagner, Daniel T2 - TechKnowLogia: International Journal for the Advancement of Knowledge and Learning AB - Long before the term "Digital Divide" became a common term to describe gaps between the rich and poor in the effective access and use of information technology (IT), most policy makers, researchers and practitioners could at least agree on one thing: Reaching the poorest of the poor was going to be the most difficult of challenges. DA - 2001/07/01/ PY - 2001 DP - Zotero IS - July/August SP - 48 EP - 50 LA - en ST - IT and Education for the Poorest of the Poor UR - https://repository.upenn.edu/literacyorg_articles/14 KW - ⛔ No DOI found ER - TY - JOUR TI - Monitoring and evaluation of ICT in education projects. A handbook for developing countries AU - Wagner, Daniel A. AU - Day, Bob AU - James, Tina AU - Kozma, Robert B. AU - Miller, Jonathan AU - Unwin, Tim T2 - Washington DC: infoDev. Retrieved July DA - 2005/// PY - 2005 DP - Google Scholar VL - 7 SP - 2006 UR - https://ictlogy.net/bibliography/reports/projects.php?idp=329 Y2 - 2023/11/26/14:58:01 KW - ⛔ No DOI found ER - TY - CONF TI - Monitoring and evaluation of ICT in education projects: A handbook for developing countries AU - Wagner, Daniel A. AU - Day, Bob AU - James, Tina AU - Kozma, Robert B. AU - Miller, Jonathan AU - Unwin, Tim AB - an infoDev publication www.infodev.org Pre-publication draft for circulation at the World Summit on the Information Societ C1 - Washington D.C. C3 - the International Conference on Educational Technology DA - 2005/// PY - 2005 DP - CiteSeer PB - InfoDev / World Bank ST - Monitoring and evaluation of ICT in education projects UR - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.540.4312&rep=rep1&type=pdf#page=13 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Who is responsible for E-Learning Success in Higher Education? A Stakeholders' Analysis AU - Wagner, Nicole AU - Hassanein, Khaled AU - Head, Milena DA - 2008/// PY - 2008 DO - https://www.jstor.org/stable/pdf/jeductechsoci.11.3.26.pdf UR - https://www.jstor.org/stable/pdf/jeductechsoci.11.3.26.pdf KW - ⚠️ Invalid DOI ER - TY - GEN TI - Education Management Information Systems (EMIS): a guide for young managers AU - Wako, Tegegn Nuresu DA - 2003/// PY - 2003 UR - https://unesdoc.unesco.org/ark:/48223/pf0000220621 Y2 - 2022/04/07/15:34:31 ER - TY - JOUR TI - Design-based research and technology-enhanced learning environments AU - Wang, Feng AU - Hannafin, Michael J. T2 - Educational Technology Research and Development DA - 2005/12// PY - 2005 DO - 10.1007/BF02504682 DP - DOI.org (Crossref) VL - 53 IS - 4 SP - 5 EP - 23 J2 - ETR&D LA - en SN - 1042-1629, 1556-6501 UR - http://link.springer.com/10.1007/BF02504682 Y2 - 2023/08/16/11:03:08 ER - TY - JOUR TI - Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning AU - Wang, K. H. AU - Wang, T. H. AU - Wang, W. L. AU - Huang, S. C. T2 - Journal of Computer Assisted Learning AB - The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three different formative assessment strategies was developed. The formative assessment strategies included Formative Assessment Module of the Web-Based Assessment and Test Analysis system (FAM-WATA) (with six Web-based formative assessment strategies), Normal Module of Web-Based Assessment and Test Analysis system (N-WATA) (only with partial Web-based formative assessment strategy) and Paper and Pencil Test (PPT) (without Web-based formative assessment strategy). Subjects were tested using Kolb's Learning Style Inventory, and assigned randomly by class into three groups. Each group took Web-based courses using one of the formative assessment strategies. Pre- and post-achievement testing was carried out. A one-way ANCOVA analysis showed that both learning style and formative assessment strategy are significant factors affecting student achievement in a Web-based learning environment. However, there is no interaction between these two factors. A post hoc comparison showed that performances of the FAM-WATA group are higher than the N-WATA and PPT groups. Learners with a ‘Diverger’ learning style performed best followed by, ‘Assimilator’, ‘Accommodator’, and ‘Converger’, respectively. Finally, FAM-WATA group students are satisfied with six strategies of the FAM-WATA. DA - 2006/// PY - 2006 DO - 10.1111/j.1365-2729.2006.00166.x DP - Wiley Online Library VL - 22 IS - 3 SP - 207 EP - 217 LA - en SN - 1365-2729 ST - Learning styles and formative assessment strategy UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2729.2006.00166.x Y2 - 2020/07/20/17:23:15 KW - Kolb's learning style KW - WATA system KW - Web-based formative assessment KW - biology KW - e-learning effects KW - middle school ER - TY - BOOK TI - Technology and social inclusion: rethinking the digital divide AU - Warschauer, Mark CN - HN49.I56 W37 2003 CY - Cambridge, Mass. ; London DA - 2003/// PY - 2003 DP - ul-newton.lib.cam.ac.uk Library Catalog SP - 260 PB - MIT Press SN - 978-0-262-23224-1 ST - Technology and social inclusion KW - Digital divide KW - Marginality, Social ER - TY - JOUR TI - Promoting academic literacy with technology: successful laptop programs in K-12 schools AU - Warschauer, Mark AU - Grant, David AU - Real, Gabriel Del AU - Rousseau, Michele T2 - System T3 - Incorporating Multimedia Capability in the Reporting of Applied Linguistics Research AB - One of the main challenges that US schools face in educating English language learners is developing their academic literacy. This paper presents case studies of two K-12 schools that successfully employ high-technology environments, including laptop computers for each student, toward the development of English language learners’ academic language proficiency and academic literacy. In the first school, Latino fourth-grade students use laptops and other new technologies for a wide variety of pre- and post-reading tasks as part of their effort to transition from learning to read to reading to learn. In the second school, diverse immigrant and refugee students at the middle school level combine technology use with Expeditionary Learning to carry out community projects leading to the development of sophisticated products. In both schools, technology is used to engage students in cognitively demanding activity, motivate independent reading, and provide scaffolding for language development, while the researchers also made use of technology to document learning processes and outcomes. Taken together, the schools offer valuable lessons for utilization of technology to promote academic literacy among culturally and linguistically diverse students. DA - 2004/12/01/ PY - 2004 DO - 10.1016/j.system.2004.09.010 DP - ScienceDirect VL - 32 IS - 4 SP - 525 EP - 537 J2 - System LA - en SN - 0346-251X ST - Promoting academic literacy with technology UR - https://www.sciencedirect.com/science/article/pii/S0346251X04000764 Y2 - 2021/05/24/17:55:40 KW - Laptops KW - Literacy KW - Technology ER - TY - JOUR TI - Technology and equity in schooling: Deconstructing the digital divide AU - Warschauer, Mark AU - Knobel, Michele AU - Stone, Leeann T2 - Educational policy DA - 2004/// PY - 2004 DO - 10.1177/0895904804266469 DP - Google Scholar VL - 18 IS - 4 SP - 562 EP - 588 ST - Technology and equity in schooling KW - equity KW - technology ER - TY - JOUR TI - Fertility Behavior and Psychological Stress: The Mediating Influence of Gender Norm Beliefs Among Egyptian Women AU - Waszak, Cynthia AU - Severy, Lawrence J. AU - Kafafi, Laila AU - Badawi, Isis T2 - Psychology of Women Quarterly AB - The influence of gender norms on women's family planning experiences is a finding that cuts across numerous studies included in Family Health International's multi-country Women's Studies Project. This paper explores findings from one of these studies on the mediating influence of beliefs about gender norms on the relationship between fertility behavior and psychological well-being. Using cross-sectional survey data from 4,908 Egyptian women, hierarchical multiple regression models were tested with depression and anxiety as the dependent variables. Independent variables included three demographic variables, two measures of beliefs about gender norms developed from survey items using exploratory factor analytic techniques, and two fertility behavior variables—use of family planning and number of children. Gender norm beliefs predicted both anxiety and depression. The statistical analyses demonstrated a separate effect of family planning use on anxiety, independent of gender norm beliefs, but the effect of family planning behaviors on depression disappeared when gender norm beliefs were included in the regression model, which indicates a mediating effect of gender norm beliefs. Although cross-sectional data do not allow for the determination of causality among the three types of variables, a conceptual framework is offered for the possible causal mechanisms for the identified relationships. DA - 2001/09// PY - 2001 DO - 10.1111/1471-6402.00021 DP - DOI.org (Crossref) VL - 25 IS - 3 SP - 197 EP - 208 J2 - Psychology of Women Quarterly LA - en SN - 0361-6843, 1471-6402 ST - Fertility behavior and psychological stress UR - http://journals.sagepub.com/doi/10.1111/1471-6402.00021 Y2 - 2022/03/04/15:26:46 ER - TY - RPRT TI - Blending Learning: The Convergence of Online and Face-to-Face Education AU - Watson, John DA - 2008/// PY - 2008 DP - Zotero LA - en PB - North American Council for Online Learning UR - https://files.eric.ed.gov/fulltext/ED509636.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Experimenting With Teacher Professional Development: Motives and Methods AU - Wayne, Andrew J. AU - Yoon, Kwang Suk AU - Zhu, Pei AU - Cronen, Stephanie AU - Garet, Michael S. T2 - Educational Researcher AB - A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and?for those conducting and interpreting such studies?discusses the unique methodological issues encountered when experimental methods are applied to the study of PD. DA - 2008/11/01/ PY - 2008 DO - 10.3102/0013189X08327154 DP - SAGE Journals VL - 37 IS - 8 SP - 469 EP - 479 J2 - Educational Researcher SN - 0013-189X ST - Experimenting With Teacher Professional Development UR - https://doi.org/10.3102/0013189X08327154 Y2 - 2020/05/15/11:53:08 KW - C:United States / International ER - TY - JOUR TI - Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence AU - Webb, Thomas L. AU - Sheeran, Paschal T2 - Psychological Bulletin AB - Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency. DA - 2006/03// PY - 2006 DO - 10.1037/0033-2909.132.2.249 DP - PubMed VL - 132 IS - 2 SP - 249 EP - 268 J2 - Psychol Bull LA - eng SN - 0033-2909 ST - Does changing behavioral intentions engender behavior change? KW - Attitude KW - Cooperative Behavior KW - Female KW - Humans KW - Intention KW - Male KW - Social Behavior ER - TY - BOOK TI - Planning for educational change: putting people and their contexts first AU - Wedell, Martin DA - 2009/// PY - 2009 DP - Zotero LA - en PB - Bloomsbury publishing KW - ⛔ No DOI found ER - TY - BOOK TI - Dialogic education and technology: Expanding the space of learning AU - Wegerif, Rupert DA - 2007/// PY - 2007 DP - Google Scholar VL - 7 PB - Springer Science & Business Media ST - Dialogic education and technology ER - TY - CONF TI - Constructivist learning systems: a new paradigm AU - Weiqi Li T2 - Proceedings IEEE International Conference on Advanced Learning Technologies AB - The educational enterprise is in the midst of a philosophical shift from a behaviorist to a constructivist paradigm. If constructivism is to be taken seriously as a new educational paradigm in the information age, learning technology R&D must pay more attention to learners instead of teachers. A constructivist learning environment (CLE) is a technology-rich, open place where a learner can use a variety of tools and information resources in his pursuit of learning goals and problem-solving activities. Wherein the learner can draw upon information resources and tools to actively construct knowledge, generate a diverse array of ideas, develop multiple modes of representation, engage in social interaction, and solve authentic problems. Four major elements are bound together by their roles in the establishment of a CLE: public knowledge system; distributed instructional system; learning community; constructivist learning system. C3 - Proceedings IEEE International Conference on Advanced Learning Technologies DA - 2001/08// PY - 2001 DO - 10.1109/ICALT.2001.943967 DP - IEEE Xplore SP - 433 EP - 434 ST - Constructivist learning systems KW - Buildings KW - CLE KW - Collaborative work KW - Education KW - Educational technology KW - Information technology KW - Learning systems KW - Problem-solving KW - Process control KW - Research and development KW - Shape KW - constructivist learning environments KW - constructivist learning systems KW - constructivist paradigm KW - distributed instructional system KW - educational enterprise KW - educational paradigm KW - educational technology KW - human factors KW - information age KW - information resources KW - learning community KW - learning goals KW - learning technology R&d KW - philosophical shift KW - problem-solving activities KW - public knowledge system KW - social aspects of automation KW - social interaction KW - teaching KW - user interfaces ER - TY - JOUR TI - Computerized Adaptive Testing for Effective and Efficient Measurement in Counseling and Education AU - Weiss, David J. T2 - Measurement and Evaluation in Counseling and Development DA - 2004/07// PY - 2004 DO - 10.1080/07481756.2004.11909751 DP - DOI.org (Crossref) VL - 37 IS - 2 SP - 70 EP - 84 J2 - Measurement and Evaluation in Counseling and Development LA - en SN - 0748-1756, 1947-6302 UR - https://www.tandfonline.com/doi/full/10.1080/07481756.2004.11909751 Y2 - 2022/06/17/13:05:35 ER - TY - ELEC TI - International Classification of Functioning, Disability and Health Framework (ICF) AU - WHO DA - 2002/// PY - 2002 UR - https://www.who.int/classifications/international-classification-of-functioning-disability-and-health#:~:text=The%20International%20Classification%20of%20Functioning,%20Disability%20and%20Health,,is%20a%20classification%20of%20health%20and%20health-related%20domains. Y2 - 2020/12/10/00:00:00 ER - TY - BOOK TI - Sex, ecology, spirituality: The spirit of evolution AU - Wilber, Ken DA - 2001/// PY - 2001 DP - Google Scholar PB - Shambhala Publications ST - Sex, ecology, spirituality ER - TY - JOUR TI - Two degrees of separation in complex food webs AU - Williams, Richard J. AU - Berlow, Eric L. AU - Dunne, Jennifer A. AU - Barabási, Albert-László AU - Martinez, Neo D. T2 - Proceedings of the National Academy of Sciences DA - 2002/// PY - 2002 DO - 10.1073/pnas.192448799 DP - Google Scholar VL - 99 IS - 20 SP - 12913 EP - 12916 ER - TY - JOUR TI - Educational reform, enquiry‐based learning and the re‐professionalisation of teachers AU - Williamson, Ben AU - Morgan, John T2 - The Curriculum Journal DA - 2009/// PY - 2009 DO - 10.1080/09585170903195894 DP - DOI.org (Crossref) VL - 20 IS - 3 SP - 287 EP - 304 J2 - Curric. j. LA - en SN - 0958-5176, 1469-3704 UR - https://www.researchgate.net/publication/248993852_Educational_reform_enquiry-based_learning_and_the_re-professionalisation_of_teachers Y2 - 2021/05/31/18:01:13 ER - TY - BOOK TI - The Other Blended Learning: A Classroom-Centered Approach AU - Wilson, Diann AU - Smilanich, Ellen M. AB - In The Other Blended Learning, Diann Wilson and Ellen Smilanich explain how to successfully blend a variety of learning methods?including mentoring, coaching, on-the-job training, and e-learning?around classroom-delivered content. Though blended learning is most often associated with e-learning, this ?other? blend shows how to maximize the classroom experience to aid learning transfer and improve performance.  Written in an easy-to-use format, The Other Blended Learning offers a practical guide for understanding and implementing a successful blended learning approach in any organization no matter what its size or mission. CY - San Francisco, CA DA - 2005/07/07/ PY - 2005 ET - 1 edition SP - 304 LA - English PB - Pfeiffer SN - 978-0-7879-7401-5 ST - The Other Blended Learning ER - TY - JOUR TI - Investing in ICTs in educational institutions in developing countries: An evaluation of their impact in Kenya AU - Wims, Pádraig AU - Lawler, M. T2 - undefined AB - ABSTRACT The incorporation of Information and Communication Technologies (ICT) into the educational curriculum has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this research seeks to redress this by examining the impact of ICT projects in educational institutions in Kenya. Teaching staff, current students and former students together with parents of current students were surveyed. Key informants were also interviewed to establish the current policies concerning ICT in education in Kenya. An absence of educational software was found, as was the lack of Internet access and use of e-mail. Some 35-40% of secondary school teachers had never used a computer. The research revealed tangible benefits to students from exposure to ICT. It was also found that exposure to computers in schools influenced the career choices of former students. It was concluded that reform of the telecommunications sector is necessary to hasten the rollout of computer technology in educational institutions in Kenya. At school level, the key issues which arose included staff training, mainstreaming of ICT across the curriculum and provision of adequate ICT equipment. Keywords: ICTs; Developing Countries; Education INTRODUCTION This paper investigates the use of computers in educational institutions in the Rift Valley province in Kenya. The adoption of Information and Communication Technologies (ICT) has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this study examines ICT projects in educational institutions in Kenya, in order to establish normal practice and to determine the effects of adopting ICTs at school level. BACKGROUND TO THE RESEARCH The country of Kenya experiences many of the problems typical of sub Sahara Africa enumerated by Langmia (2006) in that it is lagging behind in information superhighway technology. In terms of telecommunications infrastructural developments, the growth of the fixed telephone network throughout Kenya has been below expectations; according to the Central Bureau of Statistics (2006), the fixed line tele-density was 1.02% (number of fixed lines per one hundred population) during the year 2003 but this has actually deteriorated since then due to the steady population increase in the absence of infrastructural developments. Most of these fixed line subscribers are concentrated in urban areas which account for 94% of the fixed lines while 6% are in rural areas (ibid). In contrast, cellular services have expanded rapidly from under 15,000 customers in 1999 to over 2.8 million in 2004 (Export Processing Zones Authority, 2005). By April 2004, there were an estimated one million internet users and over one thousand cyber cafes throughout the country (ibid.). Keiyo District is one of 18 districts of the Rift Valley Province and lies just north of the equator, at its centre approximately 350km north west of Nairobi. The western and southern areas of the district are fertile and support the highest population. Livestock rearing and tillage farming are the main occupations of the community. To the north of Iten, the administrative centre, the land gradually rises through forests of indigenous trees and bleak high merino-sheep country. Lumbering is also carried on in this area. The total population of Keiyo District was estimated at 144,000 in 2004, and the population density was estimated to be 100 persons per square km (CKRC, 2004). Keiyo District is the eighth most densely populated district in the Rift Valley Province and has an average life expectancy of 61 years. … DA - 2007/// PY - 2007 DP - www.semanticscholar.org LA - en ST - Investing in ICTs in educational institutions in developing countries UR - /paper/Investing-in-ICTs-in-educational-institutions-in-An-Wims-Lawler/b03fde9c23d7a02d3bbcffb9350e9910e007d80b Y2 - 2021/05/22/15:27:29 KW - ⛔ No DOI found ER - TY - JOUR TI - Dewey goes digital: Scaling up constructivist pedagogies and the promise of new technologies AU - Wiske, M. S. AU - Perkins, D. T2 - Scaling up success: Lessons learned from technology-based educational innovation. New York: Jossey-Bass DA - 2005/// PY - 2005 DP - Google Scholar VL - 18 ST - Dewey goes digital KW - ⛔ No DOI found ER - TY - JOUR TI - New Look at Habits and the Habit-Goal Interface AU - Wood, Wendy AU - Neil, David T2 - Psychological Review DA - 2007/// PY - 2007 DO - 10.1037/0033-295X.114.4.843 VL - 114 IS - 4 SP - 843 EP - 863 LA - en UR - https://www.researchgate.net/publication/5936907_A_New_Look_at_Habits_and_the_Habit-Goal_Interface Y2 - 2020/08/20/15:34:22 ER - TY - RPRT TI - Briefing note on e-learning AU - World Bank DA - 2009/// PY - 2009 LA - EN UR - https://web.worldbank.org/archive/website01006/WEB/0__C-331.HTM Y2 - 2020/04/26/13:16:45 ER - TY - RPRT TI - Dhaka: improving living conditions for the urban poor AU - World Bank T2 - Bangladesh Development Series CY - The World Bank Office, Dhaka DA - 2007/06// PY - 2007 SN - No. 17 UR - https://documents1.worldbank.org/curated/en/938981468013830990/pdf/404240BD0Dhaka10ALSO03582401PUBLIC1.pdf Y2 - 2021/10/25/18:37:44 ER - TY - RPRT TI - Improving Educational Quality through Interactive Radio Instruction AU - World Bank DA - 2005/// PY - 2005 LA - EN UR - http://documents.worldbank.org/curated/en/288791468035958279/pdf/357420AFRHD0521lkit1nov10501PUBLIC1.pdf ER - TY - JOUR TI - The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project AU - Wright, John AU - Huston, Aletha AU - Murphy, Kimberlee AU - Peters, Michelle AU - Pinõn, M. AU - Scantlin, R. AU - Kotler, Jennifer T2 - Child development AB - For two cohorts of children from low- to moderate-income families, time-use diaries of television viewing were collected over 3 years (from ages 2-5 and 4-7 years, respectively), and tests of reading, math, receptive vocabulary, and school readiness were administered annually. Relations between viewing and performance were tested in path analyses with controls for home environment quality and primary language (English or Spanish). Viewing child-audience informative programs between ages 2 and 3 predicted high subsequent performance on all four measures of academic skills. For both cohorts, frequent viewers of general-audience programs performed more poorly on subsequent tests than did infrequent viewers of such programs. Children's skills also predicted later viewing, supporting a bidirectional model. Children with good skills at age 5 selected more child-audience informative programs and fewer cartoons in their early elementary years. Children with lower skills at age 3 shifted to viewing more general-audience programs by ages 4 and 5. The results affirm the conclusion that the relations of television viewed to early academic skills depend primarily on the content of the programs viewed. DA - 2001/09/01/ PY - 2001 DO - 10.1111/1467-8624.t01-1-00352 DP - ResearchGate VL - 72 IS - 5 SP - 1347 EP - 66 J2 - Child development ST - The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families UR - https://pubmed.ncbi.nlm.nih.gov/11700636/ ER - TY - RPRT TI - Reviewing the evidence on how teacher professional development affects student achievement AU - Yoon, Kwang Suk AU - Duncan, Teresa AU - Wen-yu Lee, Sylvia AU - Scarloss, Beth AU - Shapley, Kathy T2 - Issues & Answers DA - 2007/// PY - 2007 DP - Zotero SP - 62 LA - en PB - National Center for Education Evaluation and Regional Assistance SN - 033 KW - C:United States ER - TY - JOUR TI - The Political Economy of Data Protection AU - Yu, Peter K DA - 2009/// PY - 2009 DP - Zotero VL - 84 SP - 27 LA - en ER - TY - JOUR TI - Educational reform in Ghana: the leadership challenge AU - Zame, Martin Y. AU - Hope, Warren C. AU - Respress, Trinetia T2 - International Journal of Educational Management DA - 2008/02/22/ PY - 2008 DO - 10.1108/09513540810853521 DP - DOI.org (Crossref) VL - 22 IS - 2 SP - 115 EP - 128 J2 - Intl Jnl of Educational Mgt LA - en SN - 0951-354X ST - Educational reform in Ghana UR - https://www.emerald.com/insight/content/doi/10.1108/09513540810853521/full/html Y2 - 2020/03/10/12:31:55 ER - TY - JOUR TI - The Dimensional Change Card Sort (DCCS): a method of assessing executive function in children AU - Zelazo, Philip David T2 - Nature Protocols AB - The dimensional change card sort (DCCS) is an easily administered and widely used measure of executive function that is suitable for use with participants across a wide range of ages. In the standard version, children are required to sort a series of bivalent test cards, first according to one dimension (e.g., color), and then according to the other (e.g., shape). Most 3-year-olds perseverate during the post-switch phase, exhibiting a pattern of inflexibility similar to that seen in patients with prefrontal cortical damage. By 5 years of age, most children switch when instructed to do so. Performance on the DCCS provides an index of the development of executive function, and it is impaired in children with disorders such as attention-deficit/hyperactivity disorder (ADHD) and autism. We describe the protocol for the standard version (duration = 5 min) and the more challenging border version (duration = 5 min), which may be used with children as old as 7 years. *Note: In the version of the article originally published, the boat in the upper right of the figure was blue. It should be red. The error has been corrected in the HTML and PDF versions of the article. DA - 2006/06// PY - 2006 DO - 10.1038/nprot.2006.46 DP - www.nature.com VL - 1 IS - 1 SP - 297 EP - 301 LA - en SN - 1750-2799 ST - The Dimensional Change Card Sort (DCCS) UR - https://www.nature.com/articles/nprot.2006.46 Y2 - 2019/12/09/06:31:00 ER - TY - JOUR TI - Factors Affecting Technology Uses in Schools: An Ecological Perspective AU - Zhao, Yong AU - Frank, Kenneth A. T2 - American Educational Research Journal AB - Why is technology not used more in schools? Many researchers have tried to solve this persistent puzzle. The authors of this article report on their study of technology uses in 19 schools. They suggest an ecological metaphor, using the example of the introduction of the zebra mussel into the Great Lakes, to integrate and organize sets of factors that affect implementation of computer uses. Their findings suggest that an ecological perspective can provide a powerful analytical framework for understanding technology uses in schools. That perspective points out new directions for research and has significant policy and practical implications for implementing innovations in schools. DA - 2003/// PY - 2003 DO - 10.3102/00028312040004807 DP - SAGE Journals VL - 40 IS - 4 SP - 807 EP - 840 J2 - American Educational Research Journal LA - en SN - 0002-8312 ST - Factors Affecting Technology Uses in Schools UR - https://doi.org/10.3102/00028312040004807 Y2 - 2021/03/17/15:31:58 KW - computers in schools KW - diffusion of innovation KW - educational technology KW - school ecology KW - teacher development ER - TY - JOUR TI - The Social Life of Technology: An Ecological Analysis of Technology Diffusion in Schools AU - Zhao, Yong AU - Lei, Jing AU - Frank, Kenneth A. T2 - Pedagogies: An International Journal DA - 2006/04// PY - 2006 DO - 10.1207/s15544818ped0102_5 DP - DOI.org (Crossref) VL - 1 IS - 2 SP - 135 EP - 149 J2 - Pedagogies: An International Journal LA - en SN - 1554-480X, 1554-4818 ST - The Social Life of Technology UR - http://www.tandfonline.com/doi/abs/10.1207/s15544818ped0102_5 Y2 - 2020/01/07/15:30:03 ER - TY - RPRT TI - What makes the difference? A practical analysis of research on the effectiveness of distance education AU - Zhao, Yong AU - Lei, Jing AU - Yan, Bo AU - Tan, Sophia AU - Zhao, Yong DA - 2005/// PY - 2005 DP - CiteSeer ST - What makes the difference? ER -